Nursing Informatics Policy/Regulation Fact Sheet

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As a professional nurse, you are expected to apply your expertise to patient care. On occasion, you will also be expected to share that expertise.

With evolving technology and continuous changes to regulations designed to keep up these changes, there is usually a need to share information and expertise to inform colleagues, leadership, patients, and other stakeholders.

In this Assignment, you will study a recent nursing informatics-related healthcare policy, and you will share the relevant details via a fact sheet designed to inform and educate. Nursing Informatics Policy/Regulation Fact Sheet.

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To Prepare:

  • Review the Resources on healthcare policy and regulatory/legislative topics related to health and nursing informatics.
  • Consider the role of the nurse informaticist in relation to a healthcare organization’s compliance with various policies and regulations, such as the Medicare Access and CHIP Reauthorization Act (MACRA).
  • Research and select one health or nursing informatics policy (within the past 5 years) or regulation for further study.

The Assignment: (1 page)

Create a 1-page fact sheet that your healthcare organization could hypothetically use to explain the health or nursing informatics policy/regulation you selected. Your fact sheet should address the following:

  • Briefly and generally explain the policy or regulation you selected.
  • Address the impact of the policy or regulation you selected on system implementation.
  • Address the impact of the policy or regulation you selected on clinical care, patient/provider interactions, and workflow.
  • Highlight organizational policies and procedures that are/will be in place at your healthcare organization to address the policy or regulation you selected. Be specific Nursing Informatics Policy/Regulation Fact Sheet.

The Health Illness Continuum

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The Health Illness Continuum

Research the health-illness continuum and its relevance to patient care. In a 750-1,000 word paper, discuss the relevance of the continuum to patient care and present a perspective of your current state of health in relation to the wellness spectrum. Include the following:

1. Examine the health-illness continuum and discuss why this perspective is important to consider in relation to health and the human experience when caring for patients.

2. Explain how understanding the health-illness continuum enables you, as a health care provider, to better promote the value and dignity of individuals or groups and to serve others in ways that promote human flourishing. The Health Illness Continuum

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3. Reflect on your overall state of health. Discuss what behaviors support or detract from your health and well-being. Explain where you currently fall on the health-illness continuum.

4. Discuss the options and resources available to you to help you move toward wellness on the health-illness spectrum. Describe how these would assist in moving you toward wellness (managing a chronic disease, recovering from an illness, self-actualization, etc.).

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

RUBRICS: A discussion on the importance of the health-illness continuum in relation to health and the human experience in patient care is presented. The discussion demonstrates that the health-illness continuum is important to patient care. Strong rationale is offered for support. The Health Illness Continuum

A thorough explanation of the relationship between the health-illness continuum and the ability of a health care provider to promote the value, dignity, and flourishing of patients is logically and convincingly presented. The explanation draws clear connections between the role of the health care provider and the promotion of human flourishing. Strong rationale is offered for support

A well-developed discussion of personal state of health is included. The discussion demonstrates strong personal insight into behaviors supporting or detracting from health and well-being. The author clearly establishes where Options and resources available that would be extremely helpful to help the author move toward wellness on the health-illness continuum are presented. The author clearly establishes how these will assist in moving toward wellness. Insight into wellness as it pertains to the health illness continuum is demonstrated personal health falls on the health-illness continuum.

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

Writer is clearly in command of standard, written, academic English.

All format elements are correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. The Health Illness Continuum

Benchmark- Capstone Project Change Proposal

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Benchmark Capstone Change Proposal

In  this assignment, students will pull together the change proposal project  components they have been working on throughout the course to create a  proposal inclusive of sections for each content focus area in the  course. At the conclusion of this project, the student will be able to  apply evidence-based research steps and processes required as the  foundation to address a clinically oriented problem or issue in future  practice Benchmark- Capstone Project Change Proposal.

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Students will develop a 1,250-1,500 word (word count does not include references)  paper that includes the following information as it applies to the  problem, issue, suggestion, initiative, or educational need profiled in  the capstone change proposal:

  1. Background
  2. Problem statement
  3. Purpose of the change proposal
  4. PICOT
  5. Literature search strategy employed
  6. Evaluation of the literature
  7. Applicable change or nursing theory utilized
  8. Proposed implementation plan with outcome measures
  9. Identification of potential barriers to plan implementation, and a discussion of how these could be overcome
  10. Appendix section, if tables, graphs, surveys, educational materials, etc. are created (I am not sure what an appendix section is but if you know please add something. I do know it should come AFTER the references)

All reference resources are attached. Please use the Literature Review paper as just a REFERENCE.

Prepare this assignment according to APA Style Guidelines. An abstract is not required.

This assignment uses a rubric (ATTACHED). Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion Benchmark- Capstone Project Change Proposal

Ethical And Policy Factors In Care Coordination

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Select a community organization or group that you feel would be interested in learning about ethical and policy issues that affect the coordination of care. Then, develop and record a 10-12-slide, 20-minute presentation, with audio, intended for that audience. Create a detailed narrative script for your presentation, 4-5 pages in length.

As coordinators of care, nurses must be aware of the code of ethics for nurses and health policy issues that affect the coordination of care within the context of the community. To help patients navigate the continuum of care, nurses must be proficient at interpreting and applying the code of ethics for nurses and health policy, specifically, the Affordable Care Act (ACA). Being knowledgeable about ethical and policy issues helps ensure that care coordinators are upholding ethical standards and navigating policy issues that affect patient care.

This assessment provides an opportunity for you to develop a presentation for a local community organization of your choice, which provides an overview of ethical standards and relevant policy issues that affect the coordination of care. Completing this assessment will strengthen your understanding of ethical issues and policies related to the coordination and continuum of care, and will empower you to be a stronger advocate and nursing professional.

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It would be an excellent choice to complete the Vila Health: Ethical Decision Making activity prior to developing the presentation. The activity provides a helpful update on the ethical principles that will help with success in this assessment Ethical And Policy Factors In Care Coordination.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

  • Competency 4: Defend decisions based on the code of ethics for nursing.
    • Assess the impact of the code of ethics for nurses on the coordination and continuum of care.
  • Competency 5: Explain how health care policies affect patient-centered care.
    • Explain how governmental policies related to the health and/or safety of a community affect the coordination of care.
    • Identify national, state, and local policy provisions that raise ethical questions or dilemmas for care coordination.
  • Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
    • Communicate key ethical and policy issues in a presentation affecting the coordination and continuum of care for a selected community organization or support group. Either speaker notes or audio voice-over are included.

Preparation

Your nurse manager at the community care center is well connected and frequently speaks to a variety of community organizations and groups. She has noticed the good work you are doing in your new care coordination role and respects your speaking and presentation skills. Consequently, she thought that an opportunity to speak publicly about contemporary issues in care coordination would be beneficial for your career and has suggested reaching out to a community organization or support group to gauge their interest in hearing from you, as a care center representative, on a topic of interest to both you and your prospective audience.

You have agreed that this is a good idea and have decided to research a community organization or support group that might be interested in learning about ethical and policy issues related to the coordination of care. Your manager has suggested the following community organizations and support groups, but acknowledges that the choice is yours.

  • Homeless shelters.
  • Local religious groups.
  • Nursing homes.
  • Local community organizations (Rotary Club or Kiwanis Club).

To prepare for this assessment, you may wish to:

  • Research your selected community organization or support group.
  • Review the Code of Ethics for Nurses With Interpretive Statements and associated health policy issues, specifically, the ACA.
  • Review the assessment instructions and scoring guide to ensure you understand the work you will be asked to complete.
  • Allocate sufficient time to rehearse your presentation before recording the final version for submission.

Note: Remember that you can submit all, or a portion of, your draft presentation to Smarthinking  Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback Ethical And Policy Factors In Care Coordination.

Recording Equipment Setup and Testing

Check that your audio speaker and PowerPoint software are working properly. You can record audio directly to your slides, using PowerPoint or other presentation software.

Note: Technical support about the use of PowerPoint, including voice recording and speaker notes, can be found on Campus’s Microsoft Office Software page.

  • If using Kaltura, refer to the Using Kaltura tutorial for directions on recording and uploading your presentation in the courseroom.

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@capella.edu to request accommodations.

Instructions

For this assessment:

  • Choose the community organization or support group that you plan to address.
  • Develop and record a presentation, with typed speaker notes (the script for your voice recording) and audio voice-over recording, intended for that audience. Video is not required.

Note: PowerPoint has a feature to type the speaker notes directly into the presentation. You are encouraged to use that feature or you may choose to submit a separate document. See Microsoft Office Software for technical support about the use of PowerPoint, including voice recording and speaker notes.

Note: For this assessment, develop your presentation slides and speaker notes, then record your presentation. You are not required to deliver your presentation to an actual audience but you certainly could if you chose to Ethical And Policy Factors In Care Coordination.

Presentation Format and Length

You may use PowerPoint (recommended) or other suitable presentation software to create your slides and add your voiceover. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues. You can also record your presentation using Kaltura or similar software.

Be sure that your slide deck includes the following slides:

  • Title slide.
    • Presentation title.
    • Your name.
    • Date.
    • Course number and title.
  • References (at the end of your presentation).

Your slide deck should consist of 10–12 slides, not including a title and references slide with typed speaker notes and audio voice over. Your presentation should not exceed 20 minutes.

Create a detailed narrative script for your presentation, approximately 4–5 pages in length.

Supporting Evidence

Cite 3–5 credible sources from peer-reviewed journals or professional industry publications to support your presentation. Include your source citations on a references page appended to your narrative script.

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Grading Requirements

The requirements outlined below correspond to the grading criteria in the Ethical and Policy Factors in Care Coordination Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

  • Explain how governmental policies related to the health and/or safety of the community affect the coordination of care.
    • Provide examples of a specific policy affecting the organization or group.
    • Refer to the assessment resources for help in locating relevant policies.
    • Be sure influential policies include the Health Insurance Portability and Accountability Act (HIPPA).
  • Identify national, state, and local policy provisions that raise ethical questions or dilemmas for care coordination.
    • What are the implications and consequences of specific policy provisions?
    • What evidence do you have to support your conclusions?
  • Assess the impact of the code of ethics for nurses on the coordination and continuum of care.
    • Consider the factors that contribute to health, health disparities, and access to services.
    • Consider the social determinants of health identified in Healthy People 2020 as a framework for your assessment.
    • Provide evidence to support your conclusions.
  • Communicate key ethical and policy issues in a presentation affecting the coordination and continuum of care for a selected community organization or support group. Either speaker notes or audio voice-over are included.
    • Present a concise overview.
    • Support your main points and conclusions with relevant and credible evidence.
Additional Requirements

Before submitting your assessment, proofread your presentation slides and speaker notes to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your presentation.

Scoring Rubric.

1.  Explain how governmental policies related to the health and/or safety of a community affect the coordination of care.

Passing Grade:  Provides an articulate, insightful explanation of how governmental policies related to the health and/or safety of a community affect the coordination of care. Provides clear examples of specific policies affecting care coordination.

2.  Identify national, state, and local policy provisions that raise ethical questions or dilemmas for care coordination.

Passing Grade:  Identifies significant and relevant national, state, and local policy provisions that raise ethical questions or dilemmas for care coordination Ethical And Policy Factors In Care Coordination. Makes a clear and persuasive argument for the ethical implications and consequences of specific policy provisions

3.  Assess the impact of the code of ethics for nurses on the coordination and continuum of care.

Passing Grade:  Assesses the impact of the code of ethics for nurses on the coordination and continuum of care. Draws insightful evidence-based conclusions informed by careful consideration of the social determinants of health and a precise and accurate interpretation of the factors contributing to health, health disparities, and access to services.

4.  Communicate key ethical and policy issues in a presentation affecting the coordination and continuum of care for a selected community organization or support group. Either speaker notes or audio voice-over are included.

Passing Grade:  Communicates key ethical and policy issues in a presentation affecting the coordination and continuum of care for a selected community organization or support group. Delivers a professional, logically coherent presentation of main points, facts, and conclusions, well-supported by relevant and credible evidence. Both speaker notes and audio voice-over are included Ethical And Policy Factors In Care Coordination.

Digital Clinical Experience Score

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Digital Clinical Experience Score

Experience Overview

Patient: Tina Jones

Digital Clinical Experience Score

100% This score measures your performance on the Student Performance Index in relation to other  students in comparable academic programs. Your instructor has chosen to scale your Student  Performance Index score so that the average score on the index is a 80.0%. This score may not be  your final grade if your instructor chooses to include additional components, such as documentation  or time spent.  Digital Clinical Experience Score

Student Performance Index

50.6  out of

51  Proficiency Level:

Proficient

 Beginning

 Developing

 Proficient

Students rated as “beginning” are starting to develop their nursing competencies and clinical  reasoning skills. In comparable nursing programs, 50% of students perform at the level of a  beginning nurse. Review your results in the tabs on the left side of the page to identify areas for  improvement.  Students rated as “developing” demonstrate increasing clinical reasoning abilities as they apply their  nursing knowledge. In comparable nursing programs, 25% of students perform at the level of a  developing nurse. Review your results in the tabs on the left side of the page to identify areas for  improvement.  Students rated as “proficient” demonstrate entry­level expertise in nursing competencies and clinical  reasoning skills. In comparable nursing programs, the top 25% of students perform at the level of a  proficient nurse.

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Subjective Data Collection Digital Clinical Experience Score

 

Objective Data Collection

27.6  out of  28

Time

43 minutes total spent in assignment

Interaction with patient

35 minutes

Post-exam activities

8 minutes

Transcript

Started:Mar 29, 2019 | Patient Exam Time:35 min

All Lines (136)Interview Questions (56)Statements (0)Exam Actions (80)

Hello!

Question 03/29/19  2:22 PM  EDT

Hi. I’m Preceptor Diana. I will explain the  details of this assignment and your objectives,  just as a preceptor would in real life. Pay  close attention to this information as it will  help guide your exam.At the end of this  prebrief, you will answer a short question  about the upcoming assignment.During the  simulation, you may return to these  instructions at any time by scrolling to the  top of your transcript.  Digital Clinical Experience Score

What is the situation?

Question 03/29/19  2:22 PM  EDT

It’s 8 a.m. on Tina Jones’ second morning as a patient here at Shadow General Hospital. Ms.  Jones has a physical therapy consultation later today. Your role in this simulation is that of  healthcare provider who will perform a full  musculoskeletal system exam on Ms. Jones so that her therapist can understand Ms.  Jones’ musculoskeletal health and customize  therapy accordingly.  Digital Clinical Experience Score

What are my objectives in this assessment?

Question 03/29/19  2:22 PM  EDT

In your interview with Ms. Jones, you will ask  about her musculoskeletal system and  identify any risk factors or complications.If  you discover any disease states, ask about  symptoms and the patient’s experiences of  them. Your questioning should cover a broad  array of the symptoms’ characteristics. You will also inquire into the health history of Ms.  Jones’ family with regards to the  musculoskeletal system so you can  determine her genetic predisposition to any  diseases. Regardless of whether you have  assessed Tina previously, ask all questions  that are medically relevant to her  musculoskeletal system.In addition to  collecting subjective data, you will perform a  physical exam on Ms. Jones’  musculoskeletal system to gather objective  data about the system’s health and physiology. Digital Clinical Experience Score

While you should communicate with patients using accessible, everyday language, it is  standard practice to use professional  medical terminology everywhere else, such as in documenting physical findings and  nursing notes.You may complete the exam  activities in any order and move between them as needed.

What else will this exam involve?

Question 03/29/19  2:23 PM  EDT

You will complete nursing tasks to protect  the patients safety, privacy, and health.You  can document your findings, including vital signs, in the Electronic Health Record. This  record provides necessary information for  healthcare professionals who will continue  patient care. Activities other than Subjective  and Objective Data Collection, such as  Documentation and Education and Empathy,  provide valuable practice for their real­world  counterparts. However, they are not  automatically graded by the simulation.

How will I be evaluated?  Digital Clinical Experience Score

Question 03/29/19  2:24 PM  EDT

 

 

In this assignment, you will be evaluated on  your Subjective and Objective Data  Collection.The evaluation of your interview is  dependent on how you word your questions  therapeutically and precisely and explore  all relevant topics with comprehensive  breadth and depth.The evaluation of your  physical exam is based on how successfully  you report on your physical findings by  selecting among clinical terms in the  Electronic Health Record.This assignment  takes on average between 50 and 60  minutes. You can pause and resume the  assignment at any time; your work is always  saved automatically.

How does this assignment prepare me for the  real world?

Question 03/29/19  2:24 PM  EDT

In this assessment, you will become  familiarized with the structure and content of  musculoskeletal exams so that with real­life  patients, you can: º ask effective and  comprehensive questions º use therapeutic language º evaluate the patient’s risk of  disease, infection, injury, and  complications º and obtain and assess  objective data. Digital Clinical Experience Score

 

 

In 1 or 2 sentences, answer this question to help prepare for the upcoming exam: What  precautions should you take with a patient that is a fall risk?

With a patient in a fall risk, you should have  them only get up when there is someone with  them, use bed alarm and have them wear a  fall risk band.

Statement 03/29/19  2:26 PM  EDT

Time to begin.

Good Morning Tina, My name is jenn i will be your  nurse today

Greet 03/29/19  2:28 PM  EDT  Digital Clinical Experience Score

 

 

Hey.

Can you tell me your name and date of birth

Question 03/29/19  2:28 PM  EDT

My name’s Tina Jones, and my birthday’s  February 17th.

Vitals measured

Exam  Action 03/29/19  2:29 PM  EDT

ON a 0­10 scale, how would you rate your pain right now tina

Question 03/29/19  2:29 PM  EDT  Digital Clinical Experience Score

 

 

I’d give it a 5 or 6 out of 10 right now.

do you have any problems with your joints

Question 03/29/19  2:30 PM  EDT

No, my joints are fine.

do you have any pain in your joints

Question 03/29/19  2:30 PM  EDT  Digital Clinical Experience Score

 

 

My joints don’t hurt.

have you noticed any swelling in your joints

Question 03/29/19  2:31 PM  EDT

No, I’ve never had joint problems.

do you have any muscle pain

Question 03/29/19  2:31 PM  EDT

 

 

My muscles don’t hurt.

do you have any muscle weakness

Question 03/29/19  2:31 PM  EDT

No, I wouldn’t say I feel weak.

do you have any bone pain

Question 03/29/19  2:31 PM  EDT  Digital Clinical Experience Score

 

 

My bones aren’t hurting me, no.

have you had any recent injury or trauma to  your bones

Question 03/29/19  2:32 PM  EDT

I haven’t had anything really serious before. I  think my foot right now is the worst injury I’ve  had!

are you able o bathe yourself normally (No  matching questions found.)

Question 03/29/19  2:32 PM  EDT

are you able to bathe yourself

Question 03/29/19  2:32 PM  EDT

 

 

I’ve been stuck sitting on my butt for the last  few days with my foot hurting so much. I could  get out of bed, but my walk was basically a  hobble so I stayed at home.

have you needed any help pto shower

Question 03/29/19  2:33 PM  EDT

I don’t need anything right now, thanks.

do you have chronic health issues

Question 03/29/19  2:33 PM  EDT

 

 

I’ve had asthma since I was little, and I have  sugar diabetes, too.

do you have family history of joint disease  (Clarified to Any family member with  degenerative joint disorder?.)

Question 03/29/19  2:34 PM  EDT

No, I don’t think so. (Clarified to if I have a  family history of degenerative joint disease.)

do you have any history of arthritis (Clarified to Has anyone in your family had arthritis?.)

Question 03/29/19  2:34 PM  EDT

 

 

No, I don’t know about that. (Clarified to if  anyone in my family has arthritis.)

do you have a history with arthritis

Question 03/29/19  2:35 PM  EDT

No, I don’t have arthritis! I’m a little young for  that. . .

do you have any family history of hip  replacements (Clarified to Does obesity run in  your family?.)

Question 03/29/19  2:35 PM  EDT

 

 

No, I don’t think so. My brother and my dad are kind of big, but I wouldn’t say they were obese  or anything. (Clarified to if obesity runs in my  family.)

Have you been able to function normally  (Clarified to Can you change positions?.)

Question 03/29/19  2:36 PM  EDT

I can sit up and everything, but I’d definitely  need some help to stand up or walk since my  foot is still hurting so bad. (Clarified to if I can  change positions.)

have you been able to do normal activities on  your own (Clarified to Have you been able to  work?.)  Digital Clinical Experience Score

Question 03/29/19  2:36 PM  EDT

I’ve had to miss work for sure­­I’m on my feet  all day for my job, and that obviously wouldn’t  work with my foot the way it is, if I could even  get over there. (Clarified to if I have been able  to work.)  Digital Clinical Experience Score

Journal Article On Nursing informatics

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Journal Article On Nursing informatics

PLEASE SEE THE ATTACHED DOCUMENT. IT IS A PAPER I HAD SUBMITTED & GOT 50/100. ON THE LAST PAPER IS THE INSTRUCTOR’S COMMENTS. PLEASE REVIEW IT.

Using the Data/Information/Knowledge/Wisdom Continuum

Assignment: Application:
Using the Data/Information/Knowledge/Wisdom Continuum

Have you ever gone online to search for a journal article on a specific topic? It is amazing to see the large number of journals that are available in the health care field. When you view the library in its entirety, you are viewing untapped data. Until you actually research for your particular topic, there is little structure. Once you have narrowed it down, you have information and once you apply the information, you have knowledge. Eventually, after thoughtful research and diligent practice, you reach the level of wisdom—knowledge applied in meaningful ways. Journal Article On Nursing informatics

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Are there areas in your practice that you believe should be more fully explored? The central aims of nursing informatics are to manage and communicate data, information, knowledge, and wisdom. This continuum represents the overarching structure of nursing informatics. In this Assignment, you develop a research question relevant to your practice area and relate how you would work through the progression from data to information, knowledge, and wisdom.

To prepare:

  • Review the information in Figure 6–2 in Nursing Informatics and the Foundation of Knowledge.
  • Develop a clinical question related to your area of practice that you would like to explore.
  • Consider what you currently know about this topic. What additional information would you need to answer the question?
  • Using the continuum of data, information, knowledge, and wisdom, determine how you would go about researching your question.
    • Explore the available databases in the Walden Library. Identify which of these databases you would use to find the information or data you need.
    • Once you have identified useful databases, how would you go about finding the most relevant articles and information?
    • Consider how you would extract the relevant information from the articles.
    • How would you take the information and organize it in a way that was useful? How could you take the step from simply having useful knowledge to gaining wisdom? Journal Article On Nursing informatics
By Day 7 of Week 4

Write a 4-page paper that addresses the following: MUST BE APA FORMAT

  • Summarize the question you developed, and then relate how you would work through the four steps of the data, information, knowledge, wisdom continuum. Be specific.
    • Identify the databases and search words you would use.
    • Relate how you would take the information gleaned and turn it into useable knowledge.
  • Can informatics be used to gain wisdom? Describe how you would progress from simply having useful knowledge to the wisdom to make decisions about the information you have found during your database search.

Your paper must also include a title page, an introduction, a summary, and a reference page ( YOU CAN ONLY USE THE REFERENCES LISTED BELOW). Journal Article On Nursing informatics

American Nurses Association. (2015). Nursing informatics: Scope & standards of practice (2nd ed.). Silver Springs, MD: Author.

  • “Metastructures, Concepts, and Tools of Nursing Informatics”

    This chapter explores the connections between data, information, knowledge, and wisdom and how they work together in nursing informatics. It also covers the influence that concepts and tools have on the field of nursing.

McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning.

  • Chapter 6, “Overview of Nursing Informatics”

    This chapter defines the foundations of nursing informatics (NI). The authors specify the disciplines that are integrated to form nursing informatics, along with major NI concepts. Journal Article On Nursing informatics

Brokel, J. (2010). Moving forward with NANDA-I nursing diagnoses with Health Information Technology for Economic and Clinical Health (HITECH) Act Legislation: News updates. International Journal of Nursing Terminologies & Classifications, 21(4), 182–185.

Retrieved from the Walden Library databases.

 

In this news brief, the author describes the initiatives that NANDA-I will implement to remain abreast of the HITECH legislation of 2009. The author explains two recommendations for the federal government’s role in managing vocabularies, value sets, and code sets throughout the health care system.

Matney, S., Brewster, P. J., Sward, K. A., Cloyes, K. G., & Staggers, N. (2011). Philosophical approaches to the nursing informatics data-information-knowledge-wisdom framework. Advances in Nursing Science, 34(1), 6–18.

Retrieved from the Walden Library databases. Journal Article On Nursing informatics

 

This article proposes a philosophical foundation for nursing informatics in which data, information, and knowledge can be synthesized by computer systems to support wisdom development. The authors describe how wisdom can add value to nursing informatics and to the nursing profession as a whole.

Rutherford, M. A. (2008). Standardized nursing language: What does it mean for nursing practice? OJIN: The Online Journal of Issues in Nursing, 13(1). Retrieved from http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/vol132008/No1Jan08/ArticlePreviousTopic/StandardizedNursingLanguage.html

The author of this article provides justification for the use of a standardized nursing language, which will be necessary for incorporating electronic documentation into the health care field. The author defines standardized language in nursing, describes how such a language can be applied in a practice setting, and discusses the benefits of using a standardized language.

Westra, B. L., Subramanian, A., Hart, C. M., Matney, S. A., Wilson, P. S., Huff, S. M., … Delaney, C. W. (2010). Achieving “meaningful use” of electronic health records through the integration of the Nursing Management Minimum Data Set. The Journal of Nursing Administration, 40(7–8), 336–343.

Retrieved from the Walden Library databases. Journal Article On Nursing informatics

 

This article explains the nursing management minimum data set (NMMDS), which is a research-based minimum set of standard data for nursing management and administration. The article describes how the NMMDS can be used to minimize the burden on health care administrators and increase the value of electronic health records within the health care system. Journal Article On Nursing informatics

Mental Health Clinical Presentation

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Mental Health Clinical Presentation

Chief complaint: Paranoia

Demographic data: K.P is a 20-year-old Caucasian female in her second year of college at Alabama State University.

HPI: K.P and her father present to the clinic for CC of paranoia. She reports being dismissed last week from the university due to her erratic behaviors. Recently she has been found wandering at night dressed in inappropriate clothing, disturbing students at the campus library yelling out profanities. She reports loss of interest in her studies, missing classes, and grades started to drop. She lost 15lbs in one month because she fears her roommate is trying to kill her by poisoning her meals. K.P strongly believes that she is a nun and says that she wants to join a local religious group. She continuously picks at her nose as she believes she has stigmata there. She also thinks that she wears a crown of thorns. Her father states that his daughter thought process is all over the place, and often looking over her shoulders as though someone is trying to harm her. Mental Health Clinical Presentation

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Past Medical History: Hypothyroidism

Past Surgical History: Strabismus surgery

Medications: Multivitamin and Levothyroxine 125mcg daily

Allergies: NKDA

Social History: K.P last attended Alabama State University in her second year, now she lives back home with her father, Larry, and older brother Tommy. Her mother died from breast cancer when she was nine years old. She is currently unemployed; last employment was six months ago at the campus bookstore. She walked off the job after threatening a customer for looking at her the wrong way. Her father is supporting financially. The patient reports she smokes marijuana occasionally at her friend’s house. She denies using tobacco and drinks alcohol five times a month when partying with friends on the weekends. She gets max fours of sleep due to staying up all night. She is sexually active with her current boyfriend and reports using condoms sometimes.

Subjective: Mental Health Clinical Presentation

Review of System:

Constitutional symptoms- Report weight loss of 15lbs within a month and trouble sleeping. Denies fever, chills, and weakness.

HEENT- Denies visual issues. No glasses or corrective lenses. Denies throat or swallowing issues. Denies hearing changes, nasal congestion.

Neurologic-Denies lightheadedness, headache, numbness, tingling, and sensation changes.

Cardiovascular- Denies Chest pain, palpitation, Hx of murmurs, activity intolerance.

Respiratory- Denies coughing up blood, Shortness of breath, and wheezing.

Gastrointestinal-Decreased appetite in fear of someone poisoning her food. Denies heartburn, bloating, nausea/vomiting, diarrhea, constipation, epigastric pain, and change in bowel habits.

Genitourinary- Denies difficulty or burning in urination, frequent urination at night, and blood in urine.

Musculoskeletal- Denies pain, stiffness, swelling, crepitus, and limited range of motion.

Integumentary- Denies rashes, itching, and changes in hair or nails.

Endocrine: Reported intermittent cold intolerance due to hypothyroidism. Denies increased appetite, thirst, urine production, and excessive sweating.

Psychiatric: Reported increasing anxiety and nervousness, mood swings, trouble concentrating, sleeping problem- sleep for 4 hours each night. Denies depression and suicidal/Homicidal Ideation.

Objective: Mental Health Clinical Presentation

Vital signs: BP 113/65, T 96.5, P 100, R 18 Sao2 99% on room air

General: 20-year-old Caucasian female appears stated age appears anxious. Alert, oriented, and cooperative. Able to speak in full sentences and does not appear in distress.

Skin: Skin warm, dry, and intact. Skin color is pale pink, no cyanosis or pallor.

HEENT: Head normocephalic. Hair thin and distribution even throughout scalp. Mild red sclera. Conjunctiva: white, PERRLA, EOMs intact. Tympanic membranes gray and intact with light reflex noted. Pinna and tragus non-tender Nares patent with thin white exudate noted. No deviated septum noted. Sinuses non-tender to palpation. Oropharynx pink, moist, no lesions, or exudate. Teeth in good repair, four cavities noted. Tongue smooth, pink, no lesions, protrudes in midline. Neck supple. No cervical lymphadenopathy or tenderness noted. Thyroid midline, small and firm without palpable masses.

Respiratory: Lungs clear to auscultation bilaterally. Respirations unlabored. No wheezes or rales noted.

Cardiovascular: S1 and S2 noted, no murmurs noted, peripheral pulses equal bilaterally, no peripheral edema

Gastrointestinal: Abdomen round, soft, bowel sounds noted in all four quadrants. No organomegaly noted.

Musculoskeletal: Full range of motion to bilateral upper and lower extremities. No tenderness to palpation.

Mental Status Exam: Mental Health Clinical Presentation

Appearance and behavior: K.P is a young Caucasian woman dressed appropriately for a visit with good eye contact. Repetitive scratching of her nose was noted during the examination. Speech: normal rate and rhythm. Thought form: No, abnormality. Thought content: The patient is noted to have delusional thought content, as mentioned in the history. She does not have suicidal ideations. Mood: K.P is anxious about her future regarding joining a religious group. Perception: experiences delusions during the interview relating herself to a nun that wears a crown of thorns and believes she is subconsciously connected to the Archbishop of Italy. Cognitive function: Patient is oriented to person, place, and time. She is noted to have good attention and concentration. No abnormalities of memory and average intellect. Insight: K.P has no insight into her current mental health issues. Mental Health Clinical Presentation

Benchmark-Community Teaching Plan: Community Teaching Work Plan Proposal

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The benchmark assesses the following competency:

4.2 Communicate therapeutically with patients.

The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities. Benchmark-Community Teaching Plan: Community Teaching Work Plan Proposal

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Note:  The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal.

 

Select one of the following as the focus for the teaching plan:

  1. Primary Prevention/Health Promotion
  2. Secondary Prevention/Screenings for a Vulnerable Population
  3. Bioterrorism/Disaster
  4. Environmental Issues

Use the “Community Teaching Work Plan Proposal” resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.

  1. After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
  2. Request feedback (strengths and opportunities for improvement) from the provider.
  3. Complete the “Community Teaching Experience” form with the provider. You will submit this form in Topic 5. Benchmark-Community Teaching Plan: Community Teaching Work Plan Proposal

Prepare this assignment according to the guidelines found in the APA Style

Discussion: Marginalized Women and Childbearing Families

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Discussion: Marginalized Women and Childbearing Families

As an advanced practice nurse, what are three actions you can take to mitigate social impacts to marginalized women?

One of the actions that an advanced practice nurse can take to mitigate social impacts to marginalized women is providing advocacy for the development of policies that protect women from social discrimination. Studies have indicated that there are many policies at the government, state, and local levels that prevent women from accessing healthcare services (Prodan‐Bhalla & Browne, 2019). Since nurse practitioners are influential and policymakers can listen to them, which gives them the advantage to advocate for policies that protect women from marginalization. Another action as an advanced practice nurse would be providing women-friendly healthcare services that are individualized per patient needs, building trust with the women, and making health services easily accessible to them. An advanced practice nurse can also research to understand the social and cultural sources of women marginalization and how they can be mitigated. The research can also focus on unearthing policies that promote discrimination of women and recommend more women-friendly policies. Discussion: Marginalized Women and Childbearing Families

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2. What role does policy at either government, state, or local level play in the marginalization of women and childbearing families?

Policies at government, state, or local levels have played a role in the marginalization of women and childbearing families. Research has indicated that in various communities, there are discriminative and unjust structural policies that limit women’s access to healthcare and promote health inequities. There are state policies, for example, which effect women`s access to childcare, maternity leave from work, and care for older women. Other policies do not promote women access to employment opportunities, often leading women to low income, high employment rates, and lack of opportunities to get educated (Prodan‐Bhalla & Browne, 2019). Policymakers at levels have an opportunity to change laws and policies to reduce the marginalization of women. Nurse practitioners can advocate for better policies from government, state, or local levels to reduce social injustices towards women. Discussion: Marginalized Women and Childbearing Families

3. Identify one policy that impacts marginalized groups (include whether the policy is at the federal, state, or local level).

Among the policies that have an impact on marginalized groups in the United States is the healthcare policy. The policy, which is at the federal level, should make healthcare accessible and affordable to all citizens in the country. Healthcare policy seeks to create and implement laws, rules, and regulations that govern the national health system. Young and the most disadvantage women are not able to access high-quality healthcare services due to their socio-demographic background (Daniel et al., 2018). The federal policy should implement health equity by ensuring universal healthcare access to all citizens in the country. Discussion: Marginalized Women and Childbearing Families

4. Discuss how policy impacts marginalized group either positively or negatively.

Policies represent what the government, institution, or any entity intends to do and directs what is supposed to be done by all the individuals or sectors affected by that policy. When governments or other entities issue a policy, it has to be followed and dictates how things will be done within its jurisdiction or scope of authority. Due to this, policies can affect marginalized groups sometimes in positive and other times in a negative way. For example, policies that deny women equal opportunities for employment result in many of them being without sources of income (Prodan‐Bhalla & Browne, 2019). Such an example of women indicates how policies that impact marginalized groups negatively. The policy may also have a positive impact on marginalized groups of people. For example, health policies ensure healthcare services are accessible and affordable to all citizens through programs such as Medicare and Medicaid. Through the policy, even low-income earners, disabled, and older adults are able to access and afford high-quality healthcare. It shows how policy impact marginalized groups in a positive way. Policymakers should strive to ensure that policies have positive as opposed to negative impacts. Discussion: Marginalized Women and Childbearing Families

References

Daniel, H., Erickson, S. M., & Bornstein, S. S. (2018). Women’s Health Policy in the United States: An American College of Physicians Position Paper. Annals of Internal Medicine, 168(12), 874. https://doi.org/10.7326/m17-3344

Prodan‐Bhalla, N., & Browne, A. J. (2019). Exploring women’s health care experiences through an equity lens: Findings from a community clinic serving marginalized women. Journal of clinical nursing, 28(19-20), 3459-3469. https://doi.org/10.1111/jocn.14937 Discussion: Marginalized Women and Childbearing Families

Family Health Assessment Part 2

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Family Assessment Part II View RubricDue Date: Feb 17, 2019 23:59:59 Max Points: 150 Details: Refer back to the interview and evaluation you conducted in the Topic 2 Family Health Assessment assignment. Identify the social determinates of health (SDOH) contributing to the family’s health status. In a 750-1,000-word paper, create a plan of action to incorporate health promotion strategies for this family. Include the following:

Describe the SDOH that affect the family health status. What is the impact of these SDOH on the family? Discuss why these factors are prevalent for this family.
Based on the information gathered through the family health assessment, recommend age-appropriate screenings for each family member. Provide support and rationale for your suggestions.
Choose a health model to assist in creating a plan of action. Describe the model selected. Discuss the reasons why this health model is the best choice for this family. Provide rationale for your reasoning.
Using the model, outline the steps for a family-centered health promotion. Include strategies for communication.
Cite at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria.Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center. Family Health Assessment Part 2

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Family Assessment Part II 1 Unsatisfactory 0.00%2 Less than Satisfactory 75.00%3 Satisfactory 79.00%4 Good 89.00%5 Excellent 100.00%80.0 %Content20.0 %SDOH Affecting Family and Family Health StatusSDOH affecting family health status, and the direct impact to the family, are not presented.SDOH affecting family health status are partially presented. SDOH listed are not relevant to the family. The direct impact to the family, and why the factors are prevalent to the family, are unclear. There are inaccuracies.Key SDOH affecting family health status are summarized. The SDOH identified are relevant to the family. The direct impact to the family, and why the factors are prevalent to the family, are generally discussed. More support or rationale is needed in some areas.The overall SDOH affecting family health status are accurately identified and described. The SDOH identified are relevant to the family. The direct impact to the family, and why the factors are prevalent to the family, are discussed. The SDOH directly affecting family health status are relevant, accurately identified and thoroughly described. The direct impact to the family, and why the factors are prevalent to the family, are discussed in detail. The discussion is well supported and illustrates insight into SDOH and their effect on family health status.20.0 %Age-Appropriate Screening RecommendationsAge-appropriate screenings are not presented.Screenings are presented for some family members. The screenings are not age appropriate. Screenings are not relevant to the information gathered through family health assessment. Screenings are presented for each family member. Screenings are generally age appropriate, but entirely not relevant based on the information gathered through family health assessment. More rationale and support is required.Screenings presented for each family member are age appropriate. Screenings are relevant and based on the information gathered through family health assessment. Some minor rationale or support is needed.Screenings presented for each family member are age appropriate and highly relevant. Screenings correlate to the information gathered through family health assessment. Strong rationale and support is presented.20.0 %Assessment of Health ModelA health model to assist in the creation of a plan of action is not presented. The model chosen is not a health model.A health model is selected to assist in creating a plan of action. The description of the model is incomplete. It is unclear why the chosen model is best for this family.A health model is selected and described. A summary of how the model will assist in creating a plan of action is presented. A general overview for why it is best for this family is provided. More rationale and support is required.A health model is selected and described. A discussion of how the model will assist in creating a plan of action is presented. Reasons for why it is best for this family are provided. Some rationale or support is needed.A health model is selected and thoroughly described. A detailed discussion of how the model will assist in creating a plan of action is presented. Reasons for why it is best for this family are clearly outlined. Strong rationale and support are provided to support reasoning.20.0 %Application of Health ModelFamily-centered health promotion using selected health model is omitted. Steps for a family-centered health promotion are partially presented. The health promotion is not based on the health model. Significant aspects are missing. There are major inaccuracies.The health model is used to create a general family-centered health promotion. The steps to achieve the desired outcome require more detail to illustrate a clear plan of action. A general plan for communication with the family is presented. More rationale and support is required.The health model is used to create a relevant family-centered health promotion. The steps to achieve the desired outcome are illustrated. Strategies for communication with the family are presented. Family Health Assessment Part 2. The health model is used to create a relevant and viable family-centered health promotion. The steps to achieve the desired outcome are described in detail. Appropriate strategies for communication with the family are clearly presented. The health promotion is well-designed and demonstrates an ability to assimilate findings and appropriately apply theoretical knowledge to achieve desired outcomes.15.0 %Organization and Effectiveness 5.0 %Thesis Development and PurposePaper lacks any discernible overall purpose or organizing claim.Thesis is insufficiently developed or vague. Purpose is not clear.Thesis is apparent and appropriate to purpose.Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.15.0 %Organization and Effectiveness 5.0 %Argument Logic and ConstructionStatement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.15.0 %Organization and Effectiveness 5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.5.0 %Format2.0 %Paper Format (use of appropriate style for the major and assignment)Template is not used appropriately or documentation format is rarely followed correctly.Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style.All format elements are correct. 3.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)Sources are not documented.Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.100 %Total Weightage. Family Health Assessment Part 2.