Description of how Kant derives the principle from an understanding that Morality is a matter of reason not emotion

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 WRITE A PARAGRAPH ON EACH QUESTION.

1.  Discuss the example of Harry Truman dropping nuclear weapons on  Hiroshima and Nagasaki in the context of the Utilitarian and Kantian  principles. Also include a discussion of Elizabeth Anscombe’s critic of  Truman.

2.  Describe the Categorical Imperative. Be sure to include a description  of how Kant derives the principle from an understanding that Morality is  a matter of reason not emotion.

3.  What is Kant’s argument against lying? What is problematic about it,  and what happens when it comes into conflict with other absolute rules?

4. How do Kant’s core values cause him to embrace retribution, and reject rehabilitation?

5. What are the Utilitarian arguments for the implementation of retribution?

6.  Discuss Kolberg’s six stages of moral development. Include in your  discussion the examples of Amy and Jake, and how their different  approaches to a moral dilemma would be understood in the context of  Kohlberg’s theory.

7.  Discuss Giligan’s Objection to Kolberg’s labeling of Amy and Jake. What  are the differences between the way men and women approach moral  dilemma’s according to Giligan?

8.  Discuss the ethics of care. How does it differ from the pre-dominantly  male oriented approaches to morality that have been discussed?

Introduction to Data Analysis in an Evidence-Based Practice Environment

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Week 4 Descriptive Statistics

To prepare:

Review the Statistics and Data Analysis for Nursing Research chapters assigned in this week’s Learning Resources. Pay close attention to the examples presented, as they provide information that will be useful when you complete the software exercise this week. You may also wish to review the Research Methods for Evidence-Based Practice video resources to familiarize yourself with the software.

Refer to the Week 4 Descriptive Statistics Assignment page and follow the directions to calculate descriptive statistics for the data provided using SPSS software. Download and save the Polit2SetA.sav data set. You will open the data file in SPSS.

Compare your data output against the tables presented in the Week 4 Descriptive Statistics SPSS Output document. This will enable you to become comfortable with defining variables, entering data, and creating tables and graphs.

Formulate an initial interpretation of the meaning or implication of your calculations.

To complete:

Complete the Part I, Part II, and Part III steps and Assignment as outlined in the Week 4 Descriptive Statistics Assignment page.

Part I

Using the Polit2SetA data set, run descriptive statistics on the following variables: respondent’s age (age) and highest school grade completed (higrade). Create a frequency distribution for the variables: race and ethnicity (racethn) and currently employed (worknow). Create a table (in APA format) summarizing the results, using the below table shell as a model. Write a paragraph summarizing the information in the table. 

Table 1. Demographic Data (N = 30)

n % M (SD)

Age (in years)     30  15(2.4)

Highest School Grade Completed  29  11(1.2)

Race and Ethnicity

   Black, Not Hispanic    14 (46.67)

   Hispanic       8 (26.67)

   White, Not Hispanic      6 (20.0)

   Other        2 (6.66)

Currently Employed

   Yes      27 (90)

   No        3 (10)

Note. Differences in sample size are due to missing data. 

Follow these steps when using SPSS:

1. Open Polit2SetA data set. 

2. Click on Analyze, then click on Descriptives Statistics, then Descriptives.

3. Click on the first continuous variable you wish to obtain descriptives for (respondent’s age), and then click on the arrow button and move it into the Variables box. Then click on highest school grade completed and then click on the arrow button and move it into the Variables box.

4. Click on the Options button in the upper-right corner. Click on mean, standard deviation, minimum, maximum, and skewness. 

5. Click on Continue and then click on OK. 

To run the frequency distribution in SPSS, do the following:

1. Click on Analyze, then click on Descriptive Statistics, then Frequencies.

2. Click on the first categorical variable you wish to obtain a frequency for (race and ethnicity), and then click on the arrow button and move it into the Variables box. Then click on currently employed, and then click on the arrow button and move it into the Variables box. Click on the Statistics button in the upper-right corner, then in the Dispersion box click on Minimum and Maximum. 

3. Click on Continue and then click on OK.

Assignment: Create a table (in APA format) summarizing the results, using the below table shell as a model. Write a paragraph summarizing the information in the table.

Part II 

For the variables respondent’s age (age) and highest school grade completed (higrade) create a histogram with a normal curve displayed over the histogram.  

To create a histogram for respondent’s age in SPSS, do the following:

1. Click on Graphs, then on Legacy Dialogs, then Histogram.

2. Click on the variable respondent’s age and then click on the arrow button and move it into the Variables box. Click on the Display Normal Curve button, which is right below the Variables box. 

3. Click on OK. 

To create a histogram for highest school grade completed in SPSS, do the following:

1. Click on Graphs, then on Legacy Dialogs, then Histogram.

2. Click on respondent’s age in the Variable box and click the arrow to move it back to the box on the left that contains all the variables. 

3. Click on the variable highest school grade completed and then click the arrow button and move it into the Variables box. The Display Normal Curve button should alredy be on.

4. Click on OK. 

Assignment: Using the data obtained when you ran the descriptives and the histograms, determine whether the data skewed. If so, is it a positive or negative skew?

Part III

Using the Polit2SetA data set, run descriptive statistics on the variable “Family Income Prior Month, all sources” (Income).  

Follow these steps when using SPSS:

1. Click on Analyze, then click on Descriptives Statistics, then Descriptives.

2. Click on Family Income Prior Month, all sources, and then click on the arrow button and move it into the Variables box. 

3. Click on the Options button in the upper-right corner. Click on mean, standard deviation, minimum, maximum, S.E. Mean (standard error of the mean), and skewness. 

4. Click on Continue and then click on OK. 

Assignment: Using the descriptive statistics for Family Income Prior Month, all sources (Income), answer the following questions:

1. What is the mean income in this sample?

2. What is the standard deviation?

3. What is the standard error of the mean?

4. Compute a 95% confidence interval around the mean. (Use 1.96 for the 95% CI and get the standard error from the descriptive statistics table). The formula is as follows:

95% CI = [mean ± (1.96 ´ SE)]

5. Compute a 99% confidence interval around the mean. (Use 2.58 for the 99% CI and get the standard error from the descriptive statistics table). The formula is as follows:

99% CI = [mean ± (2.58 ´ SE)]

6. Which interval is wider? Explain.

Review the corresponding Week 4 Descriptive Statistics Exercises SPSS Output document that has the SPSS output for the above problems. Compare your output with the output in the file.  

REFERENCES

aureate Education, Inc. (Executive Producer). (2011). Research methods for evidence-based practice: Quantitative research: Data analysis. Baltimore, MD: Author.

Polit, D. (2010). Statistics and data analysis for nursing research (2nd ed.). Upper Saddle River, NJ: Pearson Education Inc.

· Chapter 1, “Introduction to Data Analysis in an Evidence-Based Practice Environment”

INTRODUCTION TO PROBABILITY THEORY AND HEALTH STATISTICS

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Module 1 – Case

INTRODUCTION TO PROBABILITY THEORY AND HEALTH STATISTICS

Case Assignment

Part I (approximately 1–1½ pages, total):

Copy and paste the following examples (1-6 below), then respond by classifying each of the following variables as either: nominal, ordinal, interval, or ratio. Provide a brief explanation where indicated.

  1. A researcher studying lifespan categorizes individuals into single, married, divorced, or widowed. What type of variable measurement is this?
  2. A cognitive scientist places her subjects into categories based on how anxious they tell her that they are feeling: “not anxious,” “mildly anxious,” “moderately anxious,” and “severely anxious,” and she uses the numbers 0, 1, 2 and 3 to label categories where lower numbers indicate less anxiety. What type of variable measurement is this? Are the categories mutually exclusive?
  3. A Physician diagnoses the presence or absence of disease (i.e., yes or no). What type of variable measurement is this?
  4. A person weighing 200 lbs. is considered to be twice as heavy as a person weighing 100 lbs. In this case, what type of measurement is body weight?
  5. A nurse takes measurements of body temperature on patients and reports them in units of degrees Farenheit as part of a study. What type of variable measurement is this?
  6. Patients rate their experience in the emergency room on a five point scale from poor to excellent (1 = very poor, 2 = not very good, 3 = neither good nor bad, 4 = quite good, and 5 = excellent). What type of variable measurement is this? Is the difference between a 1 and a 2 necessarily the same as the difference between a 3 and a 4? Explain briefly.

Part II: Statistics (1/2 page)

Given what you’ve learned in this module about the meaning of “statistics,” choose one of the examples from Part I (1-6), and raise a relevant question of your own that could be answered by a statistician. Then without answering your own question, explain how a pattern could be studied or a useful prediction made based on data that are to be collected.

Part III: Quantitative vs. Qualitative Data (approximately 1–1½ pages)

A health scientist wishes to measure how well participants diagnosed with Post Traumatic Stress Disorder are coping. Explain how a variable such as coping could be measured quantitatively or qualitatively.

Assignment Expectations

Assessment and Grading: Your paper will be assessed based on the performance assessment rubric that is linked within the course. Review it before you begin working on the assignment.

The following guidance appears only in Module 1, but it applies to the assignments throughout the course:

File format: Your work should be prepared using Microsoft Word, PowerPoint, or Excel depending upon the assignment instructions. For assignments requiring video or voice recordings, use media formats that are supported by MyTLC Courses as noted in our Trident Support page.

In-text citations and references: Be sure that all information and ideas in your papers are supported by in-text citations and corresponding references at the end of the paper.

Scholarly sources: Online sources must be limited to credible professional and scholarly publications such as peer-reviewed journal articles, e-books, or specific webpages on websites from a university, government, or nonprofit organization (these have extensions .edu, .gov, or .org). Presenting consumer sources such as e-magazines, newspapers, Wikipedia, WebMD, or other commercial websites (these have extensions .com) as references is not appropriate.

Scholarly writing: Use an academic paper format, not an essay based on your opinions or experience. Avoid using the first person in writing. Synthesize what you learned from the sources you read; write papers in your own words; and cite sources within the text, as well as include a properly formatted reference list.

Use of direct quotes: Use of direct quotes should be avoided. Only use direct quotes when preserving the exact words of an author is necessary. In the rare instance that directly quoted material is used, it must be properly cited (with quotation marks and page numbers in the in-text citation); quotes should not exceed 5-10% of the total paper content.

The Writing Style Guide that is linked on the TLC Portal homepage under My Resources will help clarify expectations. 

how informatics skills and knowledge were used in the process relevance to developing the assignment.

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INSTRUCTIONS – NO PLAIGARISM!

Students will login to FierceEMR and FierceHealthIT using the link provided in the reading assignment module for Week 5 and select a “current/popular” topic of the week that may impact their practice.

————— > HERE ARE SOME CHOICES. (Choose 1 article)

1. https://www.fiercehealthcare.com/privacy-security/cybersecurity-medical-devices-internet-things-wannacry-patient-harm-quality

2. https://www.fiercehealthcare.com/ehr/oscar-cleveland-clinic-use-fhir-to-streamline-data-exchange 

3. https://www.fiercehealthcare.com/practices/imperfect-system-ohio-state-unaware-doctor-s-past-sexual-assault-allegations-cleveland 

Continued…….

Students, in a professionally developed paper,

· will discuss the rationale for choosing the topic, 

· how it will impact practice in a positive or negative manner, 

· citing pros and cons. 

· Include a discussion of how informatics skills and knowledge were used in the process relevance to developing the assignment. 

· In the conclusion, provide recommendations for the future

……………………………………………………………………….

GRADING RUBRIC

……………………………………………………………………….

Category:    Description

Introduction

-Introduction:     presents a brief  overview of the parts of the paper. 

-Selects relevant HealthIT Topic to discuss; provides rationale for selecting topic:

Provides convincing rationale for topic selection   

-Convincing arguments of how topic will impact practice in  a positive or negative manner citing pros and cons: Convincing arguments of how topic impacts practice in a   positive or negative manner; pros and cons are presented 

-Discussion of how informatics skills and knowledge were used   in the process relevance to developing the assignment:  Provides a discussion of how informatics skills and   knowledge were used in the process to develop the assignment

-Conclusion:   Concluding statements   summarize insights about the key elements of the paper gained during the   assignment.   Recommendations for the future are provided

-APA Style:   Text, title page, body of   paper, summary and reference page(s) are completely consistent with APA   format. 

-Citations:    Ideas and information from   sources are cited correctly. There are a minimum of three scholarly, current   (5 years or less) references. 

-Writing Mechanics:     Rules of grammar, spelling,   word usage, and punctuation are consistent with formal written work, 

-Pages: At least 2 1/2 pages, not including title or reference page.

A quality   assignment will meet or exceed all of the above requirements.

Challenges exist for healthcare institutions

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  Parse’s theory 

  1. Case Study

The hospice nurse sat with Ann’s husband, Ben. Ann was resting quietly as the increased dosage of IV pain medication gradually reached its therapeutic level. Ben turned his head and slowly turned, looking out the room’s only window. As he glanced up, a small flicker of light caught his breath. It was a shooting star. A tear fell from the corner of his eye and he turned to Ann. The nurse sensed that something significant to Ann and Ben was unfolding. Shuffling to Ann’s bedside, he took her small fragile hand in his. These hands had rocked cradles, burped babies, and groomed the horses she loved to ride. Gently holding her hand, he turned to the nurse. “She would ride like the wind was chasing her.” Looking back to Ann his voice broke; choking back tears “Ann, Ann I saw Jessie…Jessie is calling.” Ben turned “Jessie was our daughter. She died having a baby that was too big. When she died it was a pitch-black night. Cold, so cold, the baby died too, a little boy, named him Abe, Jr. after Jessie’s husband. I took Ann outside so she could cry to God above and there in this dark sky we saw two falling stars…together…just falling. We knew it had to be Jessie and Abe…two angels to light up the night.” Ben turned back as a deep sign escaped from Ann’s lips. A soft smile remained as she joined Jessie and Abe.

  • Based on this case study how would the nurse actualize Parse’s theory of Human Becoming?
  • What are characteristics of a humanbecoming nurse?  What are strengths and weaknesses to this theory of nursing?
  • What challenges exist for healthcare institutions to switch to this nursing approach?
  • How might Parse’s understanding of transcendence guide the nurse, as Ann’s death became a reality to Ben?
  • From the nursing theories we have discussed, what theory would you apply to this case study? Develop a plan of care to include both nursing theories (be specific and provide reasons)

The APA formatted paper should include 2 outside references and your book. The essay should be 1250 words

Completing courses in the absence of a physical classroom and frequent face-to-face contact can be challenging, even for those who are comfortable with technology and the online environment

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Online Learning Strategies:  Completing courses in the absence of a physical classroom and frequent face-to-face contact can be challenging, even for those who are comfortable with technology and the online environment. You need to be able to plan and manage your time well, particularly since there is no structured “class time”; communicate clearly and effectively where there is no visual or nonverbal feedback; and use technology effectively. 

This Discussion provides you with an opportunity to think about your skills in the above areas, to explore strategies for successful online learning, and exchange strategies with your colleagues.  

To prepare: 

•Review this Week’s assigned readings from the Walden e-Guide and the document, “Technical Tips for Learning at Walden,” in the Learning Resources. •Review this week’s media program, “Tips for Effective Online Composition and Communication.” 

•Think about some strategies you have used, or read about, that may be beneficial for effective planning, time management, communication, and technology use. •Consider how the strategies you have identified can contribute to being a successful online learner.  

 Post a description of at least one strategy for each of the following areas related to online success: planning, time management, communication, and technology use. 

Explain how/why you think use of each strategy will contribute to your success as an online learner.  Support your Discussion assignment with specific resources used in its preparation using APA formatting. You are asked to provide a reference for all resources, including those in the Learning Resources for this course.

Cancer patients undergoing chemotherapy are normally more susceptible to infections

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Answer Clinical Application Questions 1-3 for Chapter 15 on page 450. Answers should be submitted in a word document with any associated references used.

1) On July 8, a woman was given an antibiotic for presumptive sinusitis. However, her condition worsened, and she was unable to eat for 4 days because of severe pain and tightness for the jaw. On July 12, she was admitted to a hospital with severe facial spasms. She reported that on July 5, she had incurred a puncture wound at the base of her big toe; she cleaned the wound but did not seek medical attention. What caused her symptoms? Was her condition due to an infection or an intoxication? Can she transmit this condition to another person?

2) Explain whether each of the following examples is a food infection or intoxication. What is the probable etiological agent in each case? 

a) Eighty-two people who ate shrimp in Louisiana developed diarrhea, nausea, headache, and fever from 4 hours to 2 days after eating 

b) Two people in Vermont who ate barracuda caught in florida developed malaise, nausea, blurred vision, breathing difficulty, and numbness 3 to 6 hours after eating.

3) Cancer patients undergoing chemotherapy are normally more susceptible to infections. However, a patient receiving an anti tumor drug that inhibited cell division was resistant to salmonella. Provide a possible mechanism for the resistance.

The smartphone has become an increasingly valuable tool in the field of medicine

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Discussion: Foundational Pioneers in Informatics

The smartphone has become an increasingly valuable tool in the field of medicine. Because of the phone’s small size and powerful computing capabilities, doctors, nurses, and researchers use these smartphones in a wide range of areas. For example, smartphones can be used as an electrocardiogram, to perform ultrasound procedures, to track patient progress, and as a decision support tool for generating diagnoses (Ozdalga, Ozdalga & Ahuja, 2012). Like most innovative technologies, the smartphone and its applications are a result of many years of incremental research and development.

In this Discussion, you focus on those who set the stage for the field of informatics today. By Day 1, your Instructor will assign you one of the pioneers in the field of informatics to research.

To prepare:

  • Read the articles listed in the Learning Resources for your assigned informatics pioneer.
  • Conduct research in the Walden Library or on the Internet to find additional works by or information about the individual. The smartphone has become an increasingly valuable tool in the field of medicine
  • Determine his or her area of interest and affiliations in the medical world.
  • Reflect on the contributions he or she made to the field of informatics. What most interests you? What most surprises you?
  • Consider how these contributions impact the field of informatics today.
  • Assess why it is important to be familiar with the foundational documents of nursing informatics.

By tomorrow 11/30/2016 12pm

Post a minimum of 550 words essay in APA format with a minimum of 3 scholarly references (See list provided below), which addresses the level one headings below:

1)      An overview of the individual to whom you were assigned, including his or her principal areas of interest and medical affiliations.

2)      Highlight the contributions this individual made to the field of informatics, and explain how these contributions impact the field of informatics today.

3)      Comment on the importance of being familiar with the foundational documents of nursing informatics.

Required Readings

    Kaplan, B., Brennan, P., Dowling, A., Friedman, C., & Peel, V. (2001). Towards an informatics research agenda: Key people and organizational issues. Journal of the American Medical Informatics Association, 8(3), 235–241.

 Retrieved from the Walden Library databases. The smartphone has become an increasingly valuable tool in the field of medicine

This article highlights key areas in the field of health informatics in which additional research needs to be conducted. The authors cite organizational and social trends, and they suggest questions that need to be addressed in these areas.

Pioneers in Informatics

Harriet Werley

    Werley, H. H., Devine, E. C., & Zorn, C. R. (1988). Nursing needs its own minimum data set. The American Journal of Nursing, 88(12), 1651–1653.

 Copyright 1988 by Lippincott Williams and Wilkins, Inc. Reprinted by permission of Lippincott Williams and Wilkins, Inc. via the Copyright Clearance Center.

In this article, Werley, Devine, and Zorn describe their development of the nursing minimum data set (NMDS). They also discuss how the NMDS was used and why it was important.

    Werley, H. H., Devine, E. C., Zorn, C. R., Ryan, P., & Westra, B. L. (1991). The nursing minimum data set: Abstraction tool for standardized, comparable, essential data. American Journal of Public Health, 81(4), 421–426.

Retrieved from the Walden Library databases.

In this article from 1991, the authors explain their usage of the nursing minimum data set to standardize collections of nursing data. The authors explore the importance of standardizing nursing data, as well as these data’s availability, reliability, and benefits at that time.

    Hobbs, J. (2011). Political dreams, practical boundaries: The case of the Nursing Minimum Data Set, 1983–1990. Nursing History Review: Official Journal of the American Association for The History of Nursing, 19, 127–155.

    Retrieved from the Walden Library databases.

 This article explores the development of the Nursing Minimum Data set (NMDS). The article details the contentious process that Harriet Werley utilized to identify information used in the NMDS.

    Werley, H. (1972). Research in nursing as input to educational programs. Journal of Nursing Education, 11(4), 29-38.

Retrieved from the Walden Library databases.

In this article, Harriet Werley describes the relationship between nursing research and nursing education programs. Werley cites numerous studies that emphasize the need for additional nursing research and its integration into practice and curricula. The smartphone has become an increasingly valuable tool in the field of medicine

Robert Ledley and Lee B. Lusted

    Ledley, R. S., & Lusted, L. B. (1959). Reasoning foundations of medical diagnosis. Science, New Series, 130(3366), 9–21.

  Copyright 1959 by American Association for the Advancement of Science. Reprinted by permission of American Association for the Advancement of Science via the Copyright Clearance Center.

This seminal article explores the research, observation, and risk involved in diagnosing a patient in 1959. The authors discuss the reasoning foundations behind how physicians made a medical diagnosis in their era.

    Ledley, R. S. (1964). High-speed automatic analysis of biomedical pictures. Science, New Series, 146(3641), 216–223.

 Copyright 1964 by American Association for the Advancement of Science. Reprinted by permission of American Association for the Advancement of Science via the Copyright Clearance Center.

 The authors of this article describe contemporary technologies in the nursing field of 1964. In particular, they focus on the high-speed automatic analysis of biomedical pictures.

    Ledley, R. (2004). Editorial for computerized medical imaging and graphics. Computerized Medical Imaging and Graphics, 28(1–2), 1.

   Retrieved from the Walden Library databases.

This article explains how advances in medical imaging technology have drastically changed patient care. The author also defines and explains different types of medical imaging and graphics.

    Ledley, R. S., & Lusted, L. B. (1960). The use of electronic computers in medical data processing: Aids in diagnosis, current information retrieval, and medical record keeping. IRE Transaction on Medical Electronics, ME-7(1), 31–47.

    Retrieved from the Walden Library databases.

  In this article, the authors discuss the use of computers in medical data processing in 1960. The article explains how computers changed the abilities of physicians to make educated diagnoses and keep medical records.

  Ledley, R. S. (1987). Medical informatics: A personal view of sowing the seeds. Proceedings of ACM Conference on History of Medical Informatics, 1987, 31–41.

  Retrieved from the Walden Library databases.

This 1987 article describes a personal view of medical informatics. The author relays personal experiences with early medical informatics systems.

MUMPS (Massachusetts General Hospital Utility Multi-Programming System) in Octo Barnett’s Laboratory of Computer Science, Neil Pappalardo, Curtis Marble, and Robert Greenes

    Ashenhurst, R. L., McIlroy, M. D., Gawlick, H. J., Daley, L. R., Fournier, A., Cohen, D., & … Rule, J. B. (1990). ACM Forum. Communications of the ACM, 33(5), 479–482.

Retrieved from the Walden Library databases.

    This article includes numerous letters to the editor of Association of Computing Machinery’s (ACM) journal. The letters discuss numerous issues that were prevalent in computing and informatics at the time of publication.

    Barnett, G. O. (1987). History of the development of medical information systems at the Laboratory of Computer Science at Massachusetts General Hospital. Proceedings of ACM Conference on History of Medical Informatics, 1987, 43–49.

    Retrieved from the Walden Library databases.

  In this article, the author explores the history of the development of medical information systems at the laboratory of computer science at the Massachusetts General Hospital. The author describes the importance of different medical information systems and how they were utilized at this particular hospital.

    Dezelic, G. (2007). A short review of medical informatics history. Acta Informatica Medica, 15(1), 43–48.

Retrieved from the Walden Library databases.

This article provides a summary of the history of medical informatics. The author describes key medical informatics pioneers and systems.

    Lincoln, T. L. (1987). An historical perspective on clinical laboratory information systems. Proceedings of ACM Conference on History of Medical Informatics, 1987, 117–121.

  Retrieved from the Walden Library databases.

  The author of this article discusses some of the medical information systems in use in 1987.This article provides a historical perspective on clinical laboratory information systems and how they have evolved over time.

    Waxman, B. D. (1987). Planting the seeds. Proceedings of ACM Conference on History of Medical Informatics, 1987, 27–29.

    Retrieved from the Walden Library databases.

This article describes the history of informatics prior to 1987. The author discusses the information gathered at the proceedings of the ACM conference and who “planted the seeds” of medical information systems.

Morris Collen

    Collen, M. F. (1966). Periodic health examinations using an automated multitest laboratory. JAMA: Journal of the American Medical Association, 195(10), 830–833.

  Copyright 1966 by American Medical Association.  Reprinted by permission of American Medical Association via the Copyright Clearance Center.

This article explains how automated multitest laboratories changed the way basic health examinations are performed. The article gives a brief history of health examinations, the importance of automated multitest laboratories, and the equipment used.

    Collen, M. F., Rubin, L., Neyman, J., Dantzig, G. B., Baer, R. M., & Siegelaub, A. B. (1964). Automated multiphasic screening and diagnosis. American Journal of Public Health and the Nations Health, 54(5), 741–750.

 Copyright 1964 by American Public Health Association. Reprinted by permission of American Public Health Association via the Copyright Clearance Center.

The authors of this article provide a brief description of the current state of quantitative testing in their era. In particular, they explore the use of multiphasic screening and diagnosis at that time, and its contribution to the medical field. The smartphone has become an increasingly valuable tool in the field of medicine

    Oakes, T., Syme, S., Feldman, R., Friedman, G., Siegelaub, A., & Collen, M. (1973). Social factors in newly discovered elevated blood pressure. Journal of Health And Social Behavior, 14(3), 198–204.

    Retrieved from the Walden Library databases.

    This article explores a study that sought to determine the social factors associated with newly discovered high blood pressure. The study demonstrates how automated multiphasic health testing can effectively gather information.

Homer R. Warner

    Clayton, P. D. (1995). Presentation of the Morris F. Collen Award to Homer R. Warner, MD, PhD: “Why not? Let’s do it!” Journal of the American Medical Informatics Association, 2(2), 137–142.

    Retrieved from the Walden Library databases.

This article outlines the story of Homer Warner and his contribution to the field of medical information systems. The author describes how Dr. Warner used mathematical techniques to make technological advancements in the field of cardiology.

    Warner, H. R. (1995). Viewpoint: Medical informatics: A real discipline? Journal of the American Medical Informatics Association, 2(4), 207–214.

    Retrieved from the Walden Library databases.

 In this article, Dr. Warner, a pioneer of medical informatics, states his views on medical informatics and how they are a necessary discipline in the medical field. Warner also discusses the history, importance, and usage of medical informatics.

    Warner, H. R. (1959). The use of an analog computer for analysis of control mechanisms in the circulation. Proceedings of the IRE, 47(11), 1913–1916.

    Retrieved from the Walden Library databases.

    In this 1959 article, Dr. Warner discusses the use of an analog computer for analyzing the control mechanisms in the circulation system. Dr. Warner uses examples as well as history to show how an analog computer has contributed to the field of cardiology in his practice.

    Warner, H. R. (2001). Good isn’t enough. Health Management Technology, 22(6), 30–31.

    Retrieved from the Walden Library databases.

In this article, Homer Warner examines natural language processing (NLP) technology. Warner identifies numerous areas where NLP may be applied, and he also provides predictions for its development.

    Warner, H. R. (1966). The role of computers in medical research. JAMA: Journal of the American Medical Association, 196(11), 944–949.

  Copyright 1966 by American Medical Association. Reprinted by permission of American Medical Association via the Copyright Clearance Center.

This 1966 article explores the potential uses of computers in medical research. The author describes how computers had changed the field of medical research at the time of the article’s publication.

Edward Shortliffe

    Hickam, D. H., Shortliffe, E. H., Bischoff, M. B., Scott, A. C., & Jacobs, C. D. (1985). The treatment advice of a computer-based cancer chemotherapy protocol advisor. Annals of Internal Medicine, Part 1, 103(6), 928–936.

    Retrieved from the Walden Library databases.

The authors of this article describe their use for ONCOCIN as a computer-based cancer chemotherapy protocol advisor. The article specifies how ONCOCIN combined formal guidelines with judgments of oncologists to determine the best route of therapy for certain cases.

    Shortliffe, E. H., Tang, P. C., & Deimer, D. E. (1991). Patient records and computers. Annals of Internal Medicine,115(12), 979–981.

    Retrieved from the Walden Library databases.

  This article explores improvements in clinical information-management systems using the computer technology of the early 1990s. The authors stress their concerns surrounding the use of technology to solve the problems of paper records.

    Shortliffe, E. H. (1998). Health care and the next generation Internet. Annals of Internal Medicine,129(2), 138–140.

    Retrieved from the Walden Library databases.

 In this article, the author anticipates the future of health care from a 1998 perspective. The article focuses on the potential impacts of the next version of the Internet in health care.

    Shortliffe, E. H. (2005). Strategic action in health information technology: Why the obvious has taken so long. Health Affairs, 24(5), 1222–1233.

  Retrieved from the Walden Library databases.

     This article describes the gradual advance toward implementations of health information technology. The author examines the challenges and the opportunities that the field of health information technology faced prior to the article’s publication.

    Tu, S. W., Kahn, M. G., Musen, M. A., Ferguson, J., Shortliffe, E., & Fagan, L. M. (1989). Episodic skeletal-plan refinement based on temporal data. Communications of the ACM, 32(12), 1439–1455.

    Retrieved from the Walden Library databases. The smartphone has become an increasingly valuable tool in the field of medicine

     This article describes a medical expert system (ONCOCIN) used in the late 1980s to create skeletal-planning techniques. The authors explain how this system proved to be innovative and beneficial to the health care field at that time.

Dr. Warner Slack

    Hicks, G. P., Gieschen, M. M., Slack, W. V., & Larson, F. C. (1966). Routine use of a small digital computer in the clinical laboratory. JAMA: Journal of the American Medical Association, 196(11), 973–978.

    Copyright 1966 by American Medical Association. Reprinted by permission of American Medical Association via the Copyright Clearance Center.

 The authors of this article describe the use of a small digital computer in an early clinical computer laboratory. The authors examine the benefits and drawbacks of using those digital computers in a clinical laboratory.

    Slack, W. V., & Van Cura, L. J. (1968). Patient reaction to computer-based medical interviewing. Computers and Biomedical Research, 1(5), 527–531.

    Copyright 1968 by Elsevier Science and Technology. Reprinted by permission of Elsevier Science and Technology via the Copyright Clearance Center.

 In this article, the authors discuss patients’ reactions to computer-based medical interviewing. They also theorize how patients may have thought and felt about computer-based medical technology.

    Fisher, L. A., Johnson, T., Porter, D., Bleich, H. L., & Slack, W. V. (1977). Collection of a clean voided urine specimen: A comparison among spoken, written, and computer-based Instructions.American Journal of Public Health, 67(7), 640.

    Retrieved from the Walden Library databases.

The authors of this article describe a study that sought to determine the effectiveness of different methods of instructing patients on how to collect a urine specimen. The article has a significant focus on the effects of computer-based instructions.

    Safran, C. (2002). Presentation of Morris F. Collen Award to Professors Howard Bleich and Warner Slack. Journal of the American Medical Informatics Association, 9(4), 406–408.

Retrieved from the Walden Library databases.

   This article describes the conferral of the Morris F. Collen award to Howard Bleich and Warner Slack. The article also provides an overview of the doctors’ accomplishments in the medical field.

    Safran, C., & Rind, D. M. (1995). Guidelines for management of HIV infection with computer-based patient’s record. Lancet, 346(8971), 341.

    Retrieved from the Walden Library databases.

 This article describes a trial of an electronic medical record (EMR) system that provides electronic messages to help reinforce adherence to clinical practice guidelines. The article presents findings on the effects of the EMR’s alert messages.

Ed Hammond

    Hammond, W. E. (2008). eHealth interoperability. Studies in Health Technology and Informatics,134, 245–253.

    Retrieved from the Walden Library databases.

This article explores the concept of interoperability between health information technology systems. The author outlines different types of interoperability and describes their importance.

    Hammond, W. E., Stead, W. W., Feagin, S. J., Brantley, B. A., & Straube, M. J. (1977). Data base management system for ambulatory care. In Proceedings of the Annual Symposium on Computer Application in Medical Care, (p. 173). American Medical Informatics Association. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2464520/pdf/procascamc00015-0181.

 This article describes a database management system (DBMS) used for ambulatory care. The authors explain the benefits and uses of DBMSs for this type of care.

    Hammond, W. E., II, Stead, W. W., Straube, M. J., & Hammond, W. E., III. (1983). Adapting to the day to day growth of TMR. In Proceedings of the Annual Symposium on Computer Application in Medical Care (p. 101). American Medical Informatics Association.

    Copyright 1983 by IEEE.  Reprinted by permission of IEEE via the Copyright Clearance Center.

This article describes computer applications in medical care and computer systems in hospitals. The authors also explore the connection between medical records and quality assurance.

    Stead, W. W., & Hammond, W. E. (1987). Demand-oriented medical records: Toward a physician work station. In Proceedings of the Annual Symposium on Computer Application in Medical Care (p. 275). American Medical Informatics Association.

    Copyright 1987 by Institute of Electrical and Electronics Engineers.  Reprinted by permission of Institute of Electrical and Electronics Engineers via the Copyright Clearance Center.

This article provides a brief overview of the use of computer-based medical records at the time of publication. The authors also focus on using demand-oriented medical records at a physician workstation.

    Stead, W. W., & Hammond, W. E. (1980). How to realize labor savings with a computerized medical record. In Proceedings of the Annual Symposium on Computer Application in Medical Care, 2 (p. 1200). American Medical Informatics Association.

 In this article, the authors discuss concerns about computerized medical record systems increasing the cost of labor. The authors also examine how medical record systems may actually reduce labor costs.

Clem McDonald

    McDonald, C. J., & Tierney, W. M. (1986). The Medical Gopher—A microcomputer system to help find, organize and decide about patient data. Western Journal of Medicine, 145(6), 823–829.

Copyright 1986 by BMJ Publishing Group Ltd. Reprinted by permission of BMJ Publishing Group Ltd. via the Copyright Clearance Center.

    The authors of this article describe the purpose and uses of the Medical Gopher. The Media Gopher is a computer system that helps find, organize, and provide decision support based on stored patient data.

    McDonald, C. J., Hui, S. L., Smith, D. M., Tierney, W. M., Cohen, S. J., Weinberger, M., & McCabe, G. P. (1984). Reminders to physicians from an introspective computer medical record. Annals Of Internal Medicine, 100(1), 130.

 Retrieved from the Walden Library databases.

 This article details the effects of a computerized medical record that provides reminder messages to physicians. The authors provide recommendations for similar systems in the future.

    McDonald, C. J., & Hammond, W. E. (1989). Standard formats for electronic transfer of clinical data. Annals of Internal Medicine, 110(5), 333–335.

 Retrieved from the Walden Library databases.

The authors of this article stress the need for standardizing the way clinical systems transmit data, and they describe some early attempts to create clinical data transmission standards.

    McDonald, C. J., Murray, R., Jeris, D., Bhargava, B., Seeger, J., & Blevins, L. (1977). A computer-based record and clinical monitoring system for ambulatory care. American Journal of Public Health, 67(3), 240–245.

Retrieved from the Walden Library databases.

This article provides an overview of the Regenstrief Medical Record system, which was first implemented in 1973. The authors explain how the record system presents a pioneering approach to storing medical records electronically.

    Wilson, G. A., McDonald, C. J., & McCabe, G. P., Jr. (1982). The effect of immediate access to a computerized medical record on physician test ordering: A controlled clinical trial in the emergency room. American Journal of Public Health, 72(7), 698–702.

    Retrieved from the Walden Library databases.

    In this article, the authors describe the results of a controlled clinical trial that tested how the availability of patient computerized medical record summaries affected the rates at which physicians ordered additional testing. No significant decrease or increase in the number of tests ordered was found to have occurred.

Optional Websites

    HIMSS. (2013). Retrieved February 21, 2013, from http://www.himss.org

    ANIA. (n.d.). Retrieved February 21, 2013, from https://www.ania.org The smartphone has become an increasingly valuable tool in the field of medicine

Strengths-based leadership is a management approach that not only recognizes an individual’s strengths, but also draws upon these strengths to enhance the dynamics of the workplace

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Discussion: Strengths-Based Leadership

The task of leadership is not to put greatness into people, but to elicit it, for the greatness is there already.

—John Buchan

It can be demoralizing when managers focus primarily on the deficiencies of employees, yet it can sometimes be difficult to see beyond the negatives. Strengths-based leadership is a management approach that not only recognizes an individual’s strengths, but also draws upon these strengths to enhance the dynamics of the workplace. Strengths-based leadership can be applied to employees performing at their personal best or to those who may need redirection. In addition, the principles of strengths-based leadership can be carried over to managers themselves. When nurse managers are aware of their own strengths, they can better leverage them to effectively manage difficult situations. Strengths-based leadership is a management approach that not only recognizes an individual’s strengths, but also draws upon these strengths to enhance the dynamics of the workplace

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To prepare

Review the article “Know Your Own Strength.” How can strengths-based leadership improve the skills and attitudes of employees?

Reflect on your own personal and professional leadership strengths. Consider how you might use these strengths to manage staff members who seem to be disengaged or problematic. In addition, determine how you might use these strengths to resolve difficult situations between employees.

Recall a time when you either observed a disengaged or problematic employee(s) at work or observed a difficult or conflict situation between employees.

Imagine that you were the nurse manager in the above situation. How might you have used your strengths to effectively manage this employee or situation? Also, give some thought to the strengths of those posing the problem. How might you have used their strengths to resolve the situation?

Post an explanation of what you consider to be your top two strengths as a leader. Then, briefly describe the situation you selected and explain how you could leverage your own strengths (applying strengths-based leadership) to successfully manage that situation. Explain at least two ways you might also capitalize on the strengths of the employee(s) involved to successfully resolve the situation. Strengths-based leadership is a management approach that not only recognizes an individual’s strengths, but also draws upon these strengths to enhance the dynamics of the workplace

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 another way a colleague might capitalize on the identified strengths of the employee(s).

Ask a probing question, substantiated with additional background information and evidence or research.

Expand on a colleague’s posting by providing additional insights or contrasting perspectives based on readings and evidence.

Validate an idea with your own experience and additional research.

Required Readings

Lussier, R. N., & Hendon, J. R. (2016). Human resource management: Functions, applications, & skill development (2nd ed.). Thousand Oaks, CA: Sage Publications.

Chapter 7, “Training, Learning, Talent Management, and Development” (pp. 234–274)

Chapter 7 explores many types of training that organizations can offer new employees, such as on-the-job training, classroom training, and e-learning. It also highlights career development opportunities for existing employees.

Manion, J. (2011). From management to leadership: Strategies for transforming health care (3rd ed.). San Francisco, CA: Jossey-Bass.

Chapter 7, “Coaching and Developing Others” (pp. 283–349)

This chapter compares the roles of leader and coach and explains why some leaders fail to employ effective coaching strategies. The author discusses coaching best practices and reviews in depth one practice, the six-step coaching model.

Kanefield, A. (2011). Know your own strength. Smart Business St. Louis, 4(2), 6.

Retrieved from the Walden Library databases.

This article provides simple rationale for employing strengths-based leadership in clinical settings.

Tyra, S. (2008). Coaching nurses: A real example of a real difference. Creative Nursing, 14(3), 111–115.

Retrieved from the Walden Library databases.  Strengths-based leadership is a management approach that not only recognizes an individual’s strengths, but also draws upon these strengths to enhance the dynamics of the workplace

The author of this article uses an authentic coaching example to explain the stages of the coaching process. The author identifies coaching strategies as well as general feelings both the coach and the nurse might experience.

Optional Resources

 The Trustees of the University of Pennsylvania. (2006). Authentic happiness.Retrieved from https://www.authentichappiness.sas.upenn.edu/

 Ellisen, K. (2011). Mentoring smart. Nursing Management, 42(8), 12–16.

Meister, J. C., & Willyerd, K. (2010). Mentoring millennials. Harvard Business Review, 88(5), 68–72.

How alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes

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Details:

Prepare a 10-minute presentation (10-15 slides, not including title or reference slide) on organizational culture and values.

  1. Describe how alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes.
  2. Discuss how an individual can use effective communication techniques to overcome workplace challenges, encourage collaboration across groups, and promote effective problem solving. Incorporate how system needs and the culture of health may influence the outcomes. How does this relate to health promotion and disease prevention in the larger picture? How alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes
  3. Identify a specific instance from your own professional experience in which the values of the organization and the values of the individual nurses did or did not align. Describe the impact this had on nurse engagement and patient outcomes.

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While APA style format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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

 Organizational Values Presentation apply rubric

1
Unsatisfactory
0.00%

2
Less than Satisfactory
75.00%

3
Satisfactory
79.00%

4
Good
89.00%

5
Excellent
100.00%

80.0 %Content

26.0 %Describes how alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes.

A description to how alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes is not provided.

A description to how alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes is provided; however, relevant information is missing as indicated in the assignment instructions.

A description to how alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes is provided and meets the basic criteria for the assignment as indicated in the assignment instructions. How alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes

A description to how alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes is offered in detail.

A description to how alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes is offered in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought.

26.0 %Discusses how an individual can use effective communication techniques to Overcome Workplace Challenges, Encourage Collaboration Across Groups, and Promote Effective Problem-Solving.

A discussion to how an individual can use effective communication techniques to overcome workplace challenges, encourage collaboration across groups, and promote effective problem-solving is not provided. The influence of system needs and culture of health is not included; a correlation of how these relate to health promotion and disease prevention is not established.

A discussion to how an individual can use effective communication techniques to overcome workplace challenges, encourage collaboration across groups, and promote effective problem-solving is not provided. is offered; however, relevant information is missing as indicated by the assignment instructions. The influence of system needs and culture of health is referenced but not discussed; a correlation of how these relate to health promotion and disease prevention is not established.

A discussion to how an individual can use effective communication techniques to overcome workplace challenges, encourage collaboration across groups, and promote effective problem-solving is not provided. is offered and meets the basic criteria for the assignment as indicated by the assignment instructions. The influence of system needs and culture of health is summarized; a clear correlation of how these relate to health promotion and disease prevention is not established.

A discussion to how an individual can use effective communication techniques to overcome workplace challenges, encourage collaboration across groups, and promote effective problem-solving is offered in detail. The influence of system needs and culture of health is discussed; a general correlation of how these relate to health promotion and disease prevention is established.

A discussion to how an individual can use effective communication techniques to overcome workplace challenges, encourage collaboration across groups, and promote effective problem-solving is offered in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought. The influence of system needs and culture of health is thoroughly discussed; a strong correlation of how these relate to health promotion and disease prevention is established How alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes.

28.0 %Identify a specific instance from your own professional experience in which the values of the organization and the values of individual nurses did or did not align. Describe the impact this had on nurse engagement and patient outcomes.

Identification of a specific instance from your own professional experience in which the values of the organization and the values of the individual nurses did or did not align is not provided.

Identification of a specific instance from your own professional experience in which the values of the organization and the values of the individual nurses did or did not align is offered; however, relevant information is missing such as a description of the impact this had on nurse engagement and patient outcomes.

Identification of a specific instance from your own professional experience in which the values of the organization and the values of the individual nurses did or did not align meets the basic criteria for the assignment as indicated in the assignment instructions.

An example from your professional experience is offered in detail.

An example from your professional experience is offered in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought.

15.0 %Organization and Effectiveness

5.0 %Layout

The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident.

The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text.

The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability.

The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text.

The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.

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15.0 %Organization and Effectiveness

5.0 %Language Use and Audience Awareness (includes sentence construction, word choice, etc.)

Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of ?primer prose? indicates writer either does not apply figures of speech or uses them inappropriately.

Some distracting inconsistencies in language choice (register) and/or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately.

Language is appropriate to the targeted audience for the most part.

The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly How alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes

The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.

15.0 %Organization and Effectiveness

5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Slide errors are pervasive enough that they impede communication of meaning.

Frequent and repetitive mechanical errors distract the reader.

Some mechanical errors or typos are present, but are not overly distracting to the reader.

Slides are largely free of mechanical errors, although a few may be present.

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

5.0 %Format

5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Contains no title slide, no references section, and no correctly cited references within the body of the presentation.

Title slide is incomplete or inaccurate. References section includes sources, but many citation errors. Citations are included within the body of the presentation but with many errors.

Title slide has minor errors. References section includes sources, but they are not consistently cited correctly. Citations are included within the body of the presentation but with some errors.

Title slide is complete. References section includes correctly cited sources with minimal errors. Correct citations are included within the body of the presentation.

Title slide is complete. References section includes correctly cited sources. Correct citations are included within the body of the presentation How alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes

100 %Total Weightage