Tag: Clinical-Nursing

APA Scavenger Hunt Worksheet

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APA Element/Requirement

 

 

Answer

Page Numbers of Answer and Example (if available in the sample paper)

 

 

Points

Title Page

1. List the elements of a title page.

 

To get you started on this scavenger hunt – here is the first answer.

 

Running head (with page number), title, byline, and institutional affiliation

Pages 23-24; 41 (sample paper)

1

2.
Describe the format and location for the
Running head.

typed flush left at the top of the title page

P.229-230

1

3.
Describe the format and location for the
title.

 

The title should be typed in uppercase and lowercase letters, centered between the left and right margins and positioned in the upper half of the page. If the title is two or more lines, double-space between the lines.

 

 

1

4.
Describe what a
byline
is, how it should be typed and how to include more than one author.

 

Names of the authors should be typed in the order of their contributions using uppercase and lowercase letters, centered between the side margins, one double-spaced line below the title. Type the institutional affiliation, centered under author’s name, on the next double-spaced line.

P.3

 

1

5.
What is your
institutional affiliation
? How should it be typed?

 

centered under author’s name, on the next double-spaced line.

P.23

 

1

6.
Where is the
page header
located? What format is prescribed?

 

The name of the title of the article and it goes at the top of each page displayed or printed

 

 

P.230

 

1

Body of Paper/General Formatting Rules

7.
The manual contains a miniaturized “picture” of
sample papers
with title page, narrative and a reference list. How can you use this for your papers?

 

Title page à abstract à text à references à tables à figures à appendices

 

P.229

 

 

1

8. Margins
: What setting is prescribed for margins in the body of text and reference page?

 

Uniform margins at least 1 inch, double spaced text, flush left style with right margin uneven

P.229

 

1

9. Spacing:

1) How many spaces between lines should appear in the body of the text and references?

2) How many
spaces
are used in text after a comma, colon, semicolons, punctuation marks at the end of a sentence, periods in a reference citation, or periods after initials in a personal name? (Hint: The answer is the same for all).

 

1.)    Double spacing.

2.)    One space

 

 

 

 

 

1

10. Font & Typeface
: What is the acceptable font size and typeface?

 

Times new roman with 12 pt. font size

P.228

 

1

11. Levels of Heading:
What format is used for a Level 1 and Level 3 heading?

 

Level 1: the first heading is “Literature Overview,” so it goes at Level 1. Your writing style and subject matter will determine what your first heading will be.

Level 3: headings are indented, followed by a period, and run in with the text that follows.

 

 

1

12.
Is it allowed in APA for the author to refer to self by using the pronoun
“I”
?

 

Yes. you can use the first-person point of view when discussing your research steps

 

 

1

Citations, Quotations and References List

13. In-text Citations
: What is an in-text citation and how is it formatted?

 

is to help readers easily find the sources in the Works Cited page that correspond to your referenced passage

 

 

1

14.
When do you use “and” to join the authors and when do you use “&” to join the authors in a citation?

 

Citation is when you credit a work for your influences and information you drew from to write your paper. And is used when just joining 2 authors.

p.169

 

1

15. Quotations:
How are quotations with fewer than 40 words formatted?

 

When quoting, what must always be included with the quote?

 

Place direct quotations longer than 40 words in a free-standing block of typewritten lines and omit quotation marks. Start the quotation on a new line, indented five spaces from the left margin

 

 

 

1

16. References
: What is the purpose of a reference list?

 

it provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper.

 

 

1

17.
What does “agreement of text and
reference
list” mean?

 

APA style suggests using a reference list for references cited in the text of a paper rather than a bibliography. A reference list includes only those references which were cited in the text of one’s paper. There must be total agreement between the two

 

 

1

18.
How are
references
ordered in the reference list? Do you double space?

 

Alphabetical order. No

 

 

1

19.
In the reference list, what is the acceptable abbreviation for “edition,” “Editor,” “Editors,” “page,” “pages,” and “no date?”

edition: ed.

Editor: Ed

Editors: Eds

page: p.

pages: pp.

no date: n.d

 

 

1

20.
What rule governs whether a state is given in the reference list publisher location?

 

USA publishers give the city in full and the abbreviation for the state.

 

 

1

21.
How do you cite a work discussed in a secondary source? Provide answers for both in-text and on the reference page?

 

In-text: (last name, date of year).

 

Reference list: (last name, first initial).

 

 

1

22. Format Examples for References

 

For the following types of references, locate the page(s) with the examples of how to format the references in the next column.

List page(s) where you can find examples of how to format references for the following:

page #/s: __ Journal article with two authors (paper form)

page #/s: __ Journal article with two authors (electronic version)

page #/s: __ Entire Book

page #/s: __ Chapter in an edited book

page #/s: __ Non-periodical documents on the internet

 

 

 

 

 

 

1

23. doi Numbers

Describe what a doi is and where and when a doi number can be used.

 

Alphanumeric string assigned by a registration agency to identify content and provide a link to its location on the internet. Include for both print and electronic sources.

 

 

1

24. Semi colon

Where can you find a description of a semi colon is and how to use it correctly! What is it?

 

a semicolon should be used to separate two independent clauses (or complete sentences) that are closely related in meaning.

 

 

1

25. Protection of research participants

Where can you find information about protecting the rights and welfare of research participants? What standards are psychologists held to? What is the most recent publication year of this document?

 

Chapter 1, Section 11

 

 

 

1

 Total Points:    
         
/25

Education & Empathy
: 5 of 6 (83.3%)

During the patient interview, there are a number of opportunities to provide patient education and empathy. The opportunities listed below are those identified by nursing experts to be of particular importance to this patient. A
Model Statement
is provided as an example of an appropriate response to each opportunity.

Opportunities marked as
Not Encountered
are opportunities that were not elicited in the interview

Opportunities marked as
Not Followed Up
are missed opportunities that were present in the interview, but where no statements were made

Opportunities marked as
Followed Up
were followed up by students, and include the dialogue between student and patient

1 Anxiety Over Worsening Symptoms

Followed Up

Description:
Ms. O’Connor reports anxiety and distress over her worsening health.

What brings you in today?

Question

03:44 PM CDT

I’m having so much trouble just trying to breathe. And I’ve had these terrible coughing fits. A few days ago, a bronchospasm. My health is going downhill fast . . . I know it has to do with my smoking habit. It’s so hard to kick. I was hoping I could get something to help me.

I’m sorry to hear that you are experiencing anxiety over your current health conditions. Not being able to breathe is a scary condition. With the right therapy, and if you quit smoking, you’ll begin to feel better.

Empathize

03:47 PM CDT

That’s very kind.

Model Statement:
“I’m sorry to hear that you are experiencing anxiety over your current health conditions. Not being able to breathe is a scary condition. With the right therapy, and if you quit smoking, you’ll begin to feel better soon.”

2 Life Tragedy

Not Followed Up

Description:
Ms. O’Connor reports details of her difficult life, including the loss of her husband.

Any family history of illness?

Question

04:24 PM CDT

My parents died from smoking their whole lives. It was a different time . . . my father had a heart attack at 42. My mother edged him out, but she eventually got pneumonia.

Changes in your weight? (Clarified to: Has your weight changed recently?)

Question

04:24 PM CDT

Model Statement:
“I’m sorry that you lost your husband and your other family members. That sounds like it must have been very difficult for you.”

3 Pneumonia and Flu Vaccines

Followed Up

Description:
Ms. O’Connor reports that she has not had a recent flu or pneumococcal vaccine.

Have you had any vaccines?

Question

04:05 PM CDT

I’ve had vaccines before, but . . . it’s been a long time.

At your age, and with your health conditions, it’s vital that you get an annual flu shot, and that you receive a pneumococcal vaccine every ten years. These two infections could have terrible effects on your health because your respiratory system is already compromised.

Educate

04:08 PM CDT

That’s good to know.

Model Statement:
“At your age, and with your health conditions, it’s vital that you get an annual flu shot, and that you receive a pneumococcal vaccine every ten years. These two infections could have terrible effects on your health because your respiratory system is already compromised.”

4 Smoking Cessation

Followed Up

Description:
Ms. O’Connor reports that she has relapsed into smoking and would like assistance quitting.

What brings you in today?

Question

03:44 PM CDT

I’m having so much trouble just trying to breathe. And I’ve had these terrible coughing fits. A few days ago, a bronchospasm. My health is going downhill fast . . . I know it has to do with my smoking habit. It’s so hard to kick. I was hoping I could get something to help me.

I’m sorry to hear that you are experiencing anxiety over your current health conditions. Not being able to breathe is a scary condition. With the right therapy, and if you quit smoking, you’ll begin to feel better.

Empathize

03:47 PM CDT

That’s very kind.

Do you use home oxygen?

Question

04:01 PM CDT

I don’t use oxygen . . . it could probably help me. But I’d blow myself up, smoking near it.

Oxygen therapy could help alleviate some of your symptoms of breathlessness and fatigue. Unfortunately, you cannot use oxygen therapy if you smoke. It’s too dangerous. Once you quit smoking, you can seek this treatment.

Educate

04:04 PM CDT

You certainly know your stuff.

how long have you been a smoker

Question

04:12 PM CDT

I started smoking when I was 15. I’ve smoked for a long time. Had a little success quitting. I stopped for ten years when my daughter was born. But, I picked up the habit again. I’ve tried quitting since my husband died, but . . . it’s hard.

I’m sorry that you lost your husband. That sounds like it must have been very difficult for you.

Empathize

04:15 PM CDT

Thanks.

how many cigarettes do you smoke per day

Question

04:15 PM CDT

Typically I smoke between three and five cigarettes a day. It’s been that way for the last four months. Ever since I relapsed. Smoking makes my breathing worse, so . . . I try to hold off as long as I can between cigarettes.

It’s vital that you quit smoking as soon as possible in order to get some relief from you COPD symptoms. Smoking is putting your life in danger and making your symptoms worse. I can point you towards community or national smoking cessation programs that can help support you while you are quiting

Educate

04:20 PM CDT

I’ll be sure to keep that in mind.

Model Statement:
“It is vital that you quit smoking as soon as possible in order to get some relief from your COPD symptoms. Smoking is putting your life in danger and making your symptoms much worse. I can point you towards community or national smoking cessation programs that can help support you while you are quitting.”

5 Diet and Exercise

Followed Up

Description:
Ms. O’Connor reports she mainly eats frozen food, and that she is not capable of exercise.

Do you exercise?

Question

04:20 PM CDT

I can’t exercise. I can’t even move around the house without feeling fatigued and out of breath. Exerting myself in any way makes me feel worse.

Tell me about your diet?

Question

04:21 PM CDT

Well, I’m too weak to cook. I eat microwavable meals if I’m alone. Pasta, pizza, rice, all that. My daughter cooks nice food . . . quinoa, salads, salmon.

When you COPD symptoms have been alleviated it is important that you try to eat well and get some light exercise. Not exercising can exacerbate your symptoms, and some exercise will help you breathe easier and build lung capacity

Educate

04:23 PM CDT

Oh! That makes sense.

Model Statement:
“When your COPD symptoms have been alleviated it is important that you try to eat well and get some light exercise. Not exercising can exacerbate your symptoms, and some exercise will help you breathe easier and build lung capacity.”

6 Oxygen Therapy

Followed Up

Description:
Ms. O’Connor expresses that she would like oxygen therapy but is unable to use it while smoking.

Do you use home oxygen?

Question

04:01 PM CDT

I don’t use oxygen . . . it could probably help me. But I’d blow myself up, smoking near it.

Oxygen therapy could help alleviate some of your symptoms of breathlessness and fatigue. Unfortunately, you cannot use oxygen therapy if you smoke. It’s too dangerous. Once you quit smoking, you can seek this treatment.

Educate

04:04 PM CDT

You certainly know your stuff.

Model Statement:
“Oxygen therapy could help alleviate some of your symptoms of breathlessness and fatigue. Unfortunately, you cannot use oxygen therapy if you smoke. It’s too dangerous. Once you quit smoking, you can seek this treatment.”

APA Scavenger Hunt Worksheet

Name:

 

 

 

APA Element/Requirement

 

 

Answer

Page Numbers of Answer and Example (if available in the sample paper)

 

 

Points

Title Page

1. List the elements of a title page.

 

Running head (with page number), title, byline, and institutional affiliation

Pages 23-24; 41 (sample paper)

1

2.
Describe the format and location for the
Running head.

Abbreviated title on the top left of the title page and all the following pages. It should only have a max. of 50 characters and all uppercase.

Pages 23, 41, 229-230

(sample paper)

1

3.
Describe the format and location for the
title.

 

Concise statement of the main topic & fully explanatory when alone. No abbreviations & no more than 12 words. Upper & lower case centered between the left & right margin on the upper half of the page.

Pages 23, 41

(sample paper)

 

1

4.
Describe what a
byline
is, how it should be typed and how to include more than one author.

 

It is the name of the author. Preferred name is first name, middle initial, & last name. If more than 1 author use ‘and’ between the authors, if more than two, use comma between the names, then comma ‘and’ after the final name.

Pages 23-24, 41

(sample page)

 

1

5.
What is your
institutional affiliation
? How should it be typed?

 

The location of the author when the research was taking place. Mine is Loma Linda, California

 

Rizelle L. Murao

Loma Linda, California

Pages 23-24, 41

(sample page)

 

1

6.
Where is the
page header
located? What format is prescribed?

 

It is located at the top of the page and is the title of the article.

Page 230

 

1

Body of Paper/General Formatting Rules

7.
The manual contains a miniaturized “picture” of
sample papers
with title page, narrative and a reference list. How can you use this for your papers?

 

It can be used as a reference of how to format my papers. It’s a quick tip sheet that can be referenced of where each part of the paper is located and how it is formatted.

Pages 41-59

(sample pages)

 

 

1

8. Margins
: What setting is prescribed for margins in the body of text and reference page?

 

At least 1 in. at the top, bottom, left, & right of every page. The same font and size as the rest of the paper.

Page 229

 

1

9. Spacing:

1) How many spaces between lines should appear in the body of the text and references?

2) How many
spaces
are used in text after a comma, colon, semicolons, punctuation marks at the end of a sentence, periods in a reference citation, or periods after initials in a personal name? (Hint: The answer is the same for all).

 

1) Double-space in between all text lines

2) One space

1) page 229

2) pages 87-88, 115

 

 

 

 

1

10. Font & Typeface
: What is the acceptable font size and typeface?

 

Times New Roman with 12-point font size.

Pages 228-229

 

1

11. Levels of Heading:
What format is used for a Level 1 and Level 3 heading?

 

Level 1: Centered, boldface, uppercase & lowercase heading.

Level 3: Indented, boldface, lowercase paragraph heading ending with a period.

Pages 62-63

 

1

12.
Is it allowed in APA for the author to refer to self by using the pronoun
“I”
?

 

Yes, personal pronouns are encouraged.

Page 80

 

1

Citations, Quotations and References List

13. In-text Citations
: What is an in-text citation and how is it formatted?

 

Identifies source in the text for the readers & allows them to locate source of information. It is the formatted in text with the author’s last name followed by the year of publication in parenthesis.

Pages 174-179

 

1

14.
When do you use “and” to join the authors and when do you use “&” to join the authors in a citation?

 

“and” is used in a multiple-author citation in running text. “&” is used in a parenthetical material, in tables and captions, & in the reference list.

Page 175

 

1

15. Quotations:
How are quotations with fewer than 40 words formatted?

 

When quoting, what must always be included with the quote?

 

If less than 40 words incorporate it into text and enclose with double quotation marks.

 

Author, year, & specific page citation or paragraph number for nonpaginated material in the text & include complete reference in the reference list.

Pages 170-174

 

 

1

16. References
: What is the purpose of a reference list?

 

To provide the necessary information to identify & retrieve each source.

Page 180

 

1

17.
What does “agreement of text and
reference
list” mean?

 

It means that only sources used in the research/text are listed in the reference list. Reference data must be correct & complete.

Page 180

 

1

18.
How are
references
ordered in the reference list? Do you double space?

 

Alphabetical order by surname of the first author’s last name and double-spaced.

Pages 180-181

 

1

19.
In the reference list, what is the acceptable abbreviation for “edition,” “Editor,” “Editors,” “page,” “pages,” and “no date?”

edition: ed.

Editor: Ed.

Editors: Eds.

page: p.

pages: pp.

no date: n.d.

Page 180

 

1

20.
What rule governs whether a state is given in the reference list publisher location?

 

Publisher locations provided as noted on the title page for books, reports, brochures, & other separate, nonperiodical publications.

Pages 186-187

 

1

21.
How do you cite a work discussed in a secondary source? Provide answers for both in-text and on the reference page?

 

In-text: name the original work & then cite the secondary source.

 

Reference list: cite secondary source

Page 178

 

 

1

22. Format Examples for References

 

For the following types of references, locate the page(s) with the examples of how to format the references in the next column.

List page(s) where you can find examples of how to format references for the following:

page #/s: 199- Journal article with two authors (paper form)

page #/s: 198-199- Journal article with two authors (electronic version)

page #/s: 202-203- Entire Book

page #/s: 202-204- Chapter in an edited book

page #/s: 203-206- Non-periodical documents on the internet

 

Pages 198-224

 

 

 

 

1

23. doi Numbers

Describe what a doi is and where and when a doi number can be used.

 

Doi stands for digital object identifiers. It identifies information/sources/articles on digital networks. It begins with a 10 & contain a prefix & a suffix separated by a slash. It is located on the 1
st
page of the electronic journal article, by the copyright notice. A doi number can be used to locate the article or publication online by clicking the link or entering it in the doi resolver.

Pages 188-189

 

1

24. Semi colon

Where can you find a description of a semi colon is and how to use it correctly! What is it?

 

It is used to separate two independent clauses not joined by a conjunction. It can also separate element in a series already including commas.

Pages 89-90

 

1

25. Protection of research participants

Where can you find information about protecting the rights and welfare of research participants? What standards are psychologists held to? What is the most recent publication year of this document?

 

Personal information about participants are to remain confidential. Written consent must be obtained or sensitive aspects of participants are disguised to make them unidentifiable. This is all part of the APA Ethics Code Standard. Psychologists are held to the Standards 8.01-8.09 of the APA Ethics Code. These standards state that psychologists are required to provide accurate information about their research, obtain consent from participants, inform participants of the what the research entails, protecting the participant’s privacy, information, and participant as a whole, not offer any kind of inducement that can coerce the participants participation, avoid deception in research, and provide way for participants to see conclusion of research. The most recent publication year is 2002.

Pages 16-18, 233-234

 

 

1

 Total Points:    
         
/25

Subjective Data Collection: 32 of 32 (100.0%)

Hover To Reveal…

Hover over the
Patient Data
items below to reveal important information, including
Pro Tips
and
Example Questions
.

Found:

Indicates an item that you found.

Available:

Indicates an item that is available to be found.

Category

Scored Items

Experts selected these topics as essential components of a strong, thorough interview with this patient.

Patient Data

Not Scored

A combination of open and closed questions will yield better patient data. The following details are facts of the patient’s case.

Chief Complaint

Finding:

Established chief complaint and reason for admittance

Finding:

Reports a bronchospasm three days ago

(Found)

Pro Tip: A patient’s chief complaint establishes any illnesses or concerns they are presenting. Asking about the chief complaint will allow the patient to voice any concerns or symptoms the patient may have.

Example Question:

When did your symptoms start?

Finding:

Reports increased difficulty breathing

(Found)

Pro Tip: A patient’s chief complaint establishes any illnesses or concerns they are presenting. Asking about the chief complaint will allow the patient to voice any concerns or symptoms the patient may have.

Example Question:

What are your symptoms?

Finding:

Reports desire for smoking cessation aids

(Found)

Pro Tip: A patient’s chief complaint establishes any illnesses or concerns they are presenting. Asking about the chief complaint will allow the patient to voice any concerns or symptoms the patient may have.

Example Question:

What can I do for you?

History of Present Illness

Finding:

Asked about additional symptoms

Finding:

Reports fatigue and weakness

(Found)

Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

Do you feel fatigued?

Finding:

Reports purulent sputum

(Found)

Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

Do you have purulent sputum?

Finding:

Reports cough

(Found)

Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

Do you have a cough?

Finding:

Reports feeling anxious about symptoms and worsening health issues

(Found)

Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

How do you feel about your symptoms?

Finding:

Asked about onset and duration of symptoms

Finding:

Reports most severe fatigue and difficulty breathing began three days ago

(Available)

Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

When did your fatigue begin?

Finding:

Reports purulent sputum production started two weeks ago

(Found)

Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

When did your productive cough begin?

Finding:

Reports respiratory symptoms increased in the last four months

(Available)

Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

How long have you had your symptoms?

Finding:

Followed up on characteristics of respiratory distress

Finding:

Reports sputum is mostly clear with occasional yellow, gray, or dark color

(Found)

Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

What does your sputum look like?

Finding:

Reports wheezing

(Available)

Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

Are you wheezing?

Finding:

Reports cough sounds like crackling

(Available)

Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

What does your cough sound like?

Finding:

Asked about aggravating factors

Finding:

Reports exertion worsens symptoms

(Available)

Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

Does exertion make your symptoms worse?

Finding:

Reports coughing fits after smoking

(Found)

Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

When do you have coughing fits?

Finding:

Asked about treatment and relieving factors of respiratory symptoms

Finding:

Reports trying to hold off on smoking cigarettes as long as possible

(Found)

Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

How long do you wait between cigarettes?

Finding:

Asked about severity of respiratory distress

Finding:

Reports breathing difficulty and associated discomfort is a 6/10

(Found)

Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

Can you rate your symptoms on a scale of 1 to 10?

Finding:

Asked about effects of health on social activity

Finding:

Reports low social activity – doesn’t feel up to getting out and about

(Found)

Pro Tip: Asking a patient about the length of their current health issues solicits information relevant to the history of their present illness. Details of their current complaint will help you follow-up on any present conditions or symptoms, such as the location of their pain or the amount of pain they may be experiencing.

Example Question:

How do your symptoms prevent you from social activities?

Past Medical History

Finding:

Asked about existing health conditions

Finding:

Reports chronic bronchitis related to COPD

(Found)

Pro Tip: Inquiring into the patient’s relevant history can reveal past diagnoses and previous conditions or concerns. Information about the patient’s existing health conditions, a timeline of diagnosis, symptoms, and allergies can indicate where you should follow-up for further care and treatment.

Example Question:

Do you have chronic bronchitis?

Finding:

Followed up on chronic bronchitis COPD diagnosis

Finding:

Reports diagnosed with “Class B” COPD

(Found)

Pro Tip: Inquiring into the patient’s relevant history can reveal past diagnoses and previous conditions or concerns. Information about the patient’s existing health conditions, a timeline of diagnosis, symptoms, and allergies can indicate where you should follow-up for further care and treatment.

Example Question:

What class of COPD were you diagnosed with?

Finding:

Reports diagnosed after respiratory distress episode

(Found)

Pro Tip: Inquiring into the patient’s relevant history can reveal past diagnoses and previous conditions or concerns. Information about the patient’s existing health conditions, a timeline of diagnosis, symptoms, and allergies can indicate where you should follow-up for further care and treatment.

Example Question:

What was your respiratory episode?

Finding:

Asked about ER visits or hospitalizations

Finding:

Reports hospitalization after miscarriage at age 24

(Available)

Pro Tip: Inquiring into the patient’s relevant history can reveal past diagnoses and previous conditions or concerns. Information about the patient’s existing health conditions, a timeline of diagnosis, symptoms, and allergies can indicate where you should follow-up for further care and treatment.

Example Question:

When were you hospitalized?

Finding:

Reports most recent hospitalization was two years ago

(Found)

Pro Tip: Inquiring into the patient’s relevant history can reveal past diagnoses and previous conditions or concerns. Information about the patient’s existing health conditions, a timeline of diagnosis, symptoms, and allergies can indicate where you should follow-up for further care and treatment.

Example Question:

When was your most recent hospitalization?

Finding:

Reports most recent hospitalization was for respiratory distress episode

(Found)

Pro Tip: Inquiring into the patient’s relevant history can reveal past diagnoses and previous conditions or concerns. Information about the patient’s existing health conditions, a timeline of diagnosis, symptoms, and allergies can indicate where you should follow-up for further care and treatment.

Example Question:

What was your recent hospitalization for?

Home Medications

Finding:

Asked about home medications

Finding:

Reports taking a long-acting beta-agonist (LABA)

(Found)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its effacacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

Do you take a LABA?

Finding:

Followed up on LABA

Finding:

Reports the LABA is formoterol inhaler

(Found)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its effacacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

Do you use a LABA inhaler?

Finding:

Reports formoterol dose of 12 micrograms

(Found)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its effacacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

What is the dosage of your inhaler?

Finding:

Reports only using once every 12 hours, once in the morning and once at night

(Found)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its effacacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

How often do you take your inhaler?

Finding:

Reports using LABA this morning

(Available)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its effacacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

When is the last time you used your inhaler?

Finding:

Reports the LABA is not very effective

(Available)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its effacacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

Is the inhaler effective?

Finding:

Denies medication side effects

(Available)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its effacacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

Do you have any side effects from your inhaler?

Finding:

Asked about supplements and vitamins

Finding:

Denies use of supplements or vitamins

(Found)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its effacacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

Do you take vitamins?

Finding:

Asked about medication regimen adherence

Finding:

Denies missing doses

(Found)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its effacacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

Do you miss doses of your medication?

Finding:

Asked about spirometry

Finding:

Reports sporadic spirometry readings at home

(Found)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its effacacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

Do you take spirometry readings at home?

Finding:

Reports most recent FEV1 reading was 1.37 L, 49% of her predicted FEV1

(Found)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its effacacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

What is your most recent spirometry reading?

Finding:

Asked about oxygen use

Finding:

Denies oxygen therapy due to cigarette smoking

(Found)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its effacacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

Do you use oxygen even though you smoke?

Finding:

Asked about allergies

Finding:

Denies allergies

(Found)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its effacacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

Do you have any allergies?

Finding:

Asked about vaccines

Finding:

Denies recent influenza vaccine

(Available)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its effacacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

Have you had a flu shot?

Finding:

Denies recent pneumococcal vaccines

(Available)

Pro Tip: A patient’s home medications can provide insight into the patient’s current treatment and its effacacy. Inquiring into medication history, dosage, and frequency will help you understand the patient’s background and how it may affect their current situation.

Example Question:

Have you had a pneumonia vaccine?

Social History

Finding:

Asked about living environment

Finding:

Reports she lives with her daughter

(Found)

Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

Example Question:

Who do you live with?

Finding:

Reports recently moving in with her daughter because of her declining health

(Found)

Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

Example Question:

When did you move in with your daughter?

Finding:

Reports stress from arguments with daughter over smoking

(Available)

Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

Example Question:

Is your home stressful?

Finding:

Asked about substance use

Finding:

Reports cigarette smoking

(Found)

Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

Example Question:

Do you smoke cigarettes?

Finding:

Denies drinking alcohol

(Found)

Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

Example Question:

Do you drink alcohol?

Finding:

Denies using illegal substances

(Found)

Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

Example Question:

Do you use illegal drugs?

Finding:

Followed up on current cigarette smoking

Finding:

Reports three to five cigarettes a day for the past four months

(Found)

Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

Example Question:

How many cigarettes do you smoke a day?

Finding:

Reports stressful situations trigger her smoking

(Available)

Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

Example Question:

What triggers your smoking?

Finding:

Reports daughter convinced her to quit smoking because of declining health issues

(Available)

Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

Example Question:

Why do you want to quit smoking?

Finding:

Reports husband’s death of lung cancer makes her want to quit

(Available)

Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

Example Question:

What was your husband’s cause of death?

Finding:

Followed up on history of cigarette smoking

Finding:

Reports started smoking at age 15

(Found)

Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

Example Question:

When did you start smoking?

Finding:

Reports quit smoking when her daughter was young but started smoking again in her 30s

(Found)

Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

Example Question:

Have you ever quit smoking?

Finding:

Reports 37 pack years according to an online calculator her daughter used

(Available)

Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

Example Question:

How many pack years do you have?

Finding:

Followed up on smoking cessation

Finding:

Reports trying to quit several times unsuccessfully with nicotine replacement therapy

(Available)

Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

Example Question:

Have you ever quit smoking using nicotine replacement therapy?

Finding:

Reports having tried nicotine gum, lozenges, and patches

(Available)

Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

Example Question:

What kind of nicotine replacement therapy have you tried?

Finding:

Reports nicotine replacement therapy failed because she did not want to deal with the required compliance

(Available)

Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

Example Question:

Why didn’t nicotine replacement therapy work?

Finding:

Reports her longest period without smoking was 10 years

(Found)

Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

Example Question:

What is the longest amount of time you quit smoking?

Finding:

Asked about exercise

Finding:

Denies exercise due to fatigue, exhaustion, exacerbated symptoms upon exertion

(Found)

Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

Example Question:

Why don’t you exercise?

Finding:

Asked about diet

Finding:

Reports eating mostly frozen meals when daughter is at work

(Found)

Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

Example Question:

What do you eat at home?

Finding:

Reports her daughter cooks healthy meals for her

(Found)

Pro Tip: A patient’s social history encompasses their family and support system, living situation, and daily behaviors such as diet, exercise, sexual activity, and substance use. These factors can influence their current health and wellness. Asking about a patient’s social history can also unveil the influence of their present illnesses in their social lives.

Example Question:

Do you cook?

Family Medical History

Finding:

Asked about relevant family history

Finding:

Reports father, smoker, died of a heart attack

(Found)

Pro Tip: A patient’s family medical history can indicate if the patient is at a higher risk for certain illnesses and disorders. Gathering this information can contextualize a patient’s current complaint and how their family’s health history might be influencing it.

Example Question:

Did your father smoke?

Finding:

Reports mother died of smoking-related pneumonia

(Found)

Pro Tip: A patient’s family medical history can indicate if the patient is at a higher risk for certain illnesses and disorders. Gathering this information can contextualize a patient’s current complaint and how their family’s health history might be influencing it.

Example Question:

Did your mother smoke?

Finding:

Reports husband smoked and died of lung cancer

(Available)

Pro Tip: A patient’s family medical history can indicate if the patient is at a higher risk for certain illnesses and disorders. Gathering this information can contextualize a patient’s current complaint and how their family’s health history might be influencing it.

Example Question:

Did your husband smoke?

Finding:

Reports daughter is a “health nut” non-smoker

(Available)

Pro Tip: A patient’s family medical history can indicate if the patient is at a higher risk for certain illnesses and disorders. Gathering this information can contextualize a patient’s current complaint and how their family’s health history might be influencing it.

Example Question:

Does your daughter smoke?

Review of Systems

Finding:

Asked about weight changes

Finding:

Reports weight gain of 30 pounds in the last two years

(Found)

Pro Tip: Understanding a patient’s health involves a comprehensive overview of their physiological systems. This is necessary to understand what symptoms may indicate larger issues, and what treatments the patient may require.

Example Question:

How much weight have you gained?

Finding:

Asked about review of systems for HEENT

Finding:

Reports vision is nearsighted

(Found)

Pro Tip: Understanding a patient’s health involves a comprehensive overview of their physiological systems. This is necessary to understand what symptoms may indicate larger issues, and what treatments the patient may require.

Example Question:

Are you nearsighted?

Finding:

Reports wearing glasses

(Found)

Pro Tip: Understanding a patient’s health involves a comprehensive overview of their physiological systems. This is necessary to understand what symptoms may indicate larger issues, and what treatments the patient may require.

Example Question:

Do you wear glasses?

Finding:

Asked about review of systems for integumentary

Finding:

Reports yellowing of skin, nails, and teeth

(Found)

Pro Tip: Understanding a patient’s health involves a comprehensive overview of their physiological systems. This is necessary to understand what symptoms may indicate larger issues, and what treatments the patient may require.

Example Question:

Have you noticed changes in your skin color?

Finding:

Denies cyanosis

(Found)

Pro Tip: Understanding a patient’s health involves a comprehensive overview of their physiological systems. This is necessary to understand what symptoms may indicate larger issues, and what treatments the patient may require.

Example Question:

Are your fingernails blue?

Finding:

Asked about review of systems for genitourinary

Finding:

Reports being postmenopausal

(Found)

Pro Tip: Understanding a patient’s health involves a comprehensive overview of their physiological systems. This is necessary to understand what symptoms may indicate larger issues, and what treatments the patient may require.

Example Question:

Are you postmenopausal?

Finding:

Reports not sexually active

(Available)

Pro Tip: Understanding a patient’s health involves a comprehensive overview of their physiological systems. This is necessary to understand what symptoms may indicate larger issues, and what treatments the patient may require.

Example Question:

Are you sexually active?

Activities of Daily Living

Finding:

Asked about ADLs

Finding:

Reports difficulty moving around home

(Found)

Pro Tip: Information about a patient’s activities of daily living will help you determine if their wellbeing is at risk. Questions about your patient’s ability to bathe themselves, feed themselves, or walk without assistance will help you determine whether the patient can care for themselves at home.

Example Question:

Do you have trouble moving around your home?

Finding:

Reports difficulty with activities like dressing or cooking due to exhaustion

APA Scavenger Hunt Template

Student Name:
                                                         
Date:
January 25, 2014

Directions:

Carefully read the APA Scavenger Hunt Guidelines found in Doc Sharing. This provides specific details on how to complete this assignment.

Rename this document by clicking “Save As.” Change the file name so it reads
Your Last Name APA Scavenger Hunt.docx
. For example, if your last name is Smith, type “Smith APA Scavenger Hunt.docx”.

Save the document in a file format compatible with Microsoft Word 2010 or later.

Type your name and date at the top of this template.

Type your answers directly on the template. Follow all instructions. Save frequently to prevent loss of your work.

Submit to the Dropbox by the end of Week 3, Sunday at 11:59 p.m. MT.

Post questions about this assignment to the Q & A Forum so your classmates can read the advice, too. You may also e-mail questions to your instructor.

 

APA Element/Rule

Answer

APA Manual
Location

(Page Number and Reference Point)

Points Earned

 

Title Page

1.    Running head: Using correct capitalization, alignment, and punctuation, type a running head used for a
title page
in the Answer box for this item.

On the line below that, using correct capitalization, alignment, and punctuation, demonstrate a running head used for
subsequent pages.

 

(10 points answer)

 

APA SCAVENGER HUNT ASSIGNMENT              1

APA SCAVENDER HUNT ASSIGNMENT              2

 

 

 

 

 

 

p. 229–230, 8.03

p. 41, Fig. 2.1.

 

2.    Byline and institutional affiliation: Using correct alignment, capitalization, and line spacing, type your byline and institutional affiliation in the box to the right.

(6 points answer, 4 points location)

 

Kevin Corner

Chamberlain: College of Nursing

 

p. 23-24, 2.02 Table 2.1

 

 

 

Body of Paper and General Formatting Rules

3.    Margins: What setting is prescribed for margins in the body of the paper and reference page?

 

(10 points answer)

 

Margins should be uniformly set at 1 inch on the top, bottom, left, and right of every page.

p. 229, 8.03.

 

4.    Line spacing and typeface: What line spacing should be used for the title, body of the paper, and references?

What is the preferred typeface and size?

 

(6 points answer, 4 points location)

 

The appropriate line spacing that should be used in the title, body, and references of your paper is double space.  The preffered typeface and size is Times New Roman, with a 12 point font size.

p. 228-229, 8.03.

 

5.    Headings: What are headings and how are they formatted?

 

(6 points answer, 4 points location)

 

Headings helps to organize your ideas and highlight important items within the section.  Headings also help the reader  identify key points within a manuscript.

p.  62, 3.02.

 

6.    Commas: Where are commas used in separating the following words in a series within a sentence? After explaining the rule, demonstrate correct comma use by retyping the words below in the answer block.

height width or depth

 

(6 points answer, 4 points location)

 

Commas are used to separate elements including before
and
and or in a series of three or more items. Commas are also used to separate two independent clauses, setting of the year in exact dates, and to separate groups of three digits in most numbers.

height, width, or depth

 

p. 88-89, 4.03,

p. 94, 4.10, p89, 114.

 

 

Citations, Quotations, and Reference List

7.    Citations: What is a citation? How is it formatted?  When do you use “and” to join the authors and when do you use “&” to join the authors in a citation?

 

(10 points answer)

 

Citations are key elements that gives background information, supports your thesis and offers critical definitions and data.  In text citations are formatted with the author’s last name and the year of the publication.  A page number is also required for direct quotations. When citing multiple authors’  Use the word “and” between author’s names within the body of the text and use “&” in parentheses.

p. 169,

p. 174, 6.11,

p. 175, 6.12.

 

8.    Quotations: How are quotations formatted? How are quotations cited?

 

(6 points answer, 4 points location)

 

When formatting a direct quote, you must include the author, year of the publication, and page number.  If the quote contains fewer than 40 words, incorporate it into the text and use double quotation marks. Ensure that you use open quotation at the beginning of  the quoted material and close quotation at the end of a quoted material. If the quotation comprises of more than 40 words, display in freestanding block text and do not include quotation marks  Block quotations must be started on a new line and indented.  Also, the sentence should be grammatically correct.

p. 15, 1.10,

p. 170-171, 6.03,

p. 92, 4.08.

 

 

9.    Secondary source citation: You read an article by John Brown (published in 2013) who credited an idea to Susan Johnson (published in 2010). How do you cite Susan Johnson’s idea in your paper? HINT: This is known as a secondary source citation.

 

(6 points answer, 4 points location)

 

In this example, you should list the secondary source (Susan Johnson) in the reference list.  In text, name the original work (John Brown) but give citation for the secondary source (Susan Johnson), for example:

In Browns article (as cited in Johnson, 2010).

p. 178, 6.17.

 

10. Citation and reference: Explain the relationship between what is cited and what is on the References page.

 

(10 points answer)

 

The citation briefly describes the source for readers, usually bibliographic information.  The reference is what guides the reader to the source you have selected.  Each citation in your text must have a reference source to avoid plagiarism.

p. 174, 6.10.

 

11. Reference italics: What portions of a reference for a book are
italicized
? What portions of a reference for a journal article are
italicized
?

 

(6 points answer, 4 points location)

 

For a book reference, Italicize the entire title of the book excluding information within parenthesis.  For an article, do not italicize anything within the reference.  Lastly, for a journal reference, italicize the the name of the periodicals.

p. 185, 6.29.

 

12. Author information on the reference page: You have read one article by C. William Howard, Lu L. Kim, and Samuel L. Colton. Demonstrate the correct author information in the correct order that should be placed on the reference page.

 

(10 points answer)

 

Colton, L. S.

Howard, C. W.

Kim, L. L.

p. 184, 6.27,

p. 181, 6.25.

 

13. Letter case in article titles on reference page: When typing the title of the article on the reference page, when do you use UPPERCASE letters and when do you use lowercase letters?

 

(6 points answer, 4 points location)

 

When typing the title of an article on the reference page, capitalize the first word of the title, sub title, and periodical only.  All other letters should be lowercase.

p. 185, 6.29.

 

14. Reference page format for periodical: Type the general reference form shown in the
APA Manual
as the basic formula for periodical.

Use correct line spacing, spacing between elements, capitalization, indentation, and italics as you would on the Reference page of a paper.

 

(6 points answer, 4 points location)

 

Author, A. A., Author, B. B., & Author, C. C. (year). Title of article. Titile of Periodical, xx, pp-pp. doi:xx.xxxxxxxxxx

p. 198, 7.01.

 

15. Reference examples by type: In the
APA Manual
, on what page do the “examples  by type” of reference begin?

How will you use this section as you create references?

 

(6 points answer, 4 points location)

 

Examples of references begins on page 198 in the APA Manual.  This section is priceless.  It is a step by step go by of how to reference books, journals, magazines, etc.  I can use this section as a quick reference for my advanced English class as well as my other nursing courses to help me with properly formatting references from different sources.

p. 198, 7.01.

 

16. Entire paper location: The
APA Manual
contains a miniaturized picture of an entire paper with title page, body of the paper, and a reference list.

On what page does this miniature paper begin? How will you use this section when you need to write a paper?

 

(6 points answer, 4 points  location)

 

The sample papers within the APA Manual starts on page 41.  I can use these papers as outlines and go-bys to properly format my writing assignments and ensure that I am abiding by the APA rules.

p. 41, figure 2.1.

 

17. DOI numbers: What does DOI stand for? Explain its use. When you are writing a paper, where will you include the DOI for articles you used?

 

(6 points answer, 4 points location)

 

DOI stands for digital object identifiers.  The DOI is a unique alphanumeric string assigned by a registration agency to identify content and provide a persistent link to its location on the internet.  The DOI is included in the reference list.

P 189, 6.31.

 

 

Grammar and Sentence Structure

18. Referring to author tense: If you are referring to a statement made by an author, do you write “Smith claims” or “Smith claimed”?

 

(6 points answer, 4 points location)

 

Referring to author tense and even the example, you would write, “Smith claimed.”

p. 78, 3.18.

 

19. Gender-biased language: What are some ways to avoid gender-biased language?

 

(10 points answer)

 

You can avoid gender-biased language by choosing nouns, pronouns, and adjectives that specially describe the participants.  You should also be clear about whether you are referring

p. 73, 3.12.

 

20. Abbreviations: What are the rules for properly using abbreviations the first time and subsequent times in the body of the paper?

 

(10 points answer)

 

An abbreviation must be written out on it’s first appearance of your paper followed immediately by it’s abbreviation in parenthesis.  You may use the abbreviated version thereafter, keeping in mind not to constantly switch from the abbreviated version to the complete version.

p. 107, 4.23.

 

TOTAL Points Possible: 200

TOTAL Points Earned:

Assignment: The Impact of Standardized Nursing Terminology

Among the Resources in this module is the Rutherford (2008) article 
Standardized Nursing Language: What Does It Mean for Nursing Practice?
 In this article, the author recounts a visit to a local hospital to view the recent implementation of a new coding system.

During the visit, one of the nurses commented to her, “We document our care using standardized nursing languages but we don’t fully understand why we do” (Rutherford, 2008, para. 1).

How would you respond to a comment such as this one?

To Prepare:

Review the concepts of informatics as presented in the Resources, particularly Rutherford, M. (2008) 
Standardized Nursing Language: What Does It Mean for Nursing Practice
?

Reflect on the role of a nurse leader as a knowledge worker.

Consider how knowledge may be informed by data that is collected/accessed.

The Assignment:

In a 2- to 3-page paper, address the following:

Explain how you would inform this nurse (and others) of the importance of standardized nursing terminologies.

Describe the benefits and challenges of implementing standardized nursing terminologies in nursing practice. Be specific and provide examples.

Be sure to support your paper with peer-reviewed research on standardized nursing terminologies that you consulted from the Walden Library.

By Day 7 of Week 5

Submit your completed Assignment.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK5Assgn+last name+first initial.(extension)” as the name.

Click the 
Week 5 Assignment Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 5 Assignment 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK5Assgn+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission.

NURS_5051_Module03_Week05_Assignment_Rubric

Grid View

List View

Excellent

Good

Fair

Poor

In a 2- to 3-page paper, address the following:

·   Explain how you would inform this nurse (and others) of the importance of standardized nursing terminologies.

·   Describe the benefits and challenges of implementing standardized nursing terminologies in nursing practice. Be specific and provide examples.

·   Be sure to support your paper with peer-reviewed research on standardized nursing terminologies that you consulted from the Walden Library.

77 
(77%)
 – 85 
(85%)

The responses accurately and thoroughly explain in detail how to inform the nurse in the scenario, as well as others, on the importance of standardized nursing terminologies.

The responses accurately and thoroughly describe in detail the benefits and challenges of implementing standardized nursing terminologies in nursing practice, with sufficient supporting evidence and detailed examples.

Responses are fully supported as evidenced by 3 or more accurate, peer-reviewed research sources on standardized nursing terminologies.

68 
(68%)
 – 76 
(76%)

The responses accurately explain how to inform the nurse in the scenario, as well as other, on the importance of standardized nursing terminologies.

The responses accurately describe the benefits and challenges of implementing standardized nursing terminologies in nursing practice, with some supporting evidence and examples.

Response are supported as evidenced by 2 or more accurate, peer-reviewed research sources on standardized nursing terminologies.

60 
(60%)
 – 67 
(67%)

The responses explaining how to inform the nurse in the scenario, as well as others, on the importance of standardized nursing terminologies are vague or inaccurate.

The responses describing the benefits and challenges of implementing standardized nursing terminologies in nursing practice are vague or inaccurate.

Responses may include some support as evidenced by 1-2 peer-reviewed research sources on standardized nursing terminologies.

0 
(0%)
 – 59 
(59%)

The responses explaining how to inform the nurse in the scenario, as well as others, on the importance of standardized nursing terminologies are vague and inaccurate, or is missing.

The responses describing the benefits and challenges of implementing standardized nursing terminologies in nursing practice are vague and inaccurate, or is missing.

Responses include no peer-reviewed research sources on standardized nursing terminologies.

Written Expression and Formatting – Paragraph Development and Organization:

Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance.

5 
(5%)
 – 5 
(5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

4 
(4%)
 – 4 
(4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

3.5 
(3.5%)
 – 3.5 
(3.5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.

0 
(0%)
 – 3 
(3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation 5  (5%)  – 5  (5%) Uses correct grammar, spelling, and punctuation with no errors. 4  (4%)  – 4  (4%) Contains a few (1-2) grammar, spelling, and punctuation errors. 3.5  (3.5%)  – 3.5  (3.5%) Contains several (3-4) grammar, spelling, and punctuation errors. 0  (0%)  – 3  (3%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list. 5  (5%)  – 5  (5%) Uses correct APA format with no errors. 4  (4%)  – 4  (4%) Contains a few (1-2) APA format errors. 3.5  (3.5%)  – 3.5  (3.5%) Contains several (3-4) APA format errors. 0  (0%)  – 3  (3%) Contains many (≥ 5) APA format errors. Total Points: 100

Discussion: Big Data Risks and Rewards

When you wake in the morning, you may reach for your cell phone to reply to a few text or email messages that you missed overnight. On your drive to work, you may stop to refuel your car. Upon your arrival, you might swipe a key card at the door to gain entrance to the facility. And before finally reaching your workstation, you may stop by the cafeteria to purchase a coffee.

From the moment you wake, you are in fact a data-generation machine. Each use of your phone, every transaction you make using a debit or credit card, even your entrance to your place of work, creates data. It begs the question: How much data do you generate each day? Many studies have been conducted on this, and the numbers are staggering: Estimates suggest that nearly 1 million bytes of data are generated every second for every person on earth.

As the volume of data increases, information professionals have looked for ways to use big data—large, complex sets of data that require specialized approaches to use effectively. Big data has the potential for significant rewards—and significant risks—to healthcare. In this Discussion, you will consider these risks and rewards.

To Prepare:

Review the Resources and reflect on the web article 
Big Data Means Big Potential, Challenges for Nurse Execs
.

Reflect on your own experience with complex health information access and management and consider potential challenges and risks you may have experienced or observed.

By Day 3 of Week 4

Post
 a description of at least one potential benefit of using big data as part of a clinical system and explain why. Then, describe at least one potential challenge or risk of using big data as part of a clinical system and explain why. Propose at least one strategy you have experienced, observed, or researched that may effectively mitigate the challenges or risks of using big data you described. Be specific and provide examples.

By Day 6 of Week 4

Respond
 to at least 
two
 of your colleagues
* on two different days
, by offering one or more additional mitigation strategies or further insight into your colleagues’ assessment of big data opportunities and risks.

*Note:
 Throughout this program, your fellow students are referred to as colleagues.

Data is collected everywhere whether we realize it or not, especially in health care. According to Dash (2019), “Big data represents large amounts of data that is unmanageable using traditional software or Internet based platforms (para 5).  “Applied to health care, big data will use specific health data of a population (or of a particular individual) and potentially help to prevent epidemics, cure disease, cut down costs, etc” (Lebied, 2018, para 2). Big data analytics is why we are able to use preventative medicine. Health care data has been analyzed over the years from patient to patient to predict intervention based on patient’s individual symptoms. Using big data in the clinical system can help health care providers gain insight on patients from previous visits or looking at data collected on a monitoring device worn at home by the patient such as a holter monitor or even an AICD that transmits data if a patient goes into an irregular heart rhythm. A benefit of big data and the clinical system is that the information collected and analyzed can be used to our advantage and help us predict things before they happen. For example septic patients. An algorithm was created for patient’s who meet criteria based on their presenting vital signs and symptoms to initiate measures to combat sepsis. Studies analyzing big data have been conducted in sepsis patients so that now we know how to treat it sooner and help save lives.

Many challenges arise with big data as part of a clinical system. Although all health care facilities in the U.S. had to convert to government approved electronic health records, “the availability of hundreds of EHR products certified by the government, each with different clinical terminologies, technical specifications, and functional capabilities has led to difficulties in the interoperability and sharing of data” (Dash, 2019, para 33). Sure everyone is using electronic health records or should be but they are not all using the same one so the data can not cross over program to program. So patients health records from other facilities can not be seen. One strategy I have used is called Care Everywhere for Epic users. This platform allows patients to give providers permission to look up records from other facilities that use Epic and are able to provide continuity of care. “Today, organizations using Care Everywhere exchange two million patient records per day with Epic and non-Epic systems. Epic is the only major EHR vendor that has 100% of its health system customers interoperable with each other, other EHR’s, government organizations and other national networks” (Epic, 2017, para 3). Through research I learned that Epic has come up with even newer technology of sharing patients information with providers that can not interoperate with Epic and Care Everywhere, now called Share Everywhere. “Through Share Everywhere, patients will be able to use their smartphones to direct a view of their Epic chart in minutes to any clinician, anywhere in the world. Because the patient determines who gets access, the patient’s privacy is protected and in addition, Epic records all access” (Epic, 217, para 4).

Reference

Dash, S. (2019). Big Data in Healthcare: Management, Analysis, and future prospects. Retrieved from  
https://journalofbigdata.springeropen.com/articles/10.1186/s40537-019-0217-0

Epic Outcomes. (2017). Retrieved from https://www.epic.com/epic/post/epic-announces-worldwide-interoperability-share-everywhere

Lebied, M. (2018). 12 Examples of Big Data Analytics in Healthcare That Can Save People. Retrieved from  
https://www.datapine.com/blog/big-data-examples-in-healthcare/

 

NURS_5051_Module03_Week04_Discussion_Rubric

Grid View

List View

Excellent

Good

Fair

Poor

Main Posting

45 
(45%)
 – 50 
(50%)

Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.

Supported by at least three current, credible sources.

Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

40 
(40%)
 – 44 
(44%)

Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

At least 75% of post has exceptional depth and breadth.

Supported by at least three credible sources.

Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

35 
(35%)
 – 39 
(39%)

Responds to some of the discussion question(s).

One or two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Post is cited with two credible sources.

Written somewhat concisely; may contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

0 
(0%)
 – 34 
(34%)

Does not respond to the discussion question(s) adequately.

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only one or no credible sources.

Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

Does not adhere to current APA manual writing rules and style.

Main Post: Timeliness

10 
(10%)
 – 10 
(10%)

Posts main post by day 3.

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

Does not post by day 3.

First Response

17 
(17%)
 – 18 
(18%)

Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.

15 
(15%)
 – 16 
(16%)

Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

13 
(13%)
 – 14 
(14%)

Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 
(0%)
 – 12 
(12%)

Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.

Second Response

16 
(16%)
 – 17 
(17%)

Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.

14 
(14%)
 – 15 
(15%)

Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

12 
(12%)
 – 13 
(13%)

Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 
(0%)
 – 11 
(11%)

Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.

Participation

5 
(5%)
 – 5 
(5%)

Meets requirements for participation by posting on three different days.

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

Does not meet requirements for participation by posting on 3 different days.

Total Points: 100

 
According to Wang, Kung, and Byrd (2018) big data analytics offers many potential benefits, however, it has some unintentional downfalls. For instance, data suggesting a positive opportunity for one unit, may mean a deleterious one for another. “Having good data is the key to making effective changes” (Thew, 2016). Recently, an analysis on armbands versus patient stickers being scanned for point-of-care testing showed an overwhelming amount of users, being certified nursing assistants (CNA) and nurses, scanning patient stickers rather than armbands at a Levell II Trauma Center in Winchester, Virginia. This can and has lead to patient data being uploaded into the wrong patient’s chart. As such, a software upgrade to the iSTAT machines was performed, no longer allowing stickers to be scanned, only patient armbands. As we know as nurses and caregivers, the proper way to perform point-of-care testing is to confirm name and date of birth with the patient, followed by scanning their armband. The sticker scanning is an assumed shortcut, and as such should be eliminated completely. However, in the operating room, specifically open-heart procedures, it is standard to run blood gases and ACT’s regularly. It is also standard for the patient’s arms to be tucked by their sides and thus, nearly impossible to access perioperatively. What was a great idea and advocated for patient safety on one unit has become a negative patient safety issue on another. The solution in this institution, which still poses problems, is for the preop nurse to print and additional patient armband to follow the patient’s chart through the operating room to be scanned intraoperatively, and be disposed of post-op. Although this is the quickest and likely easiest solution, it is probably not the most efficient or safest. One solution could be for the point-of-care testing machines (iSTAT) to have a specific operating room code that allows for sticker scanning. With the evolving use of big data analytics, it is essential that new methods are used to analyze, compute and visualize these ever-changing complex and voluminous data sets (Maciera et al., 2017).

 

Maciera, T. G. R., Smith, M. B., Davis, N., Yao, Y., Wilkie, D. J., Lopez, K. D., Keenan, G.       
 
(2017). Evidence of progress in making nursing practice visible using standardized    
 
nursing data: A systematic review. AMIA Annual Symposium Proceedings. Retrieved     
 
from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5977718/

Thew, J. (2016). Big data means big potential, challenges for nurse execs. Retrieved from
https://www.healthleadersmedia.com/nursing/big-data-means-big-potential-challenges
         
 
nurse-execs

Wang, Y. Kung, L., & Byrd, T. A. (2018). Big data analytics: Understanding its capabilities and 
 
potential benefits for healthcare organizations. Technological Forecasting and Social           
 
Change, 126(1), 3–13. doi:10.1016/j.techfore.2015.12.019.

Module 1: What Is Informatics? (Week 1-2)

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–Downloads–
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Laureate Education (Producer). (2018). 
What is Informatics?
 [Video file]. Baltimore, MD: Author.

Learning Objectives

Students will:

Analyze how data collection and access can be used to derive knowledge in a healthcare setting

Analyze the role of the nurse leader in using clinical reasoning and judgement in the formation of knowledge

Explain the role of the nurse as a knowledge worker

Explain concepts of nursing informatics

Create infographics related to nursing informatics and the role of the nurse as a knowledge worker

Due By

Assignment

Week 1, Days 1–2

Read/Watch/Listen to the Learning Resources.

Compose your initial Discussion post.

Week 1, Day 3

Post your initial Discussion post.

Begin to compose your Assignment.

Week 1, Days 4-5

Review peer Discussion posts.

Compose your peer Discussion responses.

Continue to compose your Assignment.

Week 1, Day 6

Post at least two peer Discussion responses on two different days (and not the same day as the initial post).

Continue to compose your Assignment.

Week 1, Day 7

Wrap up Discussion.

Week 2, Day 1–6

Continue to compose your Assignment.

Week 2, Day 7

Deadline to submit your Assignment.

Photo Credit: [IAN HOOTON]/[Science Photo Library]/Getty Images

Learning Resources

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.

Required Readings

McGonigle, D., & Mastrian, K. G. (2017).
Nursing informatics and the foundation of knowledge
(4th ed.). Burlington, MA: Jones & Bartlett Learning.

Chapter 1, “Nursing Science and the Foundation of Knowledge” (pp. 7–19)

Chapter 2, “Introduction to Information, Information Science, and Information Systems” (pp. 21–33)

Chapter 3, “Computer Science and the Foundation of Knowledge Model” (pp. 35–62)

24Slides. (2018).
How to make an infographic in PowerPoint
. Retrieved September 27, 2018, from https://24slides.com/presentbetter/how-make-infographic-powerpoint/

Nagle, L., Sermeus, W., & Junger, A. (2017). Evolving role of the nursing informatics specialist. In J. Murphy, W. Goossen, & P. Weber (Eds.),
Forecasting Competencies for Nurses in the Future of Connected Health
(212–221). Clifton, VA: IMIA and IOS Press. Retrieved from https://serval.unil.ch/resource/serval:BIB_4A0FEA56B8CB.P001/REF

Sweeney, J. (2017). Healthcare informatics.
Online Journal of Nursing Informatics, 21
(1).

Note:
You will access this article from the Walden Library databases.

Required Media

Laureate Education (Producer). (2018).
Health Informatics and Population Health: Trends in Population Health
[Video file]. Baltimore, MD: Author.

 

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–Downloads–
Download Video w/CC
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Download Transcript

Public Health Informatics Institute. (2017).
Public Health Informatics: “translating” knowledge for health
[Video file]. Retrieved from https://www.youtube.com/watch?v=fLUygA8Hpfo.

 

Discussion: The Application of Data to Problem-Solving

In the modern era, there are few professions that do not to some extent rely on data. Stockbrokers rely on market data to advise clients on financial matters. Meteorologists rely on weather data to forecast weather conditions, while realtors rely on data to advise on the purchase and sale of property. In these and other cases, data not only helps solve problems, but adds to the practitioner’s and the discipline’s body of knowledge.

Of course, the nursing profession also relies heavily on data. The field of nursing informatics aims to make sure nurses have access to the appropriate date to solve healthcare problems, make decisions in the interest of patients, and add to knowledge.

In this Discussion, you will consider a scenario that would benefit from access to data and how such access could facilitate both problem-solving and knowledge formation.

To Prepare:

Reflect on the concepts of informatics and knowledge work as presented in the Resources.

Consider a hypothetical scenario based on your own healthcare practice or organization that would require or benefit from the access/collection and application of data. Your scenario may involve a patient, staff, or management problem or gap.

By Day 3 of Week 1

Post
 a description of the focus of your scenario. Describe the data that could be used and how the data might be collected and accessed. What knowledge might be derived from that data? How would a nurse leader use clinical reasoning and judgment in the formation of knowledge from this experience?

By Day 6 of Week 1

Respond
 to at least 
two
 of your colleagues
* on two different days
, asking questions to help clarify the scenario and application of data, or offering additional/alternative ideas for the application of nursing informatics principles.

*Note:
 Throughout this program, your fellow students are referred to as colleagues.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 1 Discussion Rubric

Post by Day 3 and Respond by Day 6 of Week 1

To participate in this Discussion:

Week 1 Discussion

Assignment: The Nurse Leader as Knowledge Worker

The term “knowledge worker” was first coined by management consultant and author Peter Drucker in his book, 
The Landmarks of Tomorrow
 (1959). Drucker defined knowledge workers as high-level workers who apply theoretical and analytical knowledge, acquired through formal training, to develop products and services. Does this sound familiar?

Nurses are very much knowledge workers. What has changed since Drucker’s time are the ways that knowledge can be acquired. The volume of data that can now be generated and the tools used to access this data have evolved significantly in recent years and helped healthcare professionals (among many others) to assume the role of knowledge worker in new and powerful ways.

In this Assignment, you will consider the evolving role of the nurse leader and how this evolution has led nurse leaders to assume the role of knowledge worker. You will prepare a PowerPoint presentation with an infographic (graphic that visually represents information, data, or knowledge. Infographics are intended to present information quickly and clearly.) to educate others on the role of nurse as knowledge worker.

Reference: Drucker, P. (1959). 
The landmarks of tomorrow
. New York, NY: HarperCollins Publishers.

To Prepare:

Review the concepts of informatics as presented in the Resources.

Reflect on the role of a nurse leader as a knowledge worker.

Consider how knowledge may be informed by data that is collected/accessed.

The Assignment:

Explain the concept of a knowledge worker.

Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.

Develop a simple infographic to help explain these concepts.NOTE: For guidance on infographics, including how to create one in PowerPoint, see “How to Make an Infographic in PowerPoint” presented in the Resources.

Your PowerPoint should Include the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data that you could use, how the data might be accessed/collected, and what knowledge might be derived from that data. Be sure to incorporate feedback received from your colleagues’ responses.

By Day 7 of Week 2

Submit your completed Presentation.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK2Assgn+last name+first initial.(extension)” as the name.

Click the 
Week 2 Assignment Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 2 Assignment 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK2Assgn+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission.

Grading Criteria

To access your rubric:

Week 2 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 2 Assignment draft and review the originality report.

Submit Your Assignment by Day 7 of Week 2

To submit your Assignment:

Week 2 Assignment

 

 

Module 2: The Role of the Informatics Specialist in Healthcare (Week 3)

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–Downloads–
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Laureate Education (Producer). (2018). 
The Nurse Informaticist
 [Video file]. Baltimore, MD: Author.

Learning Objectives

Students will:

Analyze interactions between nurse informaticists, data/technology specialists, and other professionals in healthcare organizations

Recommend strategies to improve interactions between nurse informaticists and other professionals

Analyze how nursing informatics as a specialty and new technologies impact interactions between nurse informaticists and members of healthcare teams

Recommend nursing informatics projects to improve outcomes or efficiencies in healthcare organizations

Identify stakeholders impacted by nursing informatics projects

Analyze how nursing informatics projects improve outcomes or efficiencies in healthcare organizations

Identify technologies required for implementation of nursing informatics projects

Analyze the role of the nurse informaticist in nursing informatics project teams

Due By

Assignment

Week 3, Days 1–2

Read/Watch/Listen to the Learning Resources.

Compose your initial Discussion post.

Week 3, Day 3

Post your initial Discussion post.

Begin to compose your Assignment.

Week 3, Days 4-5

Review peer Discussion posts.

Compose your peer Discussion responses.

Continue to compose your Assignment.

Week 3, Day 6

Post at least two peer Discussion responses on two different days (and not the same day as the initial post).

Week 3, Day 7

Wrap up Discussion.

Deadline to submit your Assignment.

Photo Credit: [Ariel Skelley]/[Blend Images]/Getty Images

Learning Resources

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.

Required Readings

McGonigle, D., & Mastrian, K. G. (2017).
Nursing informatics and the foundation of knowledge
(4th ed.). Burlington, MA: Jones & Bartlett Learning.

Chapter 25, “The Art of Caring in Technology-Laden Environments” (pp. 525–535)

Chapter 26, “Nursing Informatics and the Foundation of Knowledge” (pp. 537–551)

American Nurses Association. (2018).
Inclusion of recognized terminologies supporting nursing practice within electronic health records and other health information technology solutions
. Retrieved from https://www.nursingworld.org/practice-policy/nursing-excellence/official-position-statements/id/Inclusion-of-Recognized-Terminologies-Supporting-Nursing-Practice-within-Electronic-Health-Records/

Glassman, K. S. (2017). Using data in nursing practice. American Nurse Today, 12(11), 45–47. Retrieved from https://www.americannursetoday.com/wp-content/uploads/2017/11/ant11-Data-1030.pdf

Macieria, T. G. R., Smith, M. B., Davis, N., Yao, Y., Wilkie, D. J., Lopez, K. D., & Keenan, G. (2017). Evidence of progress in making nursing practice visible using standardized nursing data: A systematic review.
AMIA Annual Symposium Proceedings, 2017
, 1205–1214. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5977718/

Office of the National Coordinator for Health Information Technology. (2017).
Standard nursing terminologies: A landscape analysis
. Retrieved from https://www.healthit.gov/sites/default/files/snt_final_05302017.pdf

Rutherford, M. A. (2008). Standardized nursing language: What does it mean for nursing practice?
Online Journal of Issues in Nursing, 13
(1), 1–12. doi:10.3912/OJIN.Vol13No01PPT05.

Note:
You will access this article from the Walden Library databases.

Thew, J. (2016, April 19).
Big data means big potential, challenges for nurse execs
. Retrieved from https://www.healthleadersmedia.com/nursing/big-data-means-big-potential-challenges-nurse-execs

Wang, Y. Kung, L., & Byrd, T. A. (2018). Big data analytics: Understanding its capabilities and potential benefits for healthcare organizations.
Technological Forecasting and Social Change, 126
(1), 3–13. doi:10.1016/j.techfore.2015.12.019.

Note:
You will access this article from the Walden Library databases.

Required Media

Laureate Education (Executive Producer). (2012).
Data, information, knowledge and wisdom continuum
[Multimedia file]. Baltimore, MD: Author. Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/NURS/6051/03/mm/continuum/index.html

Public Health Informatics Institute. (2017).
Public Health Informatics: “shipping” information for better health
[Video file]. Retrieved from https://www.youtube.com/watch?v=q1gNQ9dm0zg.

 

Public Health Informatics Institute. (2017).
Public Health Informatics: knowledge “architecture”
[Video file]. Retrieved from https://www.youtube.com/watch?v=sofmUeQkMLU.

 

Discussion: Interaction Between Nurse Informaticists and Other Specialists

Nature offers many examples of specialization and collaboration. Ant colonies and bee hives are but two examples of nature’s sophisticated organizations. Each thrives because their members specialize by tasks, divide labor, and collaborate to ensure food, safety, and general well-being of the colony or hive.

Of course, humans don’t fare too badly in this regard either. And healthcare is a great example. As specialists in the collection, access, and application of data, nurse informaticists collaborate with specialists on a regular basis to ensure that appropriate data is available to make decisions and take actions to ensure the general well-being of patients.

In this Discussion, you will reflect on your own observations of and/or experiences with informaticist collaboration. You will also propose strategies for how these collaborative experiences might be improved.

To Prepare:

Review the Resources and reflect on the evolution of nursing informatics from a science to a nursing specialty.

Consider your experiences with nurse Informaticists or technology specialists within your healthcare organization.

By Day 3 of Week 3

Post
 a description of experiences or observations about how nurse informaticists and/or data or technology specialists interact with other professionals within your healthcare organization. Suggest at least one strategy on how these interactions might be improved. Be specific and provide examples. Then, explain the impact you believe the continued evolution of nursing informatics as a specialty and/or the continued emergence of new technologies might have on professional interactions.

By Day 6 of Week 3

Respond
 to at least 
two
 of your colleagues
* on two different days
, offering one or more additional interaction strategies in support of the examples/observations shared or by offering further insight to the thoughts shared about the future of these interactions.

*Note:
 Throughout this program, your fellow students are referred to as colleagues.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 3 Discussion Rubric

Post by Day 3 and Respond by Day 6 of Week 3

To participate in this Discussion:

Week 3 Discussion

Assignment: The Impact of Nursing Informatics on Patient Outcomes and Patient Care Efficiencies

In the Discussion for this module, you considered the interaction of nurse informaticists with other specialists to ensure successful care. How is that success determined?

Patient outcomes and the fulfillment of care goals is one of the major ways that healthcare success is measured. Measuring patient outcomes results in the generation of data that can be used to improve results. Nursing informatics can have a significant part in this process and can help to improve outcomes by improving processes, identifying at-risk patients, and enhancing efficiency.

To Prepare:

Review the concepts of technology application as presented in the Resources.

Reflect on how emerging technologies such as artificial intelligence may help fortify nursing informatics as a specialty by leading to increased impact on patient outcomes or patient care efficiencies.

The Assignment: (4-5 pages)

In a 4- to 5-page project proposal written to the leadership of your healthcare organization, propose a nursing informatics project for your organization that you advocate to improve patient outcomes or patient-care efficiency. Your project proposal should include the following:

Describe the project you propose.

Identify the stakeholders impacted by this project.

Explain the patient outcome(s) or patient-care efficiencies this project is aimed at improving and explain how this improvement would occur. Be specific and provide examples.

Identify the technologies required to implement this project and explain why.

Identify the project team (by roles) and explain how you would incorporate the nurse informaticist in the project team.

By Day 7 of Week 3

Submit your completed Project Proposal.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK3Assgn+last name+first initial.(extension)” as the name.

Click the 
Week 3 Assignment Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 3 Assignment 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK3Assgn+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission.

Due to the nature of this assignment, your instructor may require more than 5 days to provide you with quality feedback.

Grading Criteria

To access your rubric:

Week 3 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 3 Assignment draft and review the originality report.

Submit Your Assignment by Day 7 of Week 3

To submit your Assignment:

Week 3 Assignment

Next Module

To go to the next module:

Module 3

 

Module 3: Data-Information-Knowledge-Wisdom (DIKW) (Weeks 4-5)

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Laureate Education (Producer). (2018). 
Data-Information-Knowledge-Wisdom
 [Video file]. Baltimore, MD: Author.

Learning Objectives

Students will:

Analyze benefits, challenges, and risks of using big data in clinical systems

Recommend strategies to mitigate challenges and risks of using big data in clinical systems

Analyze the importance of standardized terminologies for nursing informatics and healthcare delivery

Analyze the benefits and challenges of implementing standardized nursing terminologies for nursing practice

Due By

Assignment

Week 4, Days 1–2

Read/Watch/Listen to the Learning Resources.

Compose your initial Discussion post.

Week 4, Day 3

Post your initial Discussion post.

Begin to compose your Assignment.

Week 4, Days 4-5

Review peer Discussion posts.

Compose your peer Discussion responses.

Continue to compose your Assignment.

Week 4, Day 6

Post at least two peer Discussion responses on two different days (and not the same day as the initial post).

Week 4, Day 7

Wrap up Discussion.

Week 5, Days 1-6

Continue to compose your Assignment.

Week 5, Day 7

Deadline to submit your Assignment.

Photo Credit: Tetra Images / Getty Images / Getty Images

Learning Resources

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.

Required Readings

McGonigle, D., & Mastrian, K. G. (2017).
Nursing informatics and the foundation of knowledge
(4th ed.). Burlington, MA: Jones & Bartlett Learning.

Chapter 25, “The Art of Caring in Technology-Laden Environments” (pp. 525–535)

Chapter 26, “Nursing Informatics and the Foundation of Knowledge” (pp. 537–551)

American Nurses Association. (2018). Inclusion of recognized terminologies supporting nursing practice within electronic health records and other health information technology solutions. Retrieved from https://www.nursingworld.org/practice-policy/nursing-excellence/official-position-statements/id/Inclusion-of-Recognized-Terminologies-Supporting-Nursing-Practice-within-Electronic-Health-Records/

Macieria, T. G. R., Smith, M. B., Davis, N., Yao, Y., Wilkie, D. J., Lopez, K. D., & Keenan, G. (2017). Evidence of progress in making nursing practice visible using standardized nursing data: A systematic review.
AMIA Annual Symposium Proceedings, 2017
, 1205–1214. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5977718/

Office of the National Coordinator for Health Information Technology. (2017).
Standard nursing terminologies: A landscape analysis
. Retrieved from https://www.healthit.gov/sites/default/files/snt_final_05302017.pdf

Rutherford, M. A. (2008). Standardized nursing language: What does it mean for nursing practice?
Online Journal of Issues in Nursing, 13
(1), 1–12. doi:10.3912/OJIN.Vol13No01PPT05.

Note:
You will access this article from the Walden Library databases.

Thew, J. (2016, April 19).
Big data means big potential, challenges for nurse execs
. Retrieved from https://www.healthleadersmedia.com/nursing/big-data-means-big-potential-challenges-nurse-execs

Topaz, M. (2013). The hitchhiker’s guide to nursing theory: Using the Data-Knowledge-Information-Wisdom framework to guide informatics research.
Online Journal of Nursing Informatics, 17
(3).

Note:
You will access this article from the Walden Library databases.

Wang, Y. Kung, L., & Byrd, T. A. (2018). Big data analytics: Understanding its capabilities and potential benefits for healthcare organizations.
Technological Forecasting and Social Change, 126
(1), 3–13. doi:10.1016/j.techfore.2015.12.019.

Note:
You will access this article from the Walden Library databases.

Required Media

Laureate Education (Executive Producer). (2012).
Data, information, knowledge and wisdom continuum
[Multimedia file]. Baltimore, MD: Author. Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/NURS/6051/03/mm/continuum/index.html

Laureate Education (Producer). (2018).
Health Informatics and Population Health: Analyzing Data for Clinical Success
[Video file]. Baltimore, MD: Author.

 

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Vinay Shanthagiri. (2014).
Big Data in Health Informatics
[Video file]. Retrieved from https://www.youtube.com/watch?v=4W6zGmH_pOw.

 

Discussion: Big Data Risks and Rewards

When you wake in the morning, you may reach for your cell phone to reply to a few text or email messages that you missed overnight. On your drive to work, you may stop to refuel your car. Upon your arrival, you might swipe a key card at the door to gain entrance to the facility. And before finally reaching your workstation, you may stop by the cafeteria to purchase a coffee.

From the moment you wake, you are in fact a data-generation machine. Each use of your phone, every transaction you make using a debit or credit card, even your entrance to your place of work, creates data. It begs the question: How much data do you generate each day? Many studies have been conducted on this, and the numbers are staggering: Estimates suggest that nearly 1 million bytes of data are generated every second for every person on earth.

As the volume of data increases, information professionals have looked for ways to use big data—large, complex sets of data that require specialized approaches to use effectively. Big data has the potential for significant rewards—and significant risks—to healthcare. In this Discussion, you will consider these risks and rewards.

To Prepare:

Review the Resources and reflect on the web article 
Big Data Means Big Potential, Challenges for Nurse Execs
.

Reflect on your own experience with complex health information access and management and consider potential challenges and risks you may have experienced or observed.

By Day 3 of Week 4

Post
 a description of at least one potential benefit of using big data as part of a clinical system and explain why. Then, describe at least one potential challenge or risk of using big data as part of a clinical system and explain why. Propose at least one strategy you have experienced, observed, or researched that may effectively mitigate the challenges or risks of using big data you described. Be specific and provide examples.

By Day 6 of Week 4

Respond
 to at least 
two
 of your colleagues
* on two different days
, by offering one or more additional mitigation strategies or further insight into your colleagues’ assessment of big data opportunities and risks.

*Note:
 Throughout this program, your fellow students are referred to as colleagues.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 4 Discussion Rubric

Post by Day 3 and Respond by Day 6 of Week 4

To participate in this Discussion:

Week 4 Discussion

Assignment: The Impact of Standardized Nursing Terminology

Among the Resources in this module is the Rutherford (2008) article 
Standardized Nursing Language: What Does It Mean for Nursing Practice?
 In this article, the author recounts a visit to a local hospital to view the recent implementation of a new coding system.

During the visit, one of the nurses commented to her, “We document our care using standardized nursing languages but we don’t fully understand why we do” (Rutherford, 2008, para. 1).

How would you respond to a comment such as this one?

To Prepare:

Review the concepts of informatics as presented in the Resources, particularly Rutherford, M. (2008) 
Standardized Nursing Language: What Does It Mean for Nursing Practice
?

Reflect on the role of a nurse leader as a knowledge worker.

Consider how knowledge may be informed by data that is collected/accessed.

The Assignment:

In a 2- to 3-page paper, address the following:

Explain how you would inform this nurse (and others) of the importance of standardized nursing terminologies.

Describe the benefits and challenges of implementing standardized nursing terminologies in nursing practice. Be specific and provide examples.

Be sure to support your paper with peer-reviewed research on standardized nursing terminologies that you consulted from the Walden Library.

By Day 7 of Week 5

Submit your completed Assignment.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK5Assgn+last name+first initial.(extension)” as the name.

Click the 
Week 5 Assignment Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 5 Assignment 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK5Assgn+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission.

Grading Criteria

To access your rubric:

Week 5 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 5 Assignment draft and review the originality report.

Submit Your Assignment by Day 7 of Week 5

To submit your Assignment:

Week 5 Assignment

Next Module

To go to the next module:

Module 4

 

Module 4: Technologies Supporting Applied Practice and Optimal Patient Outcomes (Weeks 6-8)

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Laureate Education (Producer). (2018). 
Informatics Tools and Technologies
 [Video file]. Baltimore, MD: Author.

Learning Objectives

Students will:

Evaluate healthcare technology trends for data and information in nursing practice and healthcare delivery

Analyze challenges and risks inherent in healthcare technology

Analyze healthcare technology benefits and risks for data safety, legislation, and patient care

Evaluate healthcare technology impact on patient outcomes, efficiencies, and data management

Analyze research on the application of clinical systems to improve outcomes and efficiencies

Due By

Assignment

Week 6, Days 1–2

Read/Watch/Listen to the Learning Resources.

Compose your initial Discussion post.

Week 6, Day 3

Post your initial Discussion post.

Begin to compose your Assignment.

Week 6, Days 4-5

Review peer Discussion posts.

Compose your peer Discussion responses.

Continue to compose your Assignment.

Week 6, Day 6

Post at least two peer Discussion responses on two different days (and not the same day as the initial post).

Week 6, Day 7

Wrap up Discussion.

Week 7, Days 1-7

Continue to compose your Assignment.

Week 8, Days 1-6

Continue to compose your Assignment.

Week 8, Day 7

Deadline to submit your Assignment.

Photo Credit: Westend61

Learning Resources

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.

Required Readings

McGonigle, D., & Mastrian, K. G. (2017).
Nursing informatics and the foundation of knowledge
(4th ed.). Burlington, MA: Jones & Bartlett Learning.

Chapter 14, “The Electronic Health Record and Clinical Informatics” (pp. 267–287)

Chapter 15, “Informatics Tools to Promote Patient Safety and Quality Outcomes” (pp. 293–317)

Chapter 16, “Patient Engagement and Connected Health” (pp. 323–338)

Chapter 17, “Using Informatics to Promote Community/Population Health” (pp. 341–355)

Chapter 18, “Telenursing and Remote Access Telehealth” (pp. 359–388)

Dykes, P. C., Rozenblum, R., Dalal, A., Massaro, A., Chang, F., Clements, M., Collins, S. …Bates, D. W. (2017). Prospective evaluation of a multifaceted intervention to improve outcomes in intensive care: The Promoting Respect and Ongoing Safety Through Patient Engagement Communication and Technology Study.
Critical Care Medicine, 45
(8), e806–e813. doi:10.1097/CCM.0000000000002449

HealthIT.gov. (2018c).
What is an electronic health record (EHR)?
Retrieved from https://www.healthit.gov/faq/what-electronic-health-record-ehr

Healthcare Information Management and Systems Society. (2018).
Electronic health records
. Retrieved from https://www.himss.org/library/ehr/

Rao-Gupta, S., Kruger, D. Leak, L. D., Tieman, L. A., & Manworren, R. C. B. (2018). Leveraging interactive patient care technology to Improve pain management engagement.
Pain Management Nursing, 19
(3), 212–221. doi:10.1016/j.pmn.2017.11.002

Note:
You will access this article from the Walden Library databases.

Skiba, D. (2017). Evaluation tools to appraise social media and mobile applications. Informatics, 4(3), 32–40. doi:10.3390/informatics4030032

Note:
You will access this article from the Walden Library databases.

Required Media

Laureate Education (Producer). (2018).
Public Health Informatics
[Video file]. Baltimore, MD: Author.

 

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Laureate Education (Producer). (2018).
Electronic Records and Managing IT Change
[Video file]. Baltimore, MD: Author.

 

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Discussion: Healthcare Information Technology Trends

Throughout history, technological advancements have appeared for one purpose before finding applications elsewhere that lead to spikes in its usage and development. The internet, for example, was originally developed to share research before becoming a staple of work and entertainment. But technology—new and repurposed—will undoubtedly continue to be a driver of healthcare information. Informaticists often stay tuned to trends to monitor what the next new technology will be or how the next new idea for applying existing technology can benefit outcomes.

In this Discussion, you will reflect on your healthcare organization’s use of technology and offer a technology trend you observe in your environment.

To Prepare:

Reflect on the Resources related to digital information tools and technologies.

Consider your healthcare organization’s use of healthcare technologies to manage and distribute information.

Reflect on current and potential future trends, such as use of social media and mobile applications/telehealth, Internet of Things (IoT)-enabled asset tracking, or expert systems/artificial intelligence, and how they may impact nursing practice and healthcare delivery.

By Day 3 of Week 6

Post
 a brief description of general healthcare technology trends, particularly related to data/information you have observed in use in your healthcare organization or nursing practice. Describe any potential challenges or risks that may be inherent in the technologies associated with these trends you described. Then, describe at least one potential benefit and one potential risk associated with data safety, legislation, and patient care for the technologies you described. Next, explain which healthcare technology trends you believe are most promising for impacting healthcare technology in nursing practice and explain why. Describe whether this promise will contribute to improvements in patient care outcomes, efficiencies, or data management. Be specific and provide examples.

By Day 6 of Week 6

Respond
 to at least 
two
 of your colleagues
* on two different days
, offering additional/alternative ideas regarding opportunities and risks related to the observations shared.

*Note:
 Throughout this program, your fellow students are referred to as colleagues.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 6 Discussion Rubric

Post by Day 3 and Respond by Day 6 of Week 6

To participate in this Discussion:

Week 6 Discussion

Assignment: Literature Review: The Use of Clinical Systems to Improve Outcomes and Efficiencies

New technology—and the application of existing technology—only appears in healthcare settings after careful and significant research. The stakes are high, and new clinical systems need to offer evidence of positive impact on outcomes or efficiencies.

Nurse informaticists and healthcare leaders formulate clinical system strategies. As these strategies are often based on technology trends, informaticists and others have then benefited from consulting existing research to inform their thinking.

In this Assignment, you will review existing research focused on the application of clinical systems. After reviewing, you will summarize your findings.

To Prepare:

Review the Resources and reflect on the impact of clinical systems on outcomes and efficiencies within the context of nursing practice and healthcare delivery.

Conduct a search for recent (within the last 5 years) research focused on the application of clinical systems. The research should provide evidence to support the use of one type of clinical system to improve outcomes and/or efficiencies, such as “the use of personal health records or portals to support patients newly diagnosed with diabetes.”

Identify and select 5 peer-reviewed articles from your research.

The Assignment: (4-5 pages)

In a 4- to 5-page paper, synthesize the peer-reviewed research you reviewed. Be sure to address the following:

Identify the 5 peer-reviewed articles you reviewed, citing each in APA format.

Summarize each study, explaining the improvement to outcomes, efficiencies, and lessons learned from the application of the clinical system each peer-reviewed article described. Be specific and provide examples.

By Day 7 of Week 8

Submit your completed Assignment.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK8Assgn+last name+first initial.(extension)” as the name.

Click the 
Week 8 Assignment Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 8 Assignment 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK8Assgn+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission.

Due to the nature of this assignment, your instructor may require more than 5 days to provide you with quality feedback.

Grading Criteria

To access your rubric:

Week 8 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 8 Assignment draft and review the originality report.

Submit Your Assignment by Day 7 of Week 8

To submit your Assignment:

Week 8 Assignment

Next Module

To go to the next module:

Module 5

 

 

Module 5: The Nurse Leader and the System Development Life Cycle (Weeks 9-10)

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Laureate Education (Producer). (2018). 
Systems Implementation
 [Video file]. Baltimore, MD: Author.

Learning Objectives

Students will:

Analyze how inclusion of the nurse in the purchasing of health information technology systems impacts healthcare organizations

Analyze the impact of nurse inclusion on each step of the systems development life cycle

Due By

Assignment

Week 9, Days 1–2

Read/Watch/Listen to the Learning Resources.

Compose your initial Discussion post.

Week 9, Day 3

Post your initial Discussion post.

Begin to compose your Assignment.

Week 9, Days 4-5

Review peer Discussion posts.

Compose your peer Discussion responses.

Continue to compose your Assignment.

Week 9, Day 6

Post at least two peer Discussion responses on two different days (and not the same day as the initial post).

Week 9, Day 7

Wrap up Discussion.

Week 10, Days 1-6

Continue to compose your Assignment.

Week 10, Day 7

Deadline to submit your Assignment.

Photo Credit: [Ariel Skelley]/[Blend Images]/Getty Images

Learning Resources

Required Readings

McGonigle, D., & Mastrian, K. G. (2017).
Nursing informatics and the foundation of knowledge
(4th ed.). Burlington, MA: Jones & Bartlett Learning.

Chapter 9, “Systems Development Life Cycle: Nursing Informatics and Organizational Decision Making” (pp. 175–187)

Chapter 12, “Electronic Security” (pp. 229–242)

Chapter 13, “Workflow and Beyond Meaningful Use” (pp. 245–261)

Agency for Healthcare Research and Quality. (n.d.a).
Health IT evaluation toolkit and evaluation measures quick reference guide
. Retrieved September 27, 2018, from https://healthit.ahrq.gov/health-it-tools-and-resources/evaluation-resources/health-it-evaluation-toolkit-and-evaluation-measures-quick-reference

Agency for Healthcare Research and Quality. (n.d.b).
Workflow assessment for health IT toolkit
. Retrieved September 27, 2018, from https://healthit.ahrq.gov/health-it-tools-and-resources/evaluation-resources/workflow-assessment-health-it-toolkit

Required Media

Louis, I. (2011, August 17). Systems development life cycle (SDLC) [Video file]. Retrieved from https://www.youtube.com/watch?v=xtpyjPrpyX8

Laureate Education (Producer). (2018).
Interoperability, Standards, and Security
[Video file]. Baltimore, MD: Author.

 

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Laureate Education (Producer). (2018).
Managing Health Information Technology
[Video file]. Baltimore, MD: Author.

 

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Discussion: The Inclusion of Nurses in the Systems Development Life Cycle

In the media introduction to this module, it was suggested that you as a nurse have an important role in the Systems Development Life Cycle (SDLC). With a focus on patient care and outcomes, nurses may not always see themselves as contributors to the development of new systems. However, as you may have observed in your own experience, exclusion of nurse contributions when implementing systems can have dire consequences.

In this Discussion, you will consider the role you might play in systems development and the ramifications of not being an active participant in systems development.

To Prepare:

Review the steps of the Systems Development Life Cycle (SDLC) as presented in the Resources.

Reflect on your own healthcare organization and consider any steps your healthcare organization goes through when purchasing and implementing a new health information technology system.

Consider what a nurse might contribute to decisions made at each stage of the SDLC when planning for new health information technology.

By Day 3 of Week 9

Post
 a description of what you believe to be the consequences of a healthcare organization not involving nurses in each stage of the SDLC when purchasing and implementing a new health information technology system. Provide specific examples of potential issues at each stage of the SDLC and explain how the inclusion of nurses may help address these issues. Then, explain whether you had any input in the selection and planning of new health information technology systems in your nursing practice or healthcare organization and explain potential impacts of being included or not in the decision-making process. Be specific and provide examples.

By Day 6 of Week 9

Respond
 to at least 
two
 of your colleagues
* on two different days
, by offering additional thoughts regarding the examples shared, SDLC-related issues, and ideas on how the inclusion of nurses might have impacted the example described by your colleagues.

*Note:
 Throughout this program, your fellow students are referred to as colleagues.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 9 Discussion Rubric

Post by Day 3 and Respond by Day 6 of Week 9

To participate in this Discussion:

Week 9 Discussion

Portfolio Assignment: The Role of the Nurse Informaticist in Systems Development and Implementation

Assume you are a nurse manager on a unit where a new nursing documentation system is to be implemented. You want to ensure that the system will be usable and acceptable for the nurses impacted. You realize a nurse leader must be on the implementation team.

To Prepare:

Review the steps of the Systems Development Life Cycle (SDLC) and reflect on the scenario presented.

Consider the benefits and challenges associated with involving a nurse leader on an implementation team for health information technology.

The Assignment: (2-3 pages)

In preparation of filling this role, develop a 2- to 3-page role description for a graduate-level nurse to guide his/her participation on the implementation team. The role description should be based on the SDLC stages and tasks and should clearly define how this individual will participate in and impact each of the following steps:

Planning and requirements definition

Analysis

Design of the new system

Implementation

Post-implementation support

By Day 7 of Week 10

Submit your completed Role Description.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK10Assgn+last name+first initial.(extension)” as the name.

Click the 
Week 10 Assignment Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 10 Assignment 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK10Assgn+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission.

Due to the nature of this assignment, your instructor may require more than 5 days to provide you with quality feedback.

Grading Criteria

To access your rubric:

Week 10 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 10 Assignment draft and review the originality report.

Submit Your Assignment by Day 7 of Week 10

To submit your Assignment:

Week 10 Assignment

Next Module

To go to the next module:

Module 6

 

 

Module 6: Policy and Regulation Supporting Informatics and Technology Integration

(Week 11)

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Laureate Education (Producer). (2018). 
Policy and Regulation
 [Video file]. Baltimore, MD: Author.

Learning Objectives

Students will:

Evaluate legislative policies and regulations for health and nursing informatics

Create fact sheets for health and nursing informatics

Analyze impact of legislative policies and regulations for clinical care, patient/provider interactions, and workflows

Evaluate healthcare organizational policies and procedures to address legislative policies and regulations

Due By

Assignment

Week 11, Days 1–2

Read/Watch/Listen to the Learning Resources.

Begin to compose your Assignment.

Week 11, Days 3-4

Continue to compose your Assignment.

Week 11, Day 5

Deadline to submit your Assignment.

Photo Credit: [Phil Roeder]/[Moment]/Getty Images

Learning Resources

Required Readings

McGonigle, D., & Mastrian, K. G. (2017).
Nursing informatics and the foundation of knowledge
(4th ed.). Burlington, MA: Jones & Bartlett Learning.

Chapter 8, “Legislative Aspects of Nursing Informatics: HITECH and HIPAA” (pp. 145–166)

American Association of Nurse Practitioners. (2018).
MACRA/MIPS: The transition from fee-for-service to quality-based reimbursement
. Retrieved from https://www.aanp.org/legislation-regulation/federal-legislation/macra-s-quality-payment-program

Centers for Medicare and Medicaid Services. (n.d.).
MACRA
. Retrieved January 18, 2019, from https://www.cms.gov/medicare/quality-initiatives-patient-assessment-instruments/value-based-programs/macra-mips-and-apms/macra-mips-and-apms.html

HealthIT.gov. (2018a).
Health IT legislation
. Retrieved from https://www.healthit.gov/topic/laws-regulation-and-policy/health-it-legislation

HealthIT.gov. (2018b).
Meaningful use and MACRA
. Retrieved from https://www.healthit.gov/topic/meaningful-use-and-macra/meaningful-use-and-macra

U.S. Department of Health and Human Services. (n.d.).
Laws & regulations
. Retrieved September 27, 2018, from https://www.hhs.gov/regulations/index.html

Required Media

Laureate Education (Producer). (2018).
Health Informatics & Population Health Analytics: Privacy, Security, and Ethics
[Video file]. Baltimore, MD: Author.

 

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Assignment: Policy/Regulation Fact Sheet

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.

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.

By Day 5 of Week 11

Submit your completed Policy/Regulation Fact Sheet.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK11Assgn+last name+first initial.(extension)” as the name.

Click the 
Week 11 Assignment Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 11 Assignment 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK11Assgn+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission.

Grading Criteria

To access your rubric:

Week 11 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 11 Assignment draft and review the originality report.

Submit Your Assignment by Day 5 of Week 11

To submit your Assignment:

Week 11 Assignment

Congratulations! After you have finished all of the assignments for this Module, you have completed the course. 
Please submit your Course Evaluation by Day 7.

According to Glassman (2017), informatics is used by nurses to share patient information with colleagues and other staff, to store information, to abate mistakes, and to corroborate decision making. In the clinic setting, the electronic health record (EHR) is filled with an array of helpful data and directions in comparison to a paper chart.  The helpful tools range from a daily schedule to a patient summary sheet comprised of a vital signs flow chart, all diagnoses chronic and historical acute,  patient risk score, patient social history, family health history, past medical and surgical history, advance directives, allergies, current and historical medications, screenings, implantable devices, health concerns, goals, a list of all encounters, and messages.

On initiating a patient encounter, a notifications screen appears and if the patient is diabetic, has hypertension, or is of age for other screenings, an alert appears advising consideration of intervention.  Next, an area for the patient’s chief complaint is labeled; followed by health concerns, last menses, and a vital signs flow chart with a calculated BMI on entry of the height and weight.  Next on the encounter is a list of all historical diagnoses, allergies, medications, social history, and medical history.  The provider note follows with a subjective, objective, assessment, and order space.   In the order space, there are links for laboratory orders and imaging orders to be created. Included in the next aspect of the encounter is a segment for attachments to be submitted to the record.  The observations aspect of the chart comes next and is comprised of functional status and cognitive status.  Toward the end of the encounter is an attestation to diagnoses reconciliation and medication reconciliation.  Next, an option to develop a care plan/ discharge instructions is available.  The referral option is listed next, and this can be completed by a click which links to the directory, which houses all referral source and data related to telephone and fax numbers, as well as their address, and an option to send the referral from the EHR via fax.  Lastly on the encounter, the option to create a superbill to include all diagnosis codes and all procedure codes for the visit can be completed.

A very important reason for utilizing an EHR is the reports which can be generated with a guided search.  The reports include quality reporting, which comprises electronic clinical quality measures (eCQMs) used by Medicare and Medicaid for potential incentives to report using the Merit-Based Incentive Payment System (MIPS).  Next on the page is a link for clinical reporting which can generated reports on chart notes, particular diagnoses, drug interactions, e-prescriptions report, continuity of care documents, medication reports, custom patient list reports, a prescription history from pharmacies and payers, history of all clinic prescriptions, and a report of all clinic referrals made. Finally reports pertinent to the practice management can be generated.  Such reports include activity feed and audit reports, appointment reports, billing reports, payer reports, and prior authorizations.

Clearly, the clinical encounter has become very complex and better care is provided with the many alerts and safeguards in place.  Furthermore, reports can be generated within minutes that would have previously taken days.  A strategy that would improve informatics interactions in the primary clinic setting would be the option for diagnosis-specific templates to be clicked in with the option to check or circle selections or fill in as needed.  The current EHR used in the clinic where I am requires typing out the information in the chief complaint, the subjective, objective, and the plan.  The medications do appear in the plan automatically on sending the electronic prescription.   There are likely such EHRs out there, but area task to explore; as most require registration of the clinic in order to watch a demonstration video.  On registration in the past, sales personnel have called the clinic immediately and persistently.

In considering the impact of the continued emergence of new technologies might have on professional interactions, McGonigle and Mastrian (2017) advise that the EHR has a disordering effect on the patient encounter.  However, they also advise that EHR technology provides efficacy and improvements in safety (McGonigle and Mastrian, 2017).  Their suggestion is to find strategies that incorporate both the EHR and face to face care of patients (McGonigle and Mastrian, 2017).

Wang, Kung, and Byrd (2018) advise that the potential benefits of the EHR leave healthcare facilities little option in embracing the idea and moving forward to work toward strategies to combine the face to face encounter and the EHR in providing the best organizational care for patients.  They say that data from EHRs can provide care pattern analysis, offer data analysis, offer decision guidance, provide predictive capacities, and provide traceability (Wang, Kung, and Byrd, 2018).

In the clinic where I am, I have witnessed frustration with the EHR requiring focused attention, while the provider would prefer face to face flowing interactions with the patient.  A $2000 Dragon Medical Practice voice recognition tool was purchased for dictation to soon be laid aside in hopes of finding something that would work better. As the search continues for an EHR that offers a more comfortable way to provide duties of care in nursing science, such as healing conversations, providing attentive listening, providing a comforting touch and confirmation of understanding as patients seek for care to maintain, improve, or restore their mental and physical health as described by McGonigle and Mastrian (2017), providers and nurses must continue to embrace the EHR.

 

 

References

Glassman, K. S. (2017). Using data in nursing practice. American Nurse Today, 12(11), 45–47. Retrieved from https://www.americannursetoday.com/wp-content/uploads/2017/11/ant11-Data-1030.pdf

McGonigle, D., & Mastrian, K. G. (2017). 
Nursing informatics and the foundation of knowledge
 (4th ed.). Burlington, MA: Jones & Bartlett Learning. Chapter 25, “The Art of Caring in Technology-Laden Environments” (pp. 525–535)

Wang, Y., Kung, L., & Byrd, T. A. (2018). Big data analytics: Understanding its capabilities and potential benefits for healthcare organizations. 
Technological Forecasting & Social Change
, 
126
, 3–13. https://doi-org.ezp.waldenulibrary.org/10.1016/j.techfore.2015.12.019

 

Discussion: Interaction Between Nurse Informaticists and Other Specialists

Nature offers many examples of specialization and collaboration. Ant colonies and bee hives are but two examples of nature’s sophisticated organizations. Each thrives because their members specialize by tasks, divide labor, and collaborate to ensure food, safety, and general well-being of the colony or hive.

Of course, humans don’t fare too badly in this regard either. And healthcare is a great example. As specialists in the collection, access, and application of data, nurse informaticists collaborate with specialists on a regular basis to ensure that appropriate data is available to make decisions and take actions to ensure the general well-being of patients.

In this Discussion, you will reflect on your own observations of and/or experiences with informaticist collaboration. You will also propose strategies for how these collaborative experiences might be improved.

To Prepare:

Review the Resources and reflect on the evolution of nursing informatics from a science to a nursing specialty.

Consider your experiences with nurse Informaticists or technology specialists within your healthcare organization.

By Day 3 of Week 3

Post
 a description of experiences or observations about how nurse informaticists and/or data or technology specialists interact with other professionals within your healthcare organization. Suggest at least one strategy on how these interactions might be improved. Be specific and provide examples. Then, explain the impact you believe the continued evolution of nursing informatics as a specialty and/or the continued emergence of new technologies might have on professional interactions.

By Day 6 of Week 3

Respond
 to at least 
two
 of your colleagues
* on two different days
, offering one or more additional interaction strategies in support of the examples/observations shared or by offering further insight to the thoughts shared about the future of these interactions.

*Note:
 Throughout this program, your fellow students are referred to as colleagues.

 

NURS_5051_Module02_Week03_Discussion_Rubric

Grid View

List View

Excellent

Good

Fair

Poor

Main Posting

45 
(45%)
 – 50 
(50%)

Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.

Supported by at least three current, credible sources.

Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

40 
(40%)
 – 44 
(44%)

Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

At least 75% of post has exceptional depth and breadth.

Supported by at least three credible sources.

Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

35 
(35%)
 – 39 
(39%)

Responds to some of the discussion question(s).

One or two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Post is cited with two credible sources.

Written somewhat concisely; may contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

0 
(0%)
 – 34 
(34%)

Does not respond to the discussion question(s) adequately.

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only one or no credible sources.

Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

Does not adhere to current APA manual writing rules and style.

Main Post: Timeliness

10 
(10%)
 – 10 
(10%)

Posts main post by day 3.

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

Does not post by day 3.

First Response

17 
(17%)
 – 18 
(18%)

Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.

15 
(15%)
 – 16 
(16%)

Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

13 
(13%)
 – 14 
(14%)

Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 
(0%)
 – 12 
(12%)

Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.

Second Response

16 
(16%)
 – 17 
(17%)

Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.

14 
(14%)
 – 15 
(15%)

Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

12 
(12%)
 – 13 
(13%)

Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 
(0%)
 – 11 
(11%)

Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.

Participation

5 
(5%)
 – 5 
(5%)

Meets requirements for participation by posting on three different days.

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

Does not meet requirements for participation by posting on 3 different days.

Total Points: 100

My career as a nurse has allowed me to interact with individuals who hold different critical roles within my healthcare system. Nursing informaticists and technology specialists fill some of these roles. I must confess that my interactions with technology specialists and informatics nurses are not always some of my favorites. They are often filled with feelings of confusion and frustration. Often when I am communicating with a technology specialist during my work day, it is because something is not functioning properly at my job site. Sometimes it is software and sometimes it is hardware, but whatever it is, it is always frustrating. I call the IT department to see if they can fix my problem from behind their screen. Some of my frustration stems from that fact that our IT department is offsite so I never get to meet who I am speaking to. Also, I often have to hold because other people are on the line in front of me; meanwhile, I have patients who I need to take care of. Most times the IT specialist is able to fix my problem, but sometimes they have to elevate my issue to the “EPIC power team” to see if it can get solved. This process always takes more than a few minutes and can sometimes delay my patient care.

I think to improve upon some of these interactions, it would be nice to have a technology specialist on site to come assist us with our problems. Maybe they could carry a pager so they could come help us right away instead of troubleshooting an issue with me on the phone. I think I would feel less frustrated if someone actually came to help.

My interactions with informatics nurses have been different, yet somehow just as frustrating as working with offsite IT. My first interactions with informatics nurses occurred when my institution rolled out EPIC for the first time. We had all hands on deck from the EPIC support team. The nurses they sent in to help us were disengaged and far removed from the work we had to do on our unit. We felt like we had to beg for any help we could get and pull the informatics nurses away from their phones in order to be assisted. Recently, I have had to work with informatics nurses again to roll out a new EPIC program. The unit staff and I agreed that the nurses seemed too far removed from bedside nursing to understand some of the issues we were experiencing. They did not want to hear about our optimization requests because they just “wanted to give it time”. It is difficult to hear as a bedside nurse that a certain charting flow is being taken away because someone who does billing or chart audits wanted the program changed. Some of the nurses had cheerful attitudes which made the changes easier to take, but some of them had a “take it or leave it” kind of attitude that played into some of our frustration.

I think that Glassman (2017) made some great points on requirements of informatics nursing students. In order to be a quality informatics nurse, it’s important to understand the strengths and weaknesses of the technology system you are using. Some of my frustration recently was that the informatics nurse helping me with our new system simply would not agree with me, or the surgeon I was with, that the old way of doing something might have been better or less cumbersome than the new way. We just needed our feelings to be heard, but she refused to do that for us. I also like that Glassman (2017) added that taking the nurses’ input into account is an important aspect to being a nurse informaticist. It is essential to us to know that we are being listened to by those designing and assisting with new programs.

Another way to avoid poor interactions between bedside staff and technology staff, is to make sure that from the beginning, each system is being designed in a user-centered way (McGonigle & Mastrian, 2017). By keeping the end-user in mind during the creation and roll-out of programs, minimal effort and maximum efficiency can be achieved (McGonigle & Mastrian, 2017). This is what everyone wants in the end. Keeping nurses involved in the creation of new programs makes them feel heard and letting them be a part of the decision making process ensures that the end result is what they want.

I believe that as EHR systems are around longer, more optimization opportunities will arise. We will be seeing more informatics nurses and technology specialists buzzing around our units. I think that in the future every nursing unit may have an informatics nurse hired on staff to help with unit specific issues. Hopefully they can be trained to assist with both physician and nursing EHR documentation. Tele-health and Tele-nursing will be a larger part of our healthcare picture (Babes, 2019). The constant exchange of information and use of EHR/video systems will require more assistance than is currently offered through our facility. The role of the informatics nurse is growing and the demand will continue to increase as well (Babes, 2019). Our hospitals will have to prepare for an increased need in human technologist resources.

References

Babes, V. (2019). Informatics in nursing. Current and future trends.
 Applied Medical Informatics
, 41
(1). Retrieved from  
https://ami.info.umfcluj.ro/index.php/AMI/article/view/749

Glassman, K. S. (2017). Using data in nursing practice. 
American Nurse Today, 12
(11), 45–47. Retrieved from https://www.americannursetoday.com/wp-content/uploads/2017/11/ant11-Data-1030.pdf

McGonigle, D., & Mastrian, K. G. (2017).
 Nursing informatics and the foundation of knowledge (4th ed.)
. Burlington, MA: Jones & Bartlett Learning.

Assignment: The Impact of Nursing Informatics on Patient Outcomes and Patient Care Efficiencies

In the Discussion for this module, you considered the interaction of nurse informaticists with other specialists to ensure successful care. How is that success determined?

Patient outcomes and the fulfillment of care goals is one of the major ways that healthcare success is measured. Measuring patient outcomes results in the generation of data that can be used to improve results. Nursing informatics can have a significant part in this process and can help to improve outcomes by improving processes, identifying at-risk patients, and enhancing efficiency.

To Prepare:

Review the concepts of technology application as presented in the Resources.

Reflect on how emerging technologies such as artificial intelligence may help fortify nursing informatics as a specialty by leading to increased impact on patient outcomes or patient care efficiencies.

The Assignment: (4-5 pages)

In a 4- to 5-page project proposal written to the leadership of your healthcare organization, propose a nursing informatics project for your organization that you advocate to improve patient outcomes or patient-care efficiency. Your project proposal should include the following:

Describe the project you propose.

Identify the stakeholders impacted by this project.

Explain the patient outcome(s) or patient-care efficiencies this project is aimed at improving and explain how this improvement would occur. Be specific and provide examples.

Identify the technologies required to implement this project and explain why.

Identify the project team (by roles) and explain how you would incorporate the nurse informaticist in the project team.

By Day 7 of Week 3

Submit your completed Project Proposal.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK3Assgn+last name+first initial.(extension)” as the name.

Click the 
Week 3 Assignment Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 3 Assignment 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK3Assgn+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission.

Due to the nature of this assignment, your instructor may require more than 5 days to provide you with quality feedback.

 

NURS_5051_Module02_Week03_Assignment_Rubric

Grid View

List View

Excellent

Good

Fair

Poor

In a 4- to 5-page project proposal written to the leadership of your healthcare organization, propose a nursing informatics project for your organization that you advocate to improve patient outcomes or patient care efficiency. Your project proposal should include the following:

·   Describe the project you propose.

·   Identify the stakeholders impacted by this project.

·   Explain the patient outcome(s) or patient-care efficiencies this project is aimed at improving, and explain how this improvement would occur. Be specific and provide examples.

·   Identify the technologies required to implement this project and explain why.

·   Identify the project team (by roles) and explain how you would incorporate the nurse informaticist in the project team.

77 
(77%)
 – 85 
(85%)

The response accurately and thoroughly describes in detail the project proposed.

The response accurately and clearly identifies the stakeholders impacted by the project proposed.

The response accurately and thoroughly explains in detail the patient outcome(s) or patient-care efficiencies that the project proposed is aimed at improving, including an accurate and detailed explanation, with sufficient supporting evidence of how this improvement would occur.

The response accurately and clearly identifies the technologies required to implement the project proposed with a detailed explanation why.

The response accurately and clearly identifies the project team (by roles) and thoroughly explains in detail how to incorporate the nurse informaticist in the project team.

Includes: 3 or more peer-reviewed sources and 2 or more course resources.

68 
(68%)
 – 76 
(76%)

The response describes the project proposed.

The response identifies the stakeholders impacted by the project proposed.

The response explains the patient outcome(s) or patient-care efficiencies that the project proposed is aimed at improving, including an explanation, with some supporting evidence of how this improvement would occur.

The response identifies the technologies required to implement the project proposed with an explanation why.

The response identifies the project team (by roles) and explains how to incorporate the nurse informaticist in the project team.

Includes: 2 peer-reviewed sources and 2 course resources.

60 
(60%)
 – 67 
(67%)

The response describing the project proposed is vague or inaccurate.

The response identifying the stakeholders impacted by the project proposed is vague or inaccurate.

The response explaining the patient outcome(s) or patient-care efficiencies the project proposed is aimed at improving, including an explanation of how this improvement would occur, is vague or inaccurate, or includes little to no supporting evidence.

The response identifying the technologies required to implement the project proposed with an explanation why is vague or inaccurate.

The response identifying the project team (by roles) and an explanation of how to incorporate the nurse informaticist in the project team is vague or inaccurate.

Includes: 1 peer-reviewed sources and 1 course resources.

0 
(0%)
 – 59 
(59%)

The response describing the project proposed is vague and inaccurate, or is missing.

The response identifying the stakeholders impacted by the project proposed is vague and inaccurate, or is missing.

The response explaining the patient outcome(s) or patient-care efficiencies the project proposed is aimed at improving, including an explanation of how this improvement would occur, is vague and inaccurate, includes no supporting evidence, or is missing.

The response identifying the technologies required to implement the project proposed with an explanation why is vague and inaccurate, or is missing.

The response identifying the project team (by roles) and an explanation of how to incorporate the nurse informaticist in the project team is vague and inaccurate, or is missing.

Includes: 1 or fewer resources.

Written Expression and Formatting – Paragraph Development and Organization:

Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance.

5 
(5%)
 – 5 
(5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

4 
(4%)
 – 4 
(4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

3.5 
(3.5%)
 – 3.5 
(3.5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.

0 
(0%)
 – 3 
(3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation 5  (5%)  – 5  (5%) Uses correct grammar, spelling, and punctuation with no errors. 4  (4%)  – 4  (4%) Contains a few (1-2) grammar, spelling, and punctuation errors. 3.5  (3.5%)  – 3.5  (3.5%) Contains several (3-4) grammar, spelling, and punctuation errors. 0  (0%)  – 3  (3%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list. 5  (5%)  – 5  (5%) Uses correct APA format with no errors. 4  (4%)  – 4  (4%) Contains a few (1-2) APA format errors. 3.5  (3.5%)  – 3.5  (3.5%) Contains several (3-4) APA format errors. 0  (0%)  – 3  (3%) Contains many (≥ 5) APA format errors. Total Points: 100