Bioengineering

Bioengineering

10/30/2018 Bioengineering Scoring Guide Bioengineering Scoring Guide CRITERIA NONPERFORMANCE BASIC

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PROFICIENT DISTINGUISHED Describe the purpose of a gene that encodes for a specific protein. Does not give an example of a gene the encodes for a specific protein. Gives an example of a gene that encodes for a specific protein. Describes the purpose of a gene that encodes for a specific protein. Describes the purpose of a gene that encodes for a specific protein, and explains how it could be used as a tool in biotechnology. Evaluate the pros and cons of a genetically modified organism. Does not identify the pros and cons of a genetically modified organism. Identifies but does not evaluate the pros and cons of a genetically modified organism. Evaluates the pros and cons of a genetically modified organism. Evaluates the pros and cons of a genetically modified organism, and includes an explanation of why it was developed. Explain how microorganisms that normally affect the immune system can be used beneficially as tools in biotechnology. Does not list microorganisms that are used as tools in biotechnology. Lists microorganisms that are used as tools in biotechnology. Explains how microorganisms that normally affect the immune system can be used beneficially as tools in biotechnology. Evaluates how well microorganisms that normally affect the immune system have been used successfully as tools in biotechnology, citing examples from research. Explain the main points presented in an article. Does not identify the main points presented in an article. Identifies but does not explain the main points presented in an article. Explains the main points presented in an article. Explains the main points presented in an article, and applies a personal viewpoint on the information in the article. Evaluate the scientific credibility of an article. Does not identify the scientific credibility of an article. Identifies the scientific credibility of an article. Evaluates the scientific credibility of an article. Evaluates the scientific credibility of an article, and describes how the information in the article can be applied personally. Write coherently to support a central idea in appropriate format with correct grammar, usage, and mechanics. Does not write coherently to support a central idea. Writes to support a central idea but the format is inconsistent and there are errors in grammar, usage, and mechanics. Writes coherently to support a central idea in appropriate format with correct grammar, usage, and mechanics. Writes coherently to support a central idea in appropriate format with correct grammar, usage, and mechanics, including correct APA format and citations, and using concise, clear, and thorough language. https://courserooma.capella.edu/bbcswebdav/institution/BIO-FP/BIO-FP1000/150701/Scoring_Guides/u06a1_scoring_guide.html 1/1 Source Evaluation Form: Journals and Books A Brief Checklist for Evaluating Journals and Books (Adapted from Capella’s iGuide.) Author What are the author’s credentials, educational background, past writings, or experience? Is the author associated with an institution or organization? Date of Publication When was the source published? Is the source current or out of date for your topic? Publisher Note the publisher. If a university press publishes the source, it is likely to be scholarly. Title of Journal or Book Is this a scholarly journal or a popular journal? Intended Audience Is the publication aimed at a specialized audience or a general audience? Objective Reasoning Is the information covered fact, opinion, or propaganda? On what did you base your answer? Is the author’s point of view objective and impartial? On what did you base your answer? Coverage Does the source extensively or marginally cover the topic? Evaluation Checklist © Capella University 2003 1 Source Evaluation Form: Web Sites A Brief Checklist for Evaluating Web Sites (Adapted from Capella’s iGuide.) Author or Web Site Producer Is the author or producer a well-known and well-regarded name you recognize? Is the author associated with an institution or organization? Publisher – Organization or Sponsor Is the name of an organization or sponsor given on the document you are reading? Does the organization or sponsor have a reputation for expertise in the subject matter? Does the Web site provide information describing the purpose of the organization or sponsor? Point of View or Bias Does this document reside on the server of an organization that has a political or philosophical agenda? Is the Web page a mask for advertising? Why was this written, and for whom? Intended Audience Is the publication aimed at a specialized audience or a general audience? Content Is the information covered fact, opinion, or propaganda? On what did you base your answer? Is the content accurate? How do you know? Does the content need to be verified by other resources? 1 Source Evaluation Form: Web Sites Scope Does the source extensively or marginally cover the topic? Currency How current is the information? How frequently is the resource updated? Is it a static resource? Evaluation Checklist © Capella University 2003 2
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introduction to advanced nursing practice (assignment)

introduction to advanced nursing practice (assignment)

MSc in Nursing: Advanced Practice Module NS5064P: Introduction to Advanced Clinical Nursing Concepts

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Assignment Nursing concepts such as critical thinking and reflective practice are essential in developing the role of the advanced practice nurses. Discuss the importance of critical thinking and reflective practice in advancing nursing practice and interpreting complex issues in health care. (50%) All answers must be supported with appropriate literature Academic assignment presentation requirements: This assessment involves critical review of the literature in relation to the chosen topic. It should involve discussion of the concepts and issues explored in the module. All discussion must be supported by relevant literature using the Harvard method of referencing (APA Referencing Style 6th Edition). Presentation style as follows: font size 12pt & black, font style Times New Roman, text should be double spaced and justified. References are single spaced, in alphabetical order and not included in the word limit. Plagiarism It is the student’s responsibility to familiarise themselves with University regulation on plagiarism, copying and collusion. See Guidelines in DCU Handbook. Introduction The introduction should be clear, inviting and states the main topic. It should provide an overview of the paper. Information is relevant and presented in a logical order. Define critical thinking and reflective practice, Outline points be discussed. Main body Using relevant literature discuss the points critically. Discuss: Critical Thinking in Nursing: Critically discuss the challenges for nurses such as communicating bad news, working in teams, managing conflict, and satisfying patients’ needs. How do we accomplish this? How do we make decisions in nursing How do nursing concepts such a critical thinking and reflective practice support nurses decision making Conclusion The conclusion is strong and summarizes the discussion. Do not introduce new points here The author’s purpose of writing must be very clear, and there is strong evidence of attention to audience. The author’s knowledge with the topic is evident. Examples of articles to read Alfaro-LeFevre, R., Critical Thinking in Nursing: A Practical Approach (1999). Centers for Teaching and Technology – Book Library. 127. http://digitalcommons.georgiasouthern.edu/c12 library/122 Brunt, B.A. (2005) Critical Thinking in Nursing: An Integrated Review, The Journal of Continuing Education in Nursing March 2005 – Volume 36 Issue 2:60-67 Chao, Shu-Yuan, Liu, Hsing-Yuan; Wu, Ming-Chang; Clark, Mary Jo; Tan, Jung-Ying (2013) Identifying Critical Thinking Indicators and Critical Thinker Attributes in Nursing Practice. Inumal of Nureina Research 21/21-274.210 Section C Nursing concepts such as critical thinking and reflective practice are essential and play an important part of developing the role of the advanced practice nurses. Discuss the importance of critical thinking and reflective practice in advancing nursing practice and the need to interpret the often-complex issues in healthcare. (50%) All answers must be supported with appropriate literature Academic assignment presentation requirements: This assessment involves critical review of the literature in relation to the chosen topic. It should involve discussion of the concepts and issues explored in the module. All discussion must be supported by relevant literature using the Harvard method of referencing. Presentation style as follows: font size 12pt & black, font style Times New Roman, text should be double spaced and justified. References are not included in the word limit, Plagiarism It is the student’s responsibility to familiarise themselves with University regulation on plagiarism, copying and collusion. See Guidelines in DCU Handbook NS5064P Page 3 of 3
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please respond to the following post.

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please respond to the following post with a long paragraph, add citations and references.

What is a definition of family that encompasses the different family structures prevalent today? Discuss the importance of acknowledging nontraditional family structures. Explain how family systems theory can be used to better understand the interactions of a modern family (traditional or nontraditional).

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please respond to the following post.

please respond to the following post.

please respond to the following post with a long paragraph, add citations and references.

What is a definition of family that encompasses the different family structures prevalent today? Discuss the importance of acknowledging nontraditional family structures. Explain how family systems theory can be used to better understand the interactions of a modern family (traditional or nontraditional).

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please respond to the following post.

please respond to the following post.

please respond to the following post with a long paragraph, add citations and references.

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Why is the concept of family health important? Consider the various strategies for health promotion. How does a nurse determine which strategy would best enable the targeted individuals to gain more control over, and improve, their health?

Well Child Developmental Assessment Paper

Well Child Developmental Assessment Paper

Well Child Developmental Assessment Paper Guidelines

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Students will conduct a developmental assessment met in a home setting to identify factors influencing a child’s development.

WELL CHILD DEVELOPMENTAL ASSESSMENT PAPER (20%)

Each student will conduct a pediatric developmental assessment in order to facilitate his/her learning of the multiple, predictable aspects of a child’s growth and development.The student will also assess the child’s home environment to identify some of the factors influencing the child’s development.Following the visit, a written paper will be due which will include physiologic and psychosocial assessment data, goals for the child and family, interventions, and recommendations.

I.PROCEDURE FOR THE VISIT
Identify a well child (1 month – 10 years of age) either in a home or school environment.The child should not be a member of the student’s immediate family.

For home visits, you will be conducting a developmental and a home assessment for a child birth to 10 years of age.For school students, you may conduct a systematic assessment of their developmental status and identify environmental factors located in the school which are aimed at stimulating their development.

Some suggested parameters to include:

a)birth date, age, and gender

b)growth parameters – use growth charts based on the

For children < 2 years, use the Birth to 36 months 3rd-97th percentile forms and plot the following on the chart:
length for age
weight for age
head circumference for age
weight for length
For children > 2 years, use the 2-20 years 3rd-97th percentile forms and plot the following on the chart:
stature for age
weight for age
BMI for age
c)nutritional status

d)development – remember the different aspects of development

e)family

Who lives in the home and what are their roles with the child?
What influences do they have on the child’s development?
Is the child cared for outside of the home and what impact does that have on the child and his/her family?
f)home environment or school assessment–

include safety issues that may not be covered by this tool, i.e.: guns in home, helmets w/ bikes, harmful chemicals within reach, etc.
2) ANALYSIS OF DATA

Interpret the child’s growth percentiles.
Describe and interpret child developmental findings. Select at least two developmental theorists and compare the child’s development.
Assess the child’s environment in the areas of cognitive and social emotional support, safety, nutrition, and list factors that facilitate or inhibit the child’s growth and development. Or, if school based, describe environmental factors you have identified that are stimulating the child’s development
Discuss problems to be addressed, nursing diagnoses, and needs. If there are no problems, discuss anticipatory guidance needs.
3) GOALS – for child and family

4) INTERVENTIONS OR RECOMMENDATIONS – to maintain and promote growth, development and health of the child.Include documented rationale.

5)REFERENCE LIST – Use APA format.

 

SECTIONPOSSIBLE POINTS

ASSESSMENT: Collection of Subjective and Objective Data

1.Growth Chart5pts

2.Nutritional Status (24-hour food diary) 5pts

3.Family Assessment 5pts

5.Pediatric Home Environment 5pts

Total points 20 pts

ANALYSIS OF DATA

1. Child’s Growth and Development (must reference

two developmental theorist) 15pts

2.Child’s Home Environment 10pts

3.Factors that facilitate/inhibit G&D 10pts

4.Discussion of identified problems 15pts

Total Points 50pts

GOALS:

1.2 for Child 4pts

2.2 for Family 4pts

Total Points 8pts

INTERVENTIONS/RECOMMENDATIONS:

1.Maintenance of current Health Practices 10pts

2.Promotion of health, growth & development 10pts

Total Points 20pts

APA FORMATING: 2pts

TOTAL POSSIBLE POINTS: 100pts

reply to Discussion 4

reply to Discussion 4

150-200 word your thoughts about each post

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discussion One (Brit)-“Health disparities refer to differences in the health status of different people. Some groups of people have higher rates of certain diseases, and more deaths and suffering from them.” (Medline n.d.) Many things are to factor in when thinking about health disparities, some things to consider would be race, disability, gender, income, etc. As nurses, we need to do our assessments on our patients, not only just the physical assessments but the economical, spiritual, and family history assessments. As nurses we need to observe behaviors and what is going on with our patients, when we have resources to help a patient we should always be offering those resources. Nurses should be an advocate for their patients, nurses should want to set each patient up for success before being discharged.

I am choosing to talk about Dale Mayman from Hondros Village. We know that this is a male, he’s known to have a drinking problem, he’s been married quite a few times, he appears disheveled, has poor eye contact and we have been observant to notice the wife has bruising appearing old and new. A health disparity in this situation is knowing he caused his cirrhosis of the liver and it appears he could be abusive. Even though this is something that most people would consider wrong, or not okay; we cannot treat him any different when it comes to his care. Also, we should always offer who appears to be a victim, 1:1 conversation to find out what we can do to help.

References:

“Medline Plus” n.d. Retrieved by:https://medlineplus.gov/healthdisparities.html

Discussion 2(Ilona)-Giddens states that, “Health disparities refer to gaps in the quality of health and health care among population groups that often parallel differences in socioeconomic status, racial/ethnic background, and educational level” (Giddens, 2017, pg.504). As nurses, we have an enormous responsibility to advocate for our patients regardless of the their culture, religious background, race, gender or sexual preference. Nurses should always fight for the greater good of our patients and help to ensure that our patients receive the best healthcare possible. In order for our patients to receive the best healthcare, all patients should have the opportunity to receive the same level of healthcare. Healthcare equality should be the focus of all healthcare providers and nurses.

Giddens also discusses functional ability, it states that “Functional ability is important across the life course because it is a major contributing factor to quality of life. It allows independence and participation in activities that are fulfilling to human nature” (Giddens, 2017, pg. 14). The patient in Hondros Village Terrell Wallace, is a 12 year old African American, sickle cell patient who was admitted to the hospital with an episode of sickle cell crisis. He comes from a middle class family who’s mother is a nurse and father is a school teacher. It states that Terrell is a B student at school and enjoys playing an instrument. As his nurse, I would ensure that Terrell receives the same care as my patient as he would at home. It is important that while he is in the hospital, he is allowed to participate in things that he loves to do. Keeping up with his school work and being able to socialize with his family and friends are important aspects to his care and should be care planned as such.

Reference:

Giddens, J. F. (2017) Concepts for nursing practice (2nd ed.). St. Louis, MO: Elsevier

Tags: english nursing

Literature Review for Nursing paper

Literature Review for Nursing paper

Running head: CAPSTONE PROJECT BSR Capstone Project Topic 1 CAPSTONE PROJECT 2 BSR Capstone Project

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Initiative Bedside shift report (BSR) is an exercise that enhances patient security, as well as improves the nature of care and lessens unnecessary human services expenses. It is one of the numerous systems healthcare facilities around the United States are taking to enhance patient security and also experience and contribution in their caring. Apart from being evidence-based practice, BSR is additionally observed to improve patient fulfillment scores, particularly on the communication with nurses. The objective behind this capstone is to assess the nurses’ attitudes after the usage of bedside shift report at a nearby healthcare facility. Additionally, it will evaluate the utilization of BSR with the help of the Logic Model. Setting The capstone undertaking will be followed on all the nursing units at 120-bed teaching on a local healthcare facility. The different units at this health center will be an emergency department, two intensive care units, an orthopedic unit, a birthing center, and pediatric unit, and lastly a medical telemetry unit. Description Patient safety is an essential issue in all parts of healthcare facilities. It is directly influenced by medical errors Poor or insufficient communication among the healthcare providers is one of the significant reasons for medical errors. BSR does not give nurses a chance to evaluate their patient with an associate outwardly and additionally incorporates patients in the exchange of their care services. Communication and medical errors profoundly affect patient safety daily. By diminishing these preventable errors, hospitals can enhance patient safety, CAPSTONE PROJECT 3 diminish high healthcare costs, and enhance patient fulfillment scores. BSR is one of the numerous ways that medicinal and communication errors can be decreased. Impacts The following are the impacts to the healthcare: a) Reduced time spent in shift report. b) Enhance patient with knowledge for their disease and care process. c) Reduced communication errors among providers. d) Nurses are encouraging each other to exercise shift report at the bedside. e) Nurses will exercise BSR during shift change. Significance Patient safety in the healthcare facility is a public health problem. This subject has numerous ramifications for general society, for medicinal services providers, therapeutic costs, and human services repayment. BSR is one strategy that influences all parts of patient security. The Agency for Healthcare Research and Quality (AHRQ) evidence that BSR is useful to all patients since it enhances these four critical areas: accountability and time management between nurses, nursing staff satisfaction, patient experience of care, patient quality and safety. Patient experience of care, patient safety, and quality are major essential parts and profoundly impact public health. As evident by many healthcare that has established BSR, it enhances the power of strengthening patient-nurse relationships (Agency for Healthcare Research and Quality, 2013). Proposal It will be essential if various units build up a standard report sheet that each nurse will pursue. Making a lanyard that medical attendants could bear on their identifications will be another idea. The SBAR identification lanyard will be a visual suggestion to the nurses who CAPSTONE PROJECT 4 might not feel sure when giving the patient report, or for those who often neglect to give report utilizing SBAR. There may likewise be a requirement for additional training for the nurses on the SBAR afresh. Articles Summary 1. Williams, C. L. (January 03, 2018). A Comparison of the Risks and Benefits of Nursing Bedside Shift Report vs. Traditional Shift Report: A Systematic Review of the Literature. International Journal of Studies in Nursing, 3, 2, 40. The study compares the risks and benefits of BSR against traditional shift report (TSR). For a legitimate evidence-based outline, the findings were analyzed, and efficiently pieced utilizing the best four levels of evidence-based measures. Some of the examples provided by the article are risks of shift report and communication. It stresses the fact that guaranteeing appropriate correspondence is an essential part of nursing practice. It provides evidence backings on the utilization of BSR to decrease therapeutic errors, dangers, and enhance the care quality. 2. Ghosh, K., Curl, K., Goodwin, M., Morrell, P., & Guidroz, P. (2018). An exploratory study on how to improve bedside change-of-shift process: Evidence from one hospital using technology to support verbal reporting. Hawaii International Conference on System Sciences, 3180-3187.Available at: https://doi.org/10.24251/HICSS.2018.401 The article emphasizes the inefficiency in communication which massively adds to medical errors, inflicting patient safety, and care quality. The article uses qualitative content and thematic analysis to provide a clear proof on the importance of implementing CAPSTONE PROJECT 5 Bedside Change-of -Shift Process. Provides some information on why communication failures leading to medical errors ranked third cause of deaths in the U.S. Yes, it does support my topic since it emphasizes the need to Improve Bedside Change-of -Shift Process. 3. Miller, K. BA., Hamza, A., Metersky, K., Gaffney, D, M. (2018). Nursing transfer of accountability at the bedside: partnering with patients to pilot a new initiative in Ontario community hospitals. Patient Experience Journal: Vol. 5: Iss. 1 , Article 12. Available at: http://pxjournal.org/journal/vol5/iss1/12 The article emphasizes the need to improve the quality and safety of the patient experience and patient care via the patient’s engagement and bedside implementation. The article uses qualitative in establishing more profound comprehension of the effect and issues of bedside TOA for both patients and nurses. It provides patient engagement, communication, a patient experience which will be the central part of the capstone project. The article is in line with the proposed essence of BSR implementation by highlighting the importance and challenges in implementing bedside TOA from both patients/family members and nurses perspectives. 4. &NA;,. (January 01, 2014). Improving Client and Nurse Satisfaction Through the Utilization of Bedside Report. Journal for Nurses in Professional Development, 30, 4. Available at https://nursing.ceconnection.com/ovidfiles/01709760-201407000-00002.pdf It evaluates bedside report as a way of determining whether evidence support its utilization as a fundamental shift handover exercise that advances wellbeing and CAPSTONE PROJECT 6 encourages customer and medical attendant satisfaction. It used different evidence-based literatures that relates to BSR importance to the patients and the nurses. It provides client safety and satisfaction, communication errors and teamwork. It supports my research by providing BSR implementation through Lewin’s Theory of Planned Change. 5. Gregory, S. Tan, D. Tilrico, M. Edwardson, N. & Gamm, L. (2014). Bedside shift reports: What does the evidence say? The Journal of nursing administration, 44(10),541545. DOI: 10.1097 /NNA.0000000000000115. Retrieved from: http://www.researchgate.net/publication/265516718_Bedside_Shift_Reports_What_Does theEvidenceSay The article outlines a deliberate literature review of BSRs and acts as a component to relate the need for enhancing quality care and patient-centered consideration. The article used computerized search to combine all the evidence-based articles on BSR sustainability after implementation. It emphasizes the importance of communication, coaching and mentoring, and the provision of emotional support. It recommends the need to assess staff demeanors before and after BSR implementation that may be expected to maintain the desired change. 6. Bradley, S., & Mott, S. (2014). Adopting a patient-centered approach: an investigation into the introduction of bedside handover to three rural hospitals. Journal of Clinical Nursing, 23(13/14), 1927-1936 10p. doi:10.1111/jocn.12403 It empirically studies the process and outcomes of the implementation of nurse‐to‐nurse BSR handover in 3 rural South Australian healthcare. The article used ethnographic CAPSTONE PROJECT 7 interviewing and 7‐point Likert scale to obtain patient perceptions. The study provides that implementing bedside handover leads to a patient‐centered system. It does by demonstrating that both staff and patients take patients to be more engaged in their care as per the bedside handover system. 7. Tobiano, G., Whitty, J.A., Bucknall, T., & Chaboyer, W. (2017). Nurses’ perceived barriers to bedside handover and their implication for clinical practice. Worldviews on Evidence-Based Nursing, 14(5). https://doi.org/10.1111/wvn.12241 It explores barriers nurses go through in undertaking bedside handover. They conducted a cross‐sectional finding on 200 nurses recruited from two public and private Australian hospitals, employed on medical wards. It supports that inhibiting characteristics depicts that individual nurse and patient views, communication, or abilities hinders bedside handover. It supports my proposal since it establishes that barriers to bedside handover relate to individual patient factors and nurse factors, such as legal, political, and social factors. 8. Scheidenhelm, S., & Reitz, O.E. (2017). Hardwiring bedside shift report. The Journal of Nursing Administration, 47(3), 147-153. Available at: https://doi.org/10.1097/NNA.0000000000000457 The article emphasizes the need to increase nurse compliance with bedside report and increase patient satisfaction scores. It compared nurse compliance with bedside report pre-implementation and post-implementation. The article provides that post to utilizing change management strategy, bedside report, nurse compliance with bedside CAPSTONE PROJECT 8 report and patient satisfaction scores improved in both intervention units. It does support my proposal since it proves that change management strategy approach to BSR increases nurse compliance with the process, hence enhanced patient satisfaction. CAPSTONE PROJECT 9 References Agency for Healthcare Research and Quality. (2013). Strategy 3: Nurse Bedside Shift Report (Implementation Handbook). Available at: https://www.ahrq.gov/sites/default/files/wysiwyg/professionals/systems/hospital/engagin families/strategy3/Strat3_Implement_Hndbook_508.pdf Running head: PICOT 1 BSR PICOT Analysis PICOT 2 BSR PICOT Analysis Population and patients. The capstone reports a BSR among patients and nurses. A sum of 54 nurses was involved in the survey. Inclusion criteria are that the participants must be an enlisted nurse working within the local healthcare facility. The excluded participants from the study will be nurses who do not offer direct patient care or those who were in regulatory jobs, for example, a nurse instructor or manager. Intervention The primary intervention within the capstone is enhancing nurses’ attitudes towards BSR which is related to proper communication and medical error avoidance. The effect of medical errors on direct-care nurses is an appropriate practice-based issue justifying brief consideration with the end goal to encourage nursing administration’s mindfulness, comprehension, and capacity to help and bolster the nurse, as the second casualty, encountering individual and expert harm following a medical mistake. Comparison The comparison based on the bedside shift report versus a traditional report in a patients’ room. Unlike the traditional shift report, BSR stresses on improving patient safety, instead of quantity of care, which has dependably based on the conventional method. As an evidence-based practice, bedside shift report moreover observed to enhancing patient fulfillment scores, particularly on the point of communicating with nurses. According to the Agency for Healthcare and Research Quality (AHRQ), Nursing Bedside Shift Report express that the objective of BSR is to help guarantee the sheltered handoff of consideration between nurses by including the PICOT 3 patient and family (Agency for Healthcare Research and Quality, 2013). By diminishing these preventable mistakes, health care centers can enhance patient security, decrease abundance social insurance costs, and enhance patient fulfillment scores. Outcomes. The outcomes are divided into three parts as follows: Long-Term Outcomes. 1. The healthcare will get CMS repayment due to an expansion in patient fulfillment scores. 2. The decrease in abundance expenses that are caused by sentinel occasions like falls. Intermediate Outcomes These are the outcomes that need to happen with the goal that long-term outcomes can occur. An instance of this will be a statement like health care will get an A review as per the Leap-Frog award for patient security since sentinel occasions, for example, patient falls have diminished throughout the healthcare facility. The moderate outcome in this instance is that there will be a decrease in sentinel occasions like patient falls. Short-Term Outcomes These are the outcomes that need to occur for the intermediate outcome to happen. They are typically changes in understanding, perceptions, feelings, attitudes, and knowledge of the nurses. For this rationale, if nurses have a superior comprehension of how to do bedside shift report, at that point they would have the capacity to inhibit sentinel occasions, for example, falls on their units. Subsequently, this will at that point prompt a general decrease of falls in the health care facility and a review A from the Leap-Frog Group association. PICOT 4 Test. The whole duration for carrying out the survey will be an aggregate of 3 weeks. Four weeks will be spent to develop the study and accumulate incentives for the event. The survey will be managed in paper format. A week before conducting the survey, an email will be conveyed to all bedside nurses showing them about the undertaking and contact data. Participants will additionally be enrolled through up close and personal collaborations and flyers around the units. PICOT 5 References Agency for Healthcare Research and Quality. (2013). Strategy 3: Nurse Bedside Shift Report (Implementation Handbook). Retrieved from https://www.ahrq.gov/sites/default/files/wysiwyg/professionals/systems/hospital/engagin gfamilies/strategy3/Strat3_Implement_Hndbook_508.pdf Literature Evaluation Table Student Name: Change Topic (2-3 sentences): Prior to implementing the bedside shift reporting program, a review of past studies on the topic was conducted. The aim of this review was to find resources which support the implementation process and offer guidelines on how to undertake the implementation process. Criteria Article 1 Article 2 Article 3 Article 4 Author, Journal (PeerReviewed), and Permalink or Working Link to Access Article Williams, C. L. (January 03, 2018). A Comparison of the Risks and Benefits of Nursing Bedside Shift Report vs. Traditional Shift Report: A Systematic Review of the Literature. Internati onal Journal of Studies in Nursing, 3, 2, 40. Miller, K. BA., Hamza, A., Metersky, K., Gaffney, D, M. (2018). Nursing transfer of accountability at the bedside: partnering with patients to pilot a new initiative in Ontario community hospitals. Patient Experience Journal: Vol. 5: Iss. 1 , Article 12. Available at: http://pxjournal.org/ journal/vol5/iss1/12 &NA;,. (January 01, 2014). Improving Client and Nurse Satisfaction Through the Utilization of Bedside Report. Journal for Nurses in Professional Development, 30, 4. Available at https://nursing.c econnection.co m/ovidfiles/017 0976020140700000002.pdf Article Title and Year Published A Comparison of the Risks and Benefits of Nursing Bedside Shift Report vs. Traditional Shift Report: A Ghosh, K., Curl, K., Goodwin, M., Morrell, P., & Guidroz, P. (2018). An exploratory study on how to improve bedside change-of-shift process: Evidence from one hospital using technology to support verbal reporting. Hawaii International Conference on System Sciences, 31803187.Available at: https://doi.org/1 0.24251/HICSS. 2018.401 An exploratory study on how to improve bedside change-of-shift process: Evidence from one hospital using Nursing transfer of accountability at the bedside: partnering with patients to pilot a new initiative in Ontario Improving Client and Nurse Satisfaction Through the Utilization of Bedside Report. (2014) © 2015. Grand Canyon University. All Rights Reserved. Research Questions (Qualitative)/Hypothesis (Quantitative), and Purposes/Aim of Study Systematic Review of the Literature 2018 The aim of the study was to compare the risks and benefits of bedside shift report versus traditional shift report (TSR). Does the implementation and use of bedside shift report by nursing staff reduce the potential risks of adverse outcomes, medication errors, or inaccurate or missing information, while providing benefits within the acute-care setting? Design (Type of Quantitative, or Type of Qualitative) Qualitative research design – Analysis of articles were done Setting/Sample Several reports were analyzed technology to support verbal reporting. (2018) The aim of the study was to evaluate the role of effective communication in improving patient care and reducing medical errors. The current study is an attempt to understand the issues that cause inefficiencies in the bedside reporting process in various units of one hospital. The study hypothesizes that effective communication would help reduce medical errors, improve care, and improve patient satisfaction. Descriptive qualitative study. The study was conducted at a hospital 431bed acute care hospital located in the Southeast region of Texas with 900 RNs. community hospitals. (2018) The transfer of accountability (TOA) study was implemented to explore nurses’, patients’ and family members’ perceptions associated with the implementation of bedside nurse to nurse TOA. The purpose of this study was to evaluate bedside report and determine whether evidence supports its use as an essential shift handover practice that promotes safety and facilitates client and nurse satisfaction within an adult clinical care environment. Mixed method evaluative research design, comprising of both quantitative and qualitative strategies. The study was conducted at St. Mary’s Memorial Hospital, 20-bed acute and complex continuing care hospital and Qualitative descriptive © 2017. Grand Canyon University. All Rights Reserved. Ninety-five publications were reviewed Methods: Literature Intervention/Instruments review was performed through investigation and exploration using Google Scholar, Cumulative Index of Nursing and Allied Health Literature (CINAHL), and Ovid databases. Analysis Studies were precisely analyzed, and systematically pieced using the top four tiers of evidence hierarchy. Thematic analysis of prerecorded audiorecordings of interviews with registered nurses was conducted. Key Findings A structured end-of-shift report can significantly reduce content omissions and redundancies. Bedside report allows the nurse to visually meet and see their patient within the first 30 minutes of their shift. Audiotaped RN interviews were transcribed word for-word and verified by two of the authors for accuracy SGH a, 113-bed acute care hospital. Focus groups The focus groups were audio-recorded, transcribed and analyzed using directed content analysis. Findings were divided into positive outcomes and challenges to bedside nurse to nurse TOA. TOA implementation found an increase in patient safety, a personalized and timely introduction to the oncoming nurse, as well as the ability for patients and family members to ask questions. © 2017. Grand Canyon University. All Rights Reserved. A review of literature on ninety-five publications was conducted. The reports were categorized into two sections: client satisfaction and nursing satisfaction The reviewed studies provide evidence that supports using bedside report as an essential shift handover practice within an adult clinical care environment, with improvements in client and nurse satisfaction determined repeatedly. Recommendations For BSR to be sustained within nursing practice, it will need to involve leadership from management and senior nurses. Bedside reporting process could be more effective if nurses share mental models. Explanation of How the Article Supports EBP/Capstone Project Provides a new body of information and evidence to support the implementation of BSR. The study also cites the importance of leadership in implementing BSR. The articles underlines the importance of effective communication in implementing BSR. Article 5 Gregory, S. Tan, D. Tilrico, M. Edwardson, N. & Gamm, L. (2014). Bedside shift reports: What does the evidence say? The Journal of nursing administration, 44(10),541-545. DOI: 10.1097 Criteria Author, Journal (PeerReviewed), and Permalink or Working Link to Access Article Prior to implementing beside reporting, it is important to provide ongoing education, support and mentoring of staff following the initial implementation until the staff are comfortable with the process, and it is embedded in their practice. This study highlights the benefits and challenges to implementing bedside TOA from the perspectives of both nurses and patients/family members Further investigation into the role of bedside report and its connection to client outcomes is warranted. Article 6 Article 7 Article 8 Bradley, S., & Mott, S. (2014). Adopting a patient-centered approach: an investigation into the introduction of bedside handover to three rural hospitals. Journal of Tobiano, G., Whitty, J.A., Bucknall, T., & Chaboyer, W. (2017). Nurses’ perceived barriers to bedside handover and their implication for clinical practice. Worldviews on Scheidenhelm, S., & Reitz, O.E. (2017). Hardwiring bedside shift report. The Journal of Nursing Administration, 47(3), 147-153. Available at: https://doi.org/1 0.1097/NNA.00 © 2017. Grand Canyon University. All Rights Reserved. The article provides details on how the Lewin’s theory of planned change can provide the foundational framework to achieve success when implementing bedside report. Article Title and Year Published Research Questions (Qualitative)/Hypothesis (Quantitative), and Purposes/Aim of Study Design (Type of Quantitative, or Type of Qualitative) Setting/Sample /NNA.0000000 000000115. Retrieved from: http://www.rese archgate.net/pub lication/265516 718_Bedside_S hift_Reports_W hat_DoestheEvi denceSay Bedside shift reports: What does the evidence say? (2014) The study conducts a systematic literature review of BSRs and serves as a mechanism to relate the support for improving quality of care, patient safety, and patientcentered care. Quantitative 100 were reviewed. Clinical Nursing, 23(13/14), 1927-1936 10p. doi:10.1111/joc n.12403 Evidence-Based Nursing, 14(5). https://doi.org/1 0.1111/wvn.122 41 0000000000045 7 Adopting a patient-centered approach: an investigation into the introduction of bedside handover to three rural hospitals. (2014) Nurses’ perceived barriers to bedside handover and their implication for clinical practice. (2017) Hardwiring bedside shift report. (2017) To explore and understand barriers nurses perceive in undertaking bedside handover. The purpose of this project was to increase nurse compliance with bedside report and increase patient satisfaction scores. Cross‐sectional survey Quasiexperimental Participants were 200 nurses working on A 149-bed community hospital The study used mixed-method, pretest post-test evaluative approach involving quantitative (quasiexperimental) and qualitative (ethnographic) elements. The study was conducted in the acute ward © 2017. Grand Canyon University. All Rights Reserved. Methods: Articles were Intervention/Instruments classified based on the issues they addressed. Analysis Key Findings The analysis of the articles produced 6 categories of work: teambased variables, dyadic relationships, individual benefits, confidentiality concerns, accountability, and cost containment. Of the 29 articles citing individual benefits for BSRs, there were various subthemes of individual patient benefits. Five (17.2%) noted patient empowerment by being able to ask questions, (44.8%) indicated increased patient satisfaction, within three small rural SA hospitals. The sample comprised nine inpatients and forty-eight nursing staff. The data collection techniques used were ethnographic interviewing, surveying, observations, and journaling. The findings of the study were classified into patient perceptions and staff perceptions medical wards, recruited from two Australian hospitals, one private and one public. This study has found that bedside handover is a superior practice and provides many of the beneficial aspects of patient-centered care and results in a more patient-centered approach than closed-door office handovers. Censoring the message showed nurses were concerned about patients and third‐parties hearing sensitive information. The survey’s open‐ended question was answered by 176 (88%) participants. Content analysis was used to analyze data. © 2017. Grand Canyon University. All Rights Reserved. Preimplementation and postimplementation comparison of patient satisfaction scores from returned surveys Nurse compliance with bedside report preimplementation and postimplementation was compared Nurse compliance with bedside report and patient satisfaction scores improved within 5 months Recommendations Explanation of How the Article Supports EBP/Capstone (13.8%) reported the patient feeling safer after seeing nurses change shift, (34.5%) noted increased patient safety, (34.5%) mentioned increased communication with nurses, and (17.2%) noted an increased understanding of care. The challenge for nurse executives is to identify a model for their organization and patient populations, ensure consistency in practice and implementation, set measurable indicators, support the adoption by clinical nurses, and adjust models as appropriate to attain and sustain the outcomes. The article summarizes BSR benefits from an individual point of view, based on the derived benefit. The study underlines BSRs as an important process of delivering effective care. Suggestions for enhancing bedside handover include debunking nurses’ misconceptions, reflecting on nurses’ viewpoints, using active educational approaches, and promotion of legal requirements to heighten nurses’ confidence dealing with sensitive information. A change management strategy and standardized approach to bedside report helped increase nurse compliance with the process, leading to improved patient satisfaction. The article reinforces the importance of BSR as part of improving patient-centered care. The study helped identify some of the major concerns nurses might have towards implementing BSR. Ensuring buy-in all caregivers involved in implementing bedside shift report is essential to its success. © 2017. Grand Canyon University. All Rights Reserved.
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Neuromuscular lab

Neuromuscular lab

***I already did the interactive lab I just need help with 3 questions***the questions are on the PDF attachement…

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For this assessment, complete the Neuromuscular Lab linked in the Resources, under the Capella Multimedia heading. The Neuromuscular Lab focuses on three patients who are getting their yearly physical, including an eye exam and reflex test. It will have you go through the process of conducting the eye exams from an optometrist’s point of view.

At the end of the lab is an assessment. To complete the assessment, fill out the items requested within the lab, and then download your results to your computer. Then submit this lab results file as your assessment. Since all of your work for the assessment is completed within the lab, you are advised to examine the assessment scoring guide prior to completing the lab and downloading your lab results.

SUGGESTED RESOURCES
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course:

Gorman, C. (2010, December). The heart-brain connection. Scientific American, 303(6), 36–38.
Brooks, A. (2007). Systems of our body. Delhi, IND: Global Media.
“Nervous System.”
“Cardiovascular System.”
Rogers, K. M. A., Scott, W. N, Warner, S., & Willis, B. (2011). Paramedics! Test yourself in anatomy and physiology. Maidenhead, GBR: Open University Press.
Chapter 5, “The Nervous System and Special Senses.”
Chapter 7, “The Cardiovascular System.”
Lippincott Williams & Wilkins. (2002). Lippincott professional guides: Anatomy & physiology (2nd ed.). Philadelphia, PA: Author.
Chapter 5, “Nervous System.”
Chapter 7, “Cardiovascular System.”
Van De Graaff, K. M., & Rhees R. W. (2001). Human anatomy and physiology. New York, NY: McGraw-Hill.
Chapter 9, “Nervous Tissue.”
Chapter 10, “Central Nervous System.”
Pages 79–80 and 85–86 of Chapter 11, “Peripheral and Autonomic Nervous Systems.”
Chapter 12, “Sensory Organs.”
Chapter 14, “Cardiovascular System: Blood.”
Chapter 15, “Cardiovascular System: The Heart.”
Chapter 16, “Cardiovascular System: Vessels and Blood.”
Internet Resources
Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.

American Heart Association, Inc. (2014). The American Heart Association’s diet and lifestyle recommendations. Retrieved from http://www.heart.org/HEARTORG/GettingHealthy/Nutri…
Bergman, R. A., Afifi, A. K., & Heidger, P. M. Jr. (2014). Atlas of microscopic anatomy: Section 16: Special senses. Retrieved from M. P. D’Allesandro, Anatomy Atlases Web site: http://www.anatomyatlases.org/MicroscopicAnatomy/S…
Biology-Online.org. (n.d.). The central nervous system. Retrieved from http://www.biology-online.org/8/3_CNS.htm
Biology-Online.org. (n.d.). The human nervous system. Retrieved from http://www.biology-online.org/8/1_nervous_system.h…
Howtomedia, Inc. (2013). Cardiovascular system anatomy. Retrieved from InnerBody.com Web site: http://www.innerbody.com/image/cardov.html#full-de…
Howtomedia, Inc. (2013). Nervous system anatomy. Retrieved from InnerBody.com Web site: http://www.innerbody.com/image/nervov.html#full-de…
U.S. National Library of Medicine, National Institutes of Health. (2014). Eye diseases. Retrieved from MedilinePlus Web site: http://www.nlm.nih.gov/medlineplus/eyediseases.htm…
Bookstore Resources
The resources listed below are relevant to the topics and assessments in this course and are not required. These resources are available from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.

Ireland, K. A. (2012). Visualizing human biology (4th ed.). Danvers, MA: Wiley.
Chapter 7, “The Nervous System.” This chapter explains how your nervous system detects, processes, and responds to information about conditions inside and outside your body, and how your brain acts as the master controller that receives, processes, stores, and retrieves information.
Chapter 8, “The Special Senses.” This chapter explains how different types of sensory receptors and nerves detect and convey information to the brain.
Chapter 12, “Cardiovascular System.” This chapter explains why homeostasis would be impossible without the pickups and deliveries made by blood, powered by the heart and blood vessels. The chapter delves into how lifestyle can affect the health of your cardiovascular system.

Nursing informatics

Nursing informatics

Health information technology (HIT) is pivotal to the transformation of healthcare but in order for that potential to

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be realized, healthcare leaders at all levels—national, regional, and local—must first understand what nursing informatics is in order to understand (McGonigle, Hunter, Sipes, & Hebda, 2014) strategies to create the necessary framework. As future leaders, you share a responsibility for this transformation. Some of the groundwork has been laid—the identification of needed knowledge and skills, standardized terminologies, and key HIT legislation, but more work lies ahead Strategies to transform healthcare with HIT also call for coordination and simultaneous changes in healthcare delivery processes to accomplish specific results, such as increased patient safety, cost reduction, increased access to care, integration of evidence-based care practices, improved coordination of care, better patient tracking, ongoing quality improvements, and improved patient outcomes (Mendelson & Johnson, 2011;Totten & Paloski, 2012). HIT is more than electronic health record (EHR) systems. EHRs provide much useful individual and aggregate data, but real-time data and information supplied by clinical decision support (CDS) tools outside of EHRs and analytics are needed to predict changes and support informed decisions across all sectors of healthcare and nursing. And that doesn’t even begin to look at applications such as telehealth, monitoring technologies, and many smart technologies! Most current systems do not have the real-time data and CDS tools to see “the big picture,” but the healthcare industry is moving to embrace these tools (Emerging models, 2013; Hogan, 2012; Johnson et al., 2012). Healthcare also needs to “leverage the potential of the Internet” and patient portals to access records, support patient-provider communication and education, and facilitate selfmanagement of care (Mendelson & Johnson, 2011). What is analytics? If you have signed up for special discounts with a retail store and have a special card or key fob that you use to get store discounts, data is collected about your shopping habits and to tailor ads to you. For example, are you a pet “parent?” Do you buy the expensive brands of cat or dog food? This collection and use of data is one example of analytics which is the discovery and communication of meaningful patterns in data which can then be used to improve marketing, or in healthcare services for the demographics served. Other terms to describe analytics include data mining and knowledge discovery in databases. HIT has the very useful capability to examine relationships among trends, interventions, and outcomes, which can aid planning or be used to stem unwanted events (Mendelson & Johnson, 2011). “2016 will be a year of firsts for players within healthcare as the industry adapts to the main forces driving the new health economy: The rise of consumerism, the focus on value, downward pressure on costs, technological innovation and the impact of new entrant,” (PricewaterhouseCoopers, 2015).Realizing this potential requires a knowledgeable, prepared nurse leader and nursing workforce. Technology Versus Informatics The presence of technology does not mean that it will be used or used well. Technology is only a tool that is useless if you don’t know what it can do or how to use it to advantage. You wouldn’t use a syringe to check a blood pressure! That is where the importance of informatics comes into play. Informatics provides the knowledge, skills, and understanding that allow us to harness the tools at hand and to use them well to enact improvement. So what is informatics? What Is Informatics? The term informatics comes from the French word informatique, which refers to the use of computers and statistical methods to manage information (Hebda & Czar, 2013). Informatics has since gained recognition as a specialty area that applies concepts from computer, cognitive, and information sciences, as well as other emerging areas, to manage and communicate data, information, knowledge, and wisdom. For the sake of clarity, let’s discuss these foundational sciences briefly. Computer science studies the theory underpinning information and computation and their implementation in computer systems. Facets include hardware, software, and communications as well as solutions to related problems. Cognitive science looks at how the human mind works from an information processing perspective. Information science deals with the retrieval and management of information as well as human-computer interaction. Informatics can be applied to many different domains or disciplines. In healthcare, the terms healthcare informatics or medical informatics are widely used and are often used as “umbrella terms” to include each of the healthcare disciplines and consumers. While this approach has some merit, it does not consider the needs of individual disciplines such as nursing, pharmacists, or dieticians—shrouding them in a cloak of invisibility. What is nursing informatics? Nursing informatics is all about supporting both the work that nurses do and the decision-making process for healthcare consumers and other providers to enable optimal outcomes. We will discuss nursing informatics as a specialization next week, but now our focus is why nurses need informatics knowledge and skills. Nurses have a long history of collecting data, turning it into information, creating knowledge, and ultimately wisdom. This process is known as knowledge work and nurses are knowledge workers. Technology can aid knowledge work by helping nurses to collect data, see trends, process information, and create knowledge that can be used to create wisdom, but nurses need to understand the processes that allow this to happen as well as the tools that HIT offers them. Today’s nurse needs a solid knowledge base, clinical competency, and skill sets that include informatics competencies in order to provide safe, effective, efficient, patientcentered care. This is particularly true at a time when the achievement of a birth-todeath electronic health record (EHR) for every American is a national goal and HIT has been proposed as a means to address the problems seen in the healthcare delivery system. The Quality and Safety Education in Nursing (QSEN) project identified informatics as one of the six key skill areas that nurses need to achieve optimal patient care. More specifically, QSEN identified the knowledge, skills, and attitudes that nurses need in the following six areas to achieve this level of care (American Association of Colleges of Nursing QSEN Consortium, 2012). • • • • • • Quality: The ability to use data for quality improvement purposes Safety: The ability to minimize risk of harm to both patients and providers Teamwork and Collaboration: The ability to work collaboratively and as a member of a team Patient-Centered Care: Recognition of the patient as the locus of control and partner in his or her own care Evidence-Based Practice Informatics: The use of information and technology to communicate, manage knowledge, minimize error, and support decisions The QSEN project initially concentrated on prelicensure students, but has since identified graduate-level competencies in collaboration with the American Association of Colleges of Nursing to prepare future leaders in all areas of nursing practice in accordance with the recommendations of the Institute of Medicine (2011) in its Future of Nursing report. The demands of the healthcare delivery system and ensuring that all nurses are adequately prepared with essential skills have implications for master’s-prepared nurses. First, there is a need to understand what informatics—particularly nursing informatics—is and its potential benefits. Second, there is a need to develop informatics competencies expected of graduate-level nurses. And third, and as future leaders in practice, administration, education, and research (Future of Nursing, 2011; AACN QSEN Educational Consortium, 2012), nurses prepared at the master’s level need to ensure that all nurses develop and demonstrate informatics competencies appropriate to their levels of preparation and practice. If there are any doubts about what these competencies might be, The Technology Informatics Guiding Education Reform (TIGER) Initiative (2009), compiled and posted a list of competencies on its website that every nurse should display. TIGER first came into being with an invitation-only summit, Evidence and Informatics Transforming Nursing, in 2006, which invited leaders from nursing, government, informatics and technology organizations, and other stakeholders to come together to create a vision to transform nursing to bridge the quality chasm through the use of technology (TIGER, 2013a). TIGER continues its focus on the use of informatics and technology ‘to make healthcare safer, more effective, efficient, patientcentered, timely and equitable by interweaving evidence and technology seamlessly into practice, education and research fostering a learning healthcare system’ and is a useful resource (The TIGER Initiative, 2013b). The American Association of Colleges of Nursing has also identified informatics competencies expected for each program graduate in their Essentials documents as well as a cross walk document that provides a quick comparison by program level (American Association of Colleges of Nursing, n.d.). Reflection Consider one example of a nursing informatics skill or competency that is routinely seen in nursing practice. What is it? Would most practicing nurses consider it a nursing skill or a nursing informatics skill? What is your rationale for this reply? Reflection Consider one example of a nursing informatics skill or competency that you feel you do well. Did you always consider it a nursing skill or a nursing informatics skill? What is your rationale for your response? Summary Informatics competencies are essential in a healthcare delivery system that is not only heavily dependent upon HIT, but attempting to use it as a means to transform healthcare delivery. All nurses need informatics competencies. The master’s-prepared nurse, as a leader in nursing practice, needs to demonstrate a higher level of competencies than nurses prepared at lower levels. Informatics provides the ability to support nursing, healthcare consumers, and other professions through the use of information, information structures, processes, and technology. References American Association of Colleges of Nursing (AACN). (n.d.). Crosswalk of the master’s essentials with the baccalaureate and DNP essentials. Retrieved from http://www.aacn.nche.edu/faculty/faculty-tool-kits/masters-essentials/Crosswalk-ofMasters.pdf American Association of Colleges of Nursing QSEN Consortium. (2012). Graduate-level QSEN competencies: Knowledge, skills and attitudes. Retrieved from http://www.aacn.nche.edu/faculty/qsen/competencies.pdf American Nurses Association. (2015). Nursing informatics: Scope and standards of practice. Silver Spring, MD: Nursebooks.org. Clarke, S., & French, S. (2013). Healthcare reform in 2013: Enduring and universal challenges. Nursing Management, 44(3), 45–47. doi:10.1097/01.NUMA.0000427185.42306.14 Emerging models of care take direct aim at the changing needs of the industry. (2013). Managed Care Outlook, 26(6), 2–6. Health IT hits federal and industry agendas. (2013). hfm (Healthcare Financial Management), 67(4), 12–13. Hebda , T. & Czar, P. (2013). Handbook of informatics for nurses & healthcare professionals (5th ed.). Upper Saddle River, NJ: Prentice Hall. Institute of Medicine. (2011). The future of nursing: Leading change, advancing health. Washington, DC: The National Academies Press. Johnson, J. E., Veneziano, T., Malast, T., Mastro, K., Moran, A., Mulligan, L., & Smith, A. L. (2012). Nursing’s future: What’s the message? Nursing Management, 43(7), 36–41. doi:10.1097/01.NUMA.0000415493.20578.f2 McGonigle, D., Hunter, K., Sipes, C., & Hebda, T. (2014). Why nurses need to understand nursing informatics. AORN Journal, 100(3), 324-327 doi:10.1016/j.aorn.2014.06.012 PricewaterhouseCooprers, (2015). Merger mania, drug pricing and new tech: PwCs Research Institute of Top Health Industry Trends for 2016. link to article (Links to an external site.)Links to an external site. The TIGER Initiative. (2013a). TIGER Summit October 30–November 1, 2006. Retrieved from http://www.thetigerinitiative.org/phase1.aspx The TIGER Initiative. (2013b). About TIGER: TIGER vision statement. Retrieved from http://www.thetigerinitiative.org/about.aspx Totten, M. K., & Paloski, D. (2012). Transforming healthcare: The board’s role. Healthcare Executive, 27(1), 74–77. McGonigle, D. & Mastrian, K. (2018). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones and Bartlett. • • • • • Section I: Building blocks of NI Chapter 1: Nursing Science and the Foundation of Knowledge pp. 7-19 Chapter 2: Introduction to Information, Information Science, and Information Systems pp.21-33 Chapter 3: Computer Science and the Foundation of Knowledge Model pp.33-62 Chapter 4: Introduction to Cognitive Science and Cognitive Informatics pp.65-74 McGonigle, D., Hunter, K., Sipes, C., & Hebda, T. (2014). Why nurses need to understand nursing informatics. AORN Journal, 100(3), 324-327 doi:10.1016/j.aorn.2014.06.012 Matney, S. A., Avant, K., & Staggers, N. (2016). Toward an understanding of wisdom in nursing. Online Journal Of Issues In Nursing, 21(1), 7 doi:10.3912/OJIN.Vol21No01PPT02 Quality and Safety Education for Nurses (QSEN). (2017). Graduate QSEN competencies. Retrieved from http://qsen.org/competencies/graduate-ksas/. Link (Links to an external site.)Links to an external site. Optional reading: American Association of Colleges of Nursing (AACN) (2017). AACN essentials. Retrieved from http://www.aacnnursing.org/Education-Resources/AACN-Essentials.
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