ELECTRONIC HEALTH RECORDS AND SECURITY

1. Which of the following are not goals of meaningful use (MU)?

A. Improve quality, safety, and efficiency and reduce health disparities.

B. Maintain privacy and security of patient information.

C. Improve care coordination, and population and public health.

D. Disengage family members from patient care.

2. What’s the difference between EHR and EMR?

A. EMR contains only legal documents and forms filled out by the patient and the EHR is the provider progress notes, telephone encounters, lab results, and imaging.

B. EHR is an aggregate of all of the patient’s health record and EMR is an electronic patient record from each physician and hospital.

C. EMR is an aggregate of all of the patient’s health records and EHR is an electronic patient record from each physician and hospital.

D. EHR contains only legal documents and forms filled out by the patient and EMR is the provider progress notes, telephone encounters, lab results, and imaging.

3. Which of the following is an acceptable use of the internet at work?

A. Checking your bank account to ensure your pay check has been directly deposited.

B. Locating contact information for a local dental clinic for a patient.

C. Searching Amazon for a Boss’ Day gift.

D. Facebook messaging another employee on their day off for a patient related issue.

4. What nonprofit industry group and consumer reporting agency maintains a database of medical information exchanged by the life, health, and disability insurers that make up its membership?

A. CCHIT

B. Electronic Health Organization

C. Medical Systems Care

D. Medical Information Bureau

5. If a patient believes his or her rights have been violated, that patient may file a complaint with

A. HHS.

B. CMS.

C. AHIMA.

D. OCR.

6. How can a new patient be entered into SimChart for the Medical Office (SCMO)?

A. Searching the patient demographics

B. In the billing module

C. In the patient dashboard

D. Using the find patient link

7. Which of the following is not considered legal documents included in the EHR?

A. Do not resuscitate (DNR)

B. HIPAA forms

C. Medical Records Release

D. Superbills

8. Medical offices submitting claims electronically are called

A. HIPAA entities.

B. covered claims.

C. covered entities.

D. electronic carriers.

9. Ralph is having a colonoscopy and brings paperwork to excuse him from work with pay. Which of the following protects the information disclosed in this paperwork?

A. Safeguards

B. Authorization

C. Minimum necessary standard

D. Minimal disclosure

10. A patient that’s deceased would be considered

A. empty patient record.

B. inactive patient.

C. closed patient record.

D. deceased patient registry.

11. If a patient requests a log of disclosure of their PHI, each disclosure must include all of the following except

A. the description of enclosed PHI.

B. the name and address of who received the PHI.

C. the date of disclosure.

D. the name of who released the PHI.

12. Which of the following is a basic skill needed in order to operate an EHR?

A. Disorganization.

B. No prior computer skills.

C. Knowledge of basic medical terminology.

D. Minimal interpersonal skills.

13. When accompanying a patient to an exam room, the MA commonly documents the patient’s

A. chief complaint.

B. billing information ELECTRONIC HEALTH RECORDS AND SECURITY.

C. diagnosis.

D. plan of treatment.

14. Which of the following is considered a third-party payer?

A. Healthcare Facility

B. Insurance company

C. Patient

D. Patient’s family

15. A/An _______ is the electronic trail that is tied to a username and password in an EHR.

A. authentication

B. security watch

C. network surveillance

D. audit trail

16. Which of the following is not considered advantages of EHR?

A. Decreased efficiency

B. Improved quality and continuity of care

C. Better security

D. Improved documentation

17. Amy signs a/an _______ form to allow test results to be discussed with her husband.

A. consent

B. authority

C. authorization

D. record release

18. A list of each employee’s access to the EHR is an example of _______ safeguards.

A. administrative

B. physical

C. technical

D. privacy

19. What does the doctrine of professional discretion protect?

A. Patients involved in child protective service cases.

B. Providers involved in malpractice lawsuits.

End of exam 

C. Mentally or emotionally ill patients.

D. Elderly patients with dementia living in nursing home facilities.

20. Which of the following is a core objective added to stage two of meaningful use requirements?

A. Use of secure electronic messaging when communicating with patients

B. Provide clinical summaries for patients at each visit

C. Incorporating clinic lab test results into EHR as structure data

D. Documenting smoking and alcohol use ELECTRONIC HEALTH RECORDS AND SECURITY

SCENARIO OVERVIEW

David Montanari is a 19-year-old male who suffered a T4-T5 burst fracture and a right scapula fracture as a result of a motorcycle accident on Sunday. He underwent spinal fusion on Sunday evening and has had an uneventful recovery period. David has no sensation or movement below the nipple line and is bedbound. He is frustrated and anxious about his condition and is refusing postoperative interventions, including pain medication and use of the incentive spirometer Nursing Standardized Simulation. 

REVIEW AND COMPLETE PRIOR TO THE START OF PRE-BRIEFING: 

In order to prepare for the simulation, you are required to complete the pre-briefing questions below and submit to the faculty facilitating the simulation prior to the start of pre-briefing. If you do not complete the pre-briefing questions below and submit to faculty facilitating the simulation prior to the start of pre-briefing, you will not be permitted to participate in the simulation. 

Please keep in mind you will also be required to recognize a variety of signs and symptoms linked to abnormalities in these skills. 

                                           Questions

1. What are three nursing interventions for a post-operative patient? 

2. What patient findings might you notice for a patient with immobility issues? 

3. Describe complications that can occur as a result of immobility for all body systems.

PLEASE USE APA FORMAT AND INCLUDE REFERENCES LESS THAN 5 YEARS OLD Nursing Standardized Simulation

Effective Approaches in Leadership and Management

WEEK 2 ASSIGNMENT Effective Approaches in Leadership and Management

In this assignment, you will be writing a 1,000-1,250-word essay describing the differing approaches of nursing leaders and managers to issues in practice. To complete this assignment, do the following:

1. Select an issue from the following list: nursing shortage and nurse turn-over, nurse staffing ratios, unit closures and restructuring, use of contract employees (i.e., registry and travel nurses), continuous quality improvement and patient satisfaction, and magnet designation.

2. Compare and contrast how you would expect nursing leaders and managers to approach your selected issue. Support your rationale by using the theories, principles, skills, and roles of the leader versus manager described in your readings.

3. Identify the approach that best fits your personal and professional philosophy of nursing and explain why the approach is suited to your personal leadership style.

4. Identify a possible funding source that addresses your issue. Consider looking at federal, state, and local organizations. For example: There are many grants available through the CDC, HRSA, etc.

5. Use at least two references other than your text and those provided in the course.

Prepare this assignment according to the APA 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 Turnitin. Please refer to the directions in the Student Success Center.

RUBRIC FOR IT: Effective Approaches in Leadership and Management

Top of Form35.0 % Compare and contrast how you would expect nursing leaders and managers to approach your selected issue. Support your rationale by using the theories, principles, skills, and roles of the leader versus manager described in your readings.The comparison and contrast of how you would expect nursing leaders and managers to approach your selected issue is not provided.The comparison and contrast of how you would expect nursing leaders and managers to approach your selected issue is provided; however, relevant information is missing, such as not providing support for your rationale by using the theories, principles, skills and roles of the leader versus manager described in your readings, or not providing at least two references beyond your text.The comparison and contrast of how you would expect nursing leaders and managers to approach your selected issue is provided and meets the basic criteria for the assignment as indicated by the assignment instructions.The comparison and contrast of how you would expect nursing leaders and managers to approach your selected issue meets all criteria for the assignment, and is provided in detail.The comparison and contrast of how you would expect nursing leaders and managers to approach your selected issue meets all criteria for the assignment, is provided in detail. Higher level thinking is demonstrated by incorporating prior learning or reflective thought.35.0 % Identify the approach that best fits your personal and professional philosophy of nursing and explain why the approach is suited to your personal leadership style.The identification of the approach that best fits your personal and professional philosophy of nursing is not provided.The identification of the approach that best fits your personal and professional philosophy of nursing is provided; however, relevant information is missing, such as an explanation to why the approach is suited to your personal leadership style.The identification of the approach that best fits your personal and professional philosophy of nursing is provided and meets the basic criteria for the assignment.The identification of the approach that best fits your personal and professional philosophy of nursing, along with an explanation to why the approach is suited to your personal leadership style, is provided in detail.The identification of the approach that best fits your personal and professional philosophy of nursing meets all criteria for the assignment, and is provided in detail. Higher level thinking is demonstrated by incorporating prior learning or reflective thought.10.0 % Identify a possible funding source that addresses your issue.A source of funding is not identified.A source of funding is referenced, but does not meet the assignment criteria.A source of funding is discussed. Some assignment criteria are met. More information is needed.A source of funding is discussed. The overall assignment criteria are met. Some detail is needed for clarity.A strong source of funding is established. The assignment criteria are clearly met. How the source of funding will address the proposed issue is thoroughly discussed.15.0 %Organization and Effectiveness5.0 % Thesis Development and PurposePaper lacks any discernible overall purpose or organizing claim.Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.Thesis and/or main claim are apparent and appropriate to purpose.Thesis and/or main claim are clear and forecast the development of the pap. It is descriptive and reflective of the arguments and appropriate to the purpose.Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.15.0 %Organization and Effectiveness5.0 % Paragraph Development and TransitionsParagraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed.Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident.Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose.There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.15.0 %Organization and Effectiveness5.0 % Mechanics of Writing (includes spelling, punctuation, grammar, language use)Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register); sentence structure, and/or word choice are present.Some mechanical errors or typos are present, but 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 % Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment)No reference page is included. No citations are used.Reference page is present. Citations are inconsistently used.Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present.Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and GCU style is usually correct.In-text citations and a reference page are complete. The documentation of cited sources is free of error.100 % Total Weightage Bottom of Form

If you have any question let me know.

PLEASE READ ALL THE INSTRUCTIONS AND DO IT. IF YOU DONT READ ALL THE INSTRUCTIONS AND DONT FOLLWO IT, PLEASE DONT DO IT. I NEED THE POST ON TIME MENTIONED IN THE POST. ALL DOCUMENTS AND REFERENCES ARE ATTACHED.

Discussion: Preparing for Professional Transitions

Consider the following scenario:

Marcus recalls the beginning of his career, when he started as a nurse at Grand View Hospital. He had heard the organization was soliciting proposals from various companies so they could weigh the pros and cons associated with adopting a new health information technology system. He has been curious about the request for proposal (RFP) process ever since. Now, as he looks forward to new professional opportunities, he would like to ensure that he develops the skills and expertise needed to formulate an RFP. Preparing for Professional Transitions

What are your professional aims? How can you apply what you have learned in your coursework to your practicum setting? How will you leverage your experiences in the practicum to facilitate your development as a nurse leader-manager or informaticist?

In this Discussion, you reflect on your aspirations and consider the transitions that may be required to achieve them. You identify professional development objectives and evaluate opportunities for achieving them through your experiences in the practicum.

Think about the professional role changes you have been undergoing or that you may undertake following completion of this MSN program.

Review the information related to professional development and role change in the Learning Resources, and conduct additional research as necessary to address any questions or concerns you may have.

Consider the following questions:

What types of professional positions interest you? Are they significantly different from the types of positions you have held in the past? If so, how?

What challenges are you likely to encounter as you transition into a new role?

What resources could help you to manage this change? Consider your inner resources (e.g., drawing on previous experiences, stress management), resources available to you through your relationships with others, and institutional supports.

Consider how you could use this Practicum Experience to apply what you have learned and enhance or acquire specialization skills and knowledge, regardless of whether you intend to change roles or stay in your current position for the time being.

Review the NURS 6600 Course Outcomes listed in the Syllabus. Determine how your experiences in the practicum could help you to achieve one or more of these outcomes.

Review the information in the Introduction to the Practicum (in this week’s Practicum area) and the School of Nursing Practicum Manual as necessary to ensure you have a clear understanding of the practicum requirements.

Review the suggestions for developing effective learning objectives provided in the Learning Resources.

Think of two or three objectives that could help guide your professional development during your practicum. These objectives, referred to as your practicum professional development objectives, must be:

Specific

Measurable

Attainable

Results-focused

Time-focused

Reflective of the higher-order domains of Bloom’s Taxonomy (i.e., Application level and above)

Select one or more practicum professional development objectives to focus on for this Discussion. (You may continue to hone these objectives as you work on this week’s Application Assignment.)

Reflect on how you could achieve each objective through your Practicum Experience.

Post an explanation of your professional aspirations and how you intend to use the Practicum Experience to promote career change and/or enhance your performance. Describe at least one objective to facilitate your professional growth, and explain the steps you could take to achieve the objective(s) during your Practicum Experience. Support your response with examples from the literature.

Read a selection of your colleagues’ responses.

Respond to at least two of your colleagues on two different days, using one or more of the following approaches:

Suggest strategies for using the Practicum Experience to deepen or broaden their knowledge.

Offer suggestions for refining their practicum professional objective(s).

Required Readings

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Cipriano, P. F., & Murphy, J. (2011). The future of nursing and health IT: The quality elixir. Nursing Economic$, 29(5), 286–289. Preparing for Professional Transitions

Note: Retrieved from the Walden Library databases.

“Technology tools will continue to revolutionize how we plan, deliver, document, review, evaluate, and derive the evidence about care” (p. 289). This article examines how nurses can use information technology to transform nursing and redesign the health care system. It focuses on the use of technology to promote quality and notes that technology can also be used to address challenges in education, research, leadership, and policy.

McKimm, J., & Swanwick, T. (2009). Setting learning objectives. British Journal of Hospital Medicine, 70(7), 406–409.

Note: Retrieved from the Walden Library databases.

This article clarifies the terminology associated with learning objectives and explains how learning objectives relate to professional development and the transformation from novice to expert. It also introduces common pitfalls when setting learning objectives and provides suggestions for avoiding them.

Murphy, J. (2011). The nursing informatics workforce: Who are they and what do they do? Nursing Economic$, 29(3), 150–153.

Note: Retrieved from the Walden Library databases.

The author examines the nursing informatics workforce, explaining that professionals in this well-established specialty area can play an integral role in transforming health care.

Sørensen, E. E., Delmar, C., & Pedersen, B. D. (2011). Leading nurses in dire straits: Head nurses’ navigation between nursing and leadership roles. Journal of Nursing Management, 19(4), 421–430.

Note: Retrieved from the Walden Library databases.

“Successful nursing leaders navigate between nursing and leadership roles while nourishing a double identity” (p. 421). In this article, the authors examine how individuals in key professional roles negotiate between and apply nursing and leadership skills.

Warm, D., & Thomas, B. (2011). A review of the effectiveness of the clinical informaticist role. Nursing Standard, 25(44), 35–38.

Note: Retrieved from the Walden Library databases.

The authors investigate the application of specialized knowledge and expertise to facilitate the appropriate use of emerging technologies in clinical settings. They argue for informaticists’ involvement in strategic development and delivery of information management and technology initiatives to promote patient-centered outcomes.

Wilkinson, J. E., Nutley, S. M., & Davies, H. T. O. (2011). An exploration of the roles of nurse managers in evidence-based practice implementation. Worldviews on Evidence-Based Nursing, 8(4), 236–246.

Note: Retrieved from the Walden Library databases.

In this article, the authors examine the role nurse managers should play in leading and facilitating evidence-based practice.

 Armstrong, P. (2013). Bloom’s taxonomy. Retrieved from http://cft.vanderbilt.edu/teaching-guides/pedagogical/blooms-taxonomy/

Vanderbilt University provides this overview of Bloom’s taxonomy. This site also presents the original and updated versions of the taxonomy along with verb suggestions for each level.

 Clark, D. (2013). Bloom’s taxonomy of learning domains. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html 

This article addresses three domains of learning: cognitive, affective, and psychomotor.

 University of Central Florida, Office of Experiential Learning (n.d.). Writing SMART learning objectives, Retrieved from http://explearning.ucf.edu/registered-students/tips-for-success/writing-smart-learning-objectives/195

This blog post focuses on the distinction between learning outcomes and objectives. Consider this information as you develop your practicum professional development objectives this week.

 The University of North Carolina at Charlotte, Center for Teaching & Learning. (2013). Writing objectives using Bloom’s taxonomy. Retrieved from http://teaching.uncc.edu/articles-books/best-practice-articles/goals-objectives/writing-objectives-using-blooms-taxonomy

This resource outlines elements of Bloom’s Taxonomy.

 Document: Practicum Professional Experience Plan (Word Document)

Use this form to develop your Practicum Professional Experience Plan as outlined this week.

 Document: Practicum Professional Experience Plan (Word Document)

Use this form to develop your Practicum Professional Experience Plan as outlined this week.

 Document: Practicum Journal (Word Document)

During your Practicum Experience, you are  required to submit your time log and three journal entries. You will use this  form to complete your journal reflections.

 Document: School of Nursing Practicum Manual: Master of Science in Nursing (MSN): Quarter-Based Programs (PDF)

This comprehensive manual outlines all of the requirements for the Practicum Experience.

Clinical Resources

 Document: Introduction to Clinical Experiences (PowerPoint)

 Document: Practicum Manual (PDF)

Required Media

 Laureate Education (Producer). (2012a). Professional behavior in the practicum setting [Interactive media]. 

Note: Retrieved from the Walden Library databases.

In this audio presentation, Dr. Jeanne Morrison discusses topics that demonstrate professional behavior in the practicum setting, such as dressing professionally, punctuality, and communication.

Please click here for the Transcript (PDF).Preparing for Professional Transitions

 Laureate Education (Producer). (2012b). Professional best practices [Interactive media].

Note: Retrieved from the Walden Library databases.

In this audio segment, Dr. Jeanne Morrison provides an overview of best practices and tips for students engaged in the Practicum Experience. She discusses what activities are included in practicum hours, the importance of staying in touch with your Preceptor, and strategies for dealing with stress.

Please click here for the Transcript (PDF).

 Laureate Education (Producer). (2012c). Professionalism and the practicum experience [Interactive media].

Note: Retrieved from the Walden Library databases.

What is the Practicum Experience all about? What are the roles of the Faculty Member and the Preceptor? In this media presentation, Dr. Jeanne Morrison discusses these and other critical aspects of the Practicum Experience. She also provides an overview of the professional demeanor expected of all students throughout the Practicum Experience.

Please click here for the Transcript (PDF).

Part one:

TopicThreadsPostsLast Post

Module 3: Discussion Question

Available after Monday, November 12, 2018 10:00 PM PST. Must post first.

Start by reading and following these instructions:

You are responsible for minimally at least 3 posts for each question in your discussion boards; your initial post and reply to two of your classmates. Your initial post(s) should be your response to the questions posed in the discussion question. You should research your answer and cite at least one scholarly source when appropriate, and always use quality writing. The discussion board is never a place to use text language or emoticons. You will also be asked to respond to your classmates. This is designed to enhance the academic discussion around the topic. It is all right to disagree with something posted by another, however your responses should always be thoughtful and respectful and reflect your opinions professionally Behavioral system balance and stability.

Discussion Question:

Johnson viewed health as efficient and effective functioning of the system, and as behavioral system balance and stability. Behavioral system balance and stability are demonstrated by observed behavior that is purposeful, orderly, and predictable. Consider a clinical-practice situation that demonstrates Johnson’s model of health. How can the nurse support this theory to return the patient to balance and stability?

Your initial posting should be at least 400 words in length and utilize at least one scholarly source other than the textbook. 

Part two:

Assignment:

Please create a Power Point to answer the following:

Case study

Ann, a community nurse, made an afternoon home visit with Susan and her father. After the death of her mother, Susan had growing concerns about her father living alone. “I worry about my father all the time. He is becoming more forgetful and he has trouble seeing. Mom used to take care of him. I am not sleeping and I am irritable around him. Yesterday I shouted at him because he wouldn’t let me help him with his laundry. I felt terrible! I am at my wits’ end! My brothers and sisters do not want to put dad in a nursing home but they are not willing to help out. As usual, they have left me with all the responsibility. I work part time and have two small children to care for.” Susan’s father, Sam, sat quietly with tears filling his eyes. He was well nourished and well-groomed but would not make eye contact. Nurse Ann noticed that the house was clean and orderly. A tray in front of the TV had the remains of a ham sandwich and glass of ice tea. Mail was piled up, unopened on a small table near the front door. There was only one car in the driveway and the yard was in need of attention.

1. What questions does Orlando’s theory guide the nurse to consider in caring for Susan and Sam?
2. Develop a family plan of care from the perspective of Orlando.

Explore the 1950 and 60’s in the United States:

1. Explore was happening in the United States during this time (culture, social, economics, struggles)
2. What did nursing look like during this time (what were their jobs like, responsibilities, dress, autonomy, respect)
3. What is the most influential accomplishment in nursing theory from the 1950’s and 1960’s?

Power Point should include at least 4 outside references and the textbook. It should include title and reference slides and be 14-20 slides Behavioral system balance and stability.