Tag: Clinical-Nursing

Subjective Data Collection: 20 of 20 (100.0%)

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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

Finding:

Reports coming in for check-up

(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 is your primary reason for this visit?

History of Present Illness

Finding:

Asked about relevant health conditions

Finding:

Reports hypertension

(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 high blood pressure?

Finding:

Reports type 2 diabetes

(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 diabetes?

Finding:

Reports generalized anxiety disorder

(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 anxiety?

Finding:

Asked about onset and duration of disorders

Finding:

Reports hypertension diagnosis 1 year 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 high blood pressure start?

Finding:

Reports diabetes diagnosis 5 years 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 diabetes start?

Finding:

Reports GAD diagnosis 13 years 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 anxiety start?

Finding:

Asked about associated symptoms

Finding:

Reports increased thirst

(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:

Have you been thirsty?

Finding:

Reports increased urination

(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:

Have you been urinating frequently?

Finding:

Reports weight gain of 15 pounds

(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:

Have you had any weight changes?

Finding:

Reports fatigue and discomfort

(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:

Have you been fatigued?

Finding:

Reports increased worry

(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:

Have you been excessively worrying?

Finding:

Asked about onset and duration of associated symptoms

Finding:

Reports increased thirst began 1 month 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 thirst increase?

Finding:

Reports increased urination began 1 month 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 you start urinating more frequently?

Finding:

Reports weight gain over the last 3 months

(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 you gain weight?

Finding:

Reports fatigue and discomfort over the last 3 months

(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 have you felt fatigued?

Finding:

Asked about non-medicational diabetes management

Finding:

Reports owning glucometer

(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:

Do you have a blood sugar monitor?

Finding:

Reports checking blood sugar sporadically

(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 often do you check your blood sugar?

Finding:

Reports sporadic checking is because of disliking the glucometer’s pinch

(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 often do you check your blood sugar?

Past Medical History

Finding:

Asked about allergies

Finding:

Denies known allergies

(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 any allergies?

Finding:

Asked about previous hospitalizations

Finding:

Denies previous hospitalizations

(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:

Have you ever been hospitalized?

Home Medications

Finding:

Asked about home medications

Finding:

Reports taking hydrochlorothiazide for hypertension

(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 any medication for your high blood pressure?

Finding:

Reports taking metformin for type 2 diabetes

(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 any medication for your diabetes?

Finding:

Reports taking escitalopram for anxiety

(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 any medication for your anxiety?

Finding:

Denies taking vitamins and supplements

(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:

What vitamins and supplements do you take?

Finding:

Followed up on hydrochlorothiazide

Finding:

Reports hydrochlorothiazide tablets are each 50 milligrams

(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 much hydrochlorothiazide do you take?

Finding:

Reports taking one hydrochlorothiazide tablet a day

(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 hydrochlorothiazide?

Finding:

Reports taking hydrochlorothiazide with breakfast

(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 hydrochlorothiazide?

Finding:

Reports starting hydrochlorothiazide 1 year ago

(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 did you start taking hydrochlorothiazide?

Finding:

Reports taking last dose of hydrochlorothiazide 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 was your last dose of hydrochlorothiazide?

Finding:

Denies hydrochlorothiazide adverse 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 experience any adverse effects from hydrochlorothiazide?

Finding:

Followed up on metformin

Finding:

Reports metformin tablets are each 850 milligrams

(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 much metformin do you take?

Finding:

Reports taking metformin tablet three times daily

(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 metformin?

Finding:

Reports taking one metformin tablet each with breakfast, lunch, and dinner

(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 metformin?

Finding:

Reports starting metformin 5 years ago

(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:

When did you start taking metformin?

Finding:

Reports taking last dose of metformin 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 was your last dose of metformin?

Finding:

Denies metformin adverse 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 experience any adverse effects from metformin?

Finding:

Followed up on escitalopram

Finding:

Reports escitalopram tablets are each 20 milligrams

(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 much escitalopram do you take?

Finding:

Reports taking one escitalopram tablet a day

(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 escitalopram?

Finding:

Reports taking escitalopram with breakfast

(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 escitalopram?

Finding:

Reports began taking escitalopram 13 years ago

(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 did you start taking escitalopram?

Finding:

Reports taking last dose of escitalopram 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 did you take your last dose of escitalopram?

Finding:

Denies escitalopram adverse 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 experience any adverse effects from escitalopram?

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:

Have you missed any doses of your medication?

Social History

Finding:

Asked about activity

Finding:

Reports sedentary activity level

(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 get any regular physical activity?

Finding:

Asked about diet

Finding:

Reports eating take-out frequently

(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 eat take out?

Finding:

Reports enjoying comfort foods when stressed

(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 eat comfort foods?

Finding:

Denies binge-eating but feels like he eats more than he should

(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 overeat?

Finding:

Asked about substance use

Finding:

Denies tobacco and nicotine use

(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:

Do you smoke cigarettes?

Finding:

Denies alcohol use

(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 any alcohol?

Finding:

Asked about income level

Finding:

Reports moderate income from graduate student stipend

(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 level of income do you make?

Family Medical History

Finding:

Asked about relevant family history

Finding:

Reports mother diagnosed with high cholesterol and diabetes

(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:

Does your mother have health problems?

Finding:

Reports father diagnosed with hypertension

(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:

Does your father have health problems?

Review of Systems

Finding:

Asked about review of systems for genitourinary

Finding:

Denies difficulty urinating

(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 had any difficulty urinating?

Finding:

Denies pain during urination

(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:

Have you had any pain during urination?

Finding:

Denies changes in urine characteristics

(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:

Have you had any changes in your urine?

Finding:

Asked about review of systems for cardiovascular

Finding:

Denies palpitations

(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:

Have you had palpitations?

Finding:

Denies chest pain

(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 had chest pain?

Finding:

Denies history of blood clots

(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:

Have you had blood clots?

Finding:

Denies claudication

NURS 6521 week 1 Assignment: Ethical and Legal Implications of Prescribing Drugs

Ethical and Legal Implications of Prescribing Drugs

Drug administration error causes some of the fatal medical accidents that could result in a patient’s death. Policies and legal frameworks exist to reduce the occurrence of such incidences, and other medical errors, through a reporting system. The case scenario involves prescribing medication to a child using the elderly patients’ standards. NURS 6521 week 1 Assignment: Ethical and Legal Implications of Prescribing Drugs Several people are often affected and implicated in the chain of the wrong subscription, and it is the patient that is profoundly affected.

Ethical and legal implications for all involved stakeholders

The prescriber occupies the first position in the chain of events involving the administration of medication prescribed according to the standard of an elderly patient. The mistake begins with the prescriber. The error is ethically and legally unjustified. First, the prescriber is fully aware that the patient is a child. Prescribing drugs for a child according to the standard elderly patient places the child at risk of overdoes and exposes the patient to a legal suit. The pharmacist is also liable for compounding the prescriber’s mistake. The pharmacists should have an interest in the patient receiving the medications. It is fundamental to ask and confirm the demographic features of the patient, such as age before prescribing drugs. The patient and the patient’s family have not worked against any ethical or legal principle. Patients trust their physicians and take medications believing the physician to be accurate. They are not professionals. Therefore, the prescriber and the pharmacists are ethical and legally guilty of the wrong prescription NURS 6521 week 1 Assignment: Ethical and Legal Implications of Prescribing Drugs.

Strategies to Address Disclosure and Nondisclosure

Medical practitioners recognize the occurrence of medical errors within the profession. The health institutions, states, and federal governments have established procedures to prevent medical errors and reporting and response channels. The state of Texas did not have an elaborate disclosure system until June 20, 2003, when the state government enacted into law legislation HB 1614 (Quality and patient safety, n.d). The enactment is unique to the needs of Texas despite having subtle similarities with other level legislations. The essential component of the law is the requirement that practitioners at the mental hospitals, hospitals, ambulatory surgical centers enter a detailed entry of medical errors.

The benefits of the strategy are its ability to increase surveillance on practitioners making frequent errors, and the intensity of the mistakes to take legal actions. It could be adopted to detect and punish practitioners responsible for rampant negligence and other mistakes. The strategy could also reveal quack practitioners who have entered the profession without prerequisite qualifications, under-training, or quasi practitioners. The health care sector needs to emphasize the recording of medical errors and the implementation of legal frameworks to deal with cases at the court levels and to underscore the seriousness with which medical errors are treated. The strategy would improve the practitioner’s attention and minimize deaths and other drug reactions detrimental to the patient’s health.

Strategies for Decision Making In This Scenario and Disclose of Error

The principles of integrity and honesty govern the response to the situation. The two principles determine how one relates to professional ethics and the codes of conduct. Therefore, using professional codes and professional ethics are the two key strategies to respond to the scenario. For instance, ethical principles such as Kantian deontology defines ethics or morality as action based on the rule of law regardless of the consequences to the actor and recipient of the work (Barrow  & Khandhar, 2019). In this case, state law requires reporting the scenario. I would file a report of the medical error per the ethical principles. The code of conduct defines how the doctor should relate to the patient. For instance, implementing the code of doing well under all circumstances, responding to the scenario would require entering a report and fast-tracking the child to ensure the threat is managed NURS 6521 week 1 Assignment: Ethical and Legal Implications of Prescribing Drugs.

The Process of Writing Prescriptions

The practitioner and the pharmacist should consider the laboratory reports and consideration of the patient’s demographic features before prescribing drugs. Analyses of these variables inform the dosage and type of drug the prescriber gives to the patient. Also, there is a need for reexamining the prescription to ensure it meets the patient’s needs. The practitioner should accept faults in cases they lack knowledge or experience on the prescription. Doing so would limit drug errors resulting from ego.

 

 

References

Barrow, J. M., & Khandhar, P. B. (2019). Deontology. In StatPearls [Internet]. StatPearls Publishing.

Quality and Patient Safety. (n.d). Public and Private Policy Medical Errors and Patient Safety. Retrieved from
http://www.qups.org/med_errors.php?c=individual_state&s=44&t=all

 

Assignment: Ethical and Legal Implications of Prescribing Drugs

What type of drug should you prescribe based on your patient’s diagnosis? How much of the drug should the patient receive? How often should the drug be administered? When should the drug not be prescribed? Are there individual patient factors that could create complications when taking the drug? Should
you
be prescribing drugs to
this
patient? How might different state regulations affect the prescribing of this drug to this patient?

These are some of the questions you might consider when selecting a treatment plan for a patient.

Photo Credit: Getty Images/Caiaimage

As an advanced practice nurse prescribing drugs, you are held accountable for people’s lives every day. Patients and their families will often place trust in you because of your position. With this trust comes power and responsibility, as well as an ethical and legal obligation to “do no harm.” It is important that you are aware of current professional, legal, and ethical standards for advanced practice nurses with prescriptive authority. Additionally, it is important to ensure that the treatment plans and administration/prescribing of drugs is in accordance with the regulations of the state in which you practice. Understanding how these regulations may affect the prescribing of certain drugs in different states may have a significant impact on your patient’s treatment plan. In this Assignment, you explore ethical and legal implications of scenarios and consider how to appropriately respond.

To Prepare

Review the Resources for this module and consider the legal and ethical implications of prescribing prescription drugs, disclosure, and nondisclosure.

Review the scenario assigned by your Instructor for this Assignment.

Search specific laws and standards for prescribing prescription drugs and for addressing medication errors for your state or region, and reflect on these as you review the scenario assigned by your Instructor.

Consider the ethical and legal implications of the scenario for all stakeholders involved, such as the prescriber, pharmacist, patient, and patient’s family. NURS 6521 week 1 Assignment: Ethical and Legal Implications of Prescribing Drugs

Think about two strategies that you, as an advanced practice nurse, would use to guide your ethically and legally responsible decision-making in this scenario, including whether you would disclose any medication errors.

By Day 7 of Week 1

Write a 2- to 3-page paper that addresses the following:

Explain the ethical and legal implications of the scenario you selected
on all stakeholders involved, such as the prescriber, pharmacist, patient, and patient’s family.

Describe strategies to address disclosure and nondisclosure as identified in the scenario you selected. Be sure to reference laws specific to your state.

Explain two strategies that you, as an advanced practice nurse, would use to guide your decision making in this scenario, including whether you would disclose your error. Be sure to justify your explanation.

Explain the process of writing prescriptions, including strategies to minimize medication errors.

Reminder:
The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The School of Nursing Writing Template with Instructions provided at the Walden Writing Center offers an example of those required elements (available at
https://academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-20293632
). All papers submitted must use this formatting.

Submission and Grading Information

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

Please save your Assignment using the naming convention “WK1Assgn+last name+first initial.(extension)” as the name.

Click the 
Week 1 Assignment Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 1 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 “WK1Assgn+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 6521 week 1 Assignment: Ethical and Legal Implications of Prescribing Drugs

 

NURS_6521_Week1_Assignment_Rubric

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Excellent

Good

Fair

Poor

Explain the ethical and legal implications of the scenario you selected on all stakeholders involved such as the prescriber, pharmacist, patient, and the patient’s family.

Points Range:
23
(23%)
– 25
(25%)

The response accurately and thoroughly explains in detail the ethical and legal implications of the scenario selected on all stakeholders involved.

The response includes accurate, clear, and detailed explanations as to how these implications affect the prescriber, pharmacist, patient, and the patient’s family.

Points Range:
20
(20%)
– 22
(22%)

The response explains the ethical and legal implications of the scenario selected on all stakeholders involved.

The response includes accurate explanations as to how these implications affect the prescriber, pharmacist, patient, and the patient’s family.

Points Range:
18
(18%)
– 19
(19%)

The response inaccurately or vaguely explains the ethical and legal implications of the scenario selected for all stakeholders involved.

The response includes vague explanations as to how these implications affect the prescriber, pharmacist, patient, and the patient’s family.

Points Range:
0
(0%)
– 17
(17%)

The response vaguely and inaccurately explains the ethical and legal implications of the scenario selected for all stakeholders involved, or the response is missing.

The response vaguely and inaccurately explains how these implications affect the prescriber, pharmacist, patient, and the patient’s family, or is missing.

Describe strategies to address disclosure and nondisclosure as identified in the scenario selected. Be sure to reference laws specific to your state.

Points Range:
18
(18%)
– 20
(20%)

An accurate, detailed, and clear description of strategies to address disclosure and nondisclosure as identified in the scenario selected is provided.

The response includes specific, detailed, and accurate reference to state laws related to the scenario.

Points Range:
16
(16%)
– 17
(17%)

An accurate description of strategies to address disclosure and nondisclosure as identified in the scenario selected is provided.

The response includes accurate reference to state laws related to the scenario. NURS 6521 week 1 Assignment: Ethical and Legal Implications of Prescribing Drugs

Points Range:
14
(14%)
– 15
(15%)

A vague or inaccurate description of strategies to address disclosure and nondisclosure as identified in the scenario selected is provided.

The response includes inaccurate or vague reference to state laws related to the scenario.

Points Range:
0
(0%)
– 13
(13%)

A vague and inaccurate description of strategies to address disclosure and nondisclosure as identified in the scenario selected is provided, or is missing.

The response includes vague and inaccurate reference to state laws related to the scenario, or is missing.

Explain two strategies that you, as an advanced practice nurse would use to guide your decision making in this scenario, including whether you would disclose your error. Be sure to justify your explanation.

Points Range:
18
(18%)
– 20
(20%)

The response accurately and thoroughly explains in detail at least two strategies that an advanced practice nurse would use to guide decision making in the scenario.

The response accurately and completely explains whether they would disclose the error, including an accurate, detailed, and clear justification for the explanation provided.

Points Range:
16
(16%)
– 17
(17%)

The response accurately explains at least two strategies that an advanced practice nurse would use to guide decision making in the scenario.

The response accurately explains whether they would disclose the error, including an accurate justification for the explanation provided.

Points Range:
14
(14%)
– 15
(15%)

The response inaccurately or vaguely explains at least two strategies that an advanced practice nurse would use to guide decision making in the scenario, or only explains one strategy.

The response inaccurately or vaguely explains whether they would disclose the error, including a justification that is vague, inaccurate, or misaligned to the explanation provided.

Points Range:
0
(0%)
– 13
(13%)

The response inaccurately and vaguely explains only one strategy that an advanced practice nurse would use to guide decision making in the scenario, or is missing.

The response inaccurately and vaguely explains whether they would disclose the error, with no justification provided, or is missing.

Explain the process of writing prescriptions including strategies to minimize medication errors.

Points Range:
18
(18%)
– 20
(20%)

The response provides an accurate, detailed, and thorough explanation of the process of writing prescriptions, including detailed strategies to minimize medication errors.

Points Range:
16
(16%)
– 17
(17%)

The response provides an accurate explanation of the process of writing prescriptions, including some strategies to minimize medication errors.

Points Range:
14
(14%)
– 15
(15%)

The response provides an inaccurate or vague explanation of the process of writing prescriptions, including inaccurate or vague strategies to minimize medication errors.

Points Range:
0
(0%)
– 13
(13%)

The response provides an inaccurate and vague explanation of the process of writing prescriptions, including inaccurate and vague strategies to minimize medication errors, or is missing.

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.

Points Range:
5
(5%)
– 5
(5%)

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

Points Range:
4
(4%)
– 4
(4%)

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

Points Range:
3.5
(3.5%)
– 3.5
(3.5%)

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

Points Range:
0
(0%)
– 3
(3%)

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

Written Expression and Formatting – English writing standards:

Correct grammar, mechanics, and proper punctuation

Points Range:
5
(5%)
– 5
(5%)

Uses correct grammar, spelling, and punctuation with no errors

Points Range:
4
(4%)
– 4
(4%)

Contains a few (1–2) grammar, spelling, and punctuation errors

Points Range:
3.5
(3.5%)
– 3.5
(3.5%)

Contains several (3–4) grammar, spelling, and punctuation errors

Points Range:
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.

Points Range:
5
(5%)
– 5
(5%)

Uses correct APA format with no errors

Points Range:
4
(4%)
– 4
(4%)

Contains a few (1–2) APA format errors

NURS 6521 week 1 Assignment: Ethical and Legal Implications of Prescribing Drugs

Points Range:
3.5
(3.5%)
– 3.5
(3.5%)

Contains several (3–4) APA format errors

Points Range:
0
(0%)
– 3
(3%)

Contains many (≥ 5) APA format errors

Total Points: 100

NURS 6521 week 1 Assignment: Ethical and Legal Implications of Prescribing Drugs

Transcript

Started:
Mar 31, 2020 |
Total Time:
51 min

hi, i am danielle

Greet

03/31/20 1:00 AM CDT

Hey.

whats the primary reason for your visit

Question

03/31/20 1:00 AM CDT

I’m here to check up on some numbers that I have for my diabetes and my hypertension. Guess they’re not looking too hot.

I know that a diagnosis can be frightening, and that keeping your diabetes under control is difficult and stressful. However, this is a manageable condition, and you have the chance to greatly improve your situation with diet and exercise

Educate

03/31/20 1:03 AM CDT

Alright. I get it.

how long have you had these conditions

Question

03/31/20 1:04 AM CDT

I got diagnosed with diabetes five years ago, and hypertension a year ago. But for the more recent stuff . . . over the past three or so months, I’ve gained some weight and felt pretty fatigued. And for probably a month now, I’ve had to pee way more and drink way more water.

do you check your blood sugar

Question

03/31/20 1:06 AM CDT

I check my blood sugar . . . sometimes. I know with diabetes, you have to check it every day, but I don’t have a lot of time, and needles are tough for me.

you need to check you blood sugar regularly and keep a record. I know that you dint like needles but if you dont monitor your diabetes you could end up needing insulin, which involves injections. you should aim to use your glucometer at least four times a week

Educate

03/31/20 1:09 AM CDT

Yeah, youre probably right.

do you have any allergies

Question

03/31/20 1:10 AM CDT

I don’t have any allergies that I know of.

any recent hospitalizations

Question

03/31/20 1:10 AM CDT

I haven’t ever been hospitalized in that sense of the word. But I have seen a doctor before, about my hypertension and diabetes numbers, and I’m here to check in about them.

what are your home medications

Question

03/31/20 1:10 AM CDT

Hydrochlorothiazide for my hypertension, metformin for diabetes, and escitalopram for anxiety.

what dosage do you take (Clarified to What doses are your medications?.)

Question

03/31/20 1:10 AM CDT

Let’s see . . . the water pill is a 50 milligram . . . the anxiety pill is a 20 milligram . . . and the metformin is an 850 milligram tablet. (Clarified to what dose my medications are.)

do you miss any does (Clarified to Do you miss doses of your medication?.)

Question

03/31/20 1:11 AM CDT

I’m good about taking all my doses. I just take my metformin with breakfast, lunch, and dinner. And I take the water pill and the anxiety pill just with breakfast. I’ve been on metformin for 5 years, and I don’t think I’ve missed a dose. (Clarified to if I miss doses of my medication.)

do you exercise

Question

03/31/20 1:13 AM CDT

I don’t exercise. I just don’t have the time.

tell me about your diet

Question

03/31/20 1:13 AM CDT

My diet could be better, to be honest. I eat a lot of carbs and fried foods, and I tend to go for pizza when I’ve had a really bad day. I don’t feel like my diet is out of control exactly, but I’ve been thinking about cutting down.

do you drink

Question

03/31/20 1:13 AM CDT

I never drink.

what level of income do you make

Question

03/31/20 1:15 AM CDT

I make around $25,000 off of my graduate school stipend. I have to be pretty careful with my budget.

family history

Question

03/31/20 1:15 AM CDT

My folks have some stuff going on, which is probably why I’ve got some stuff going on. My dad has hypertension like me, and my mom has diabetes like me. She has high cholesterol, too.

i am sorry to hear that you are having a hard time with your family. I am sure that is adding to current stress and anxiety

Empathize

03/31/20 1:16 AM CDT

Ha, thanks.

i am sorry about your financial difficulties

Empathize

03/31/20 1:17 AM CDT

Thank you.

difficulty urinating

Question

03/31/20 1:18 AM CDT

I can pee just fine. In fact, I’ve been having to pee way more these days.

any chest pain

Question

03/31/20 1:18 AM CDT

I never really have chest pain.

how you deal with your anxiety

Question

03/31/20 1:20 AM CDT

Usually when I’m anxious, I just breathe slow and take a few minutes, but I’ve been so much more worried lately it doesn’t work very well. Honestly, the only new thing I’ve been doing to deal with all this stress is eat comfort food. I’ve probably gained 15 pounds since I last came to the doctor three months ago.

managing you anxiety can be challenging, and I’m sorry it has made such a huge impact on your life

Empathize

03/31/20 1:21 AM CDT

Thanks for saying that.

a healthy diet is important to control your hypertension and disbetes

Educate

03/31/20 1:22 AM CDT

Good to know.

in order to manage your diabetes and hypertension, you will need to manage your weight

Educate

03/31/20 1:24 AM CDT

I hadn’t thought of that.

i need to educate you on your new medications

Question

03/31/20 1:31 AM CDT

I appreciate it.

take at same time everyday

Question

03/31/20 1:32 AM CDT

Yeah. Got it.

stop taking your previous medications

Question

03/31/20 1:32 AM CDT

Alright. I’ll stop taking my other medication.

monitor for signs of low blood sugar

Question

03/31/20 1:32 AM CDT

I’ll start keeping snacks in my school bag.

monitor for signs of an allergic reaction

Question

03/31/20 1:33 AM CDT

I’ll let you now right away if I see anything like that.

it is important to check your blood sugar

Question

03/31/20 1:34 AM CDT

Alright – I can do that.

stop taking your other medication

Question

03/31/20 1:34 AM CDT

Alright. I will.

report signs of cough fatigue and headache

Question

03/31/20 1:34 AM CDT

Thanks for the heads up.

contact us immediately if your tongue swells

Question

03/31/20 1:35 AM CDT

Ah. Alright.

avoid salt substitutes

Question

03/31/20 1:35 AM CDT

Gotcha.

and standing too quickly

Question

03/31/20 1:35 AM CDT

Hmm. Alright.

can i help you with anything else.

Question

03/31/20 1:36 AM CDT

Ok. See you later.

NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics

Advanced practice nurses will be working with a multitude of individuals and it is important for an advance practice nurse to know and understand pharmacokinetics and pharmacodynamics of the different medications that they will be prescribing throughout their career.  According to Rosenthal and Burchum (2018), pharmacokinetics is the study of drug movement throughout the body and pharmacodynamics is the study of the biochemical and physiologic effects of drugs on the body and the molecular mechanisms by which those effects are produced.  Pharmacokinetics involves four basic processes which includes absorption, distribution, metabolism, and excretion (Rosenthal & Burchum, 2018). NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics.

A 68-year old female comes to the hospital because she is feeling flushed and just not feeling like herself.  Upon examination the patient is hypertensive and slightly tachycardic.  The patient does not have any complaints of pain.  The patient has a health history of anxiety, depression, COPD, hypertension, and chronic kidney disease.  The patient is being admitted for hypertensive crisis.  The patient takes a serotonin reuptake inhibitor for her depression, an ace inhibitor for her hypertension.

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One factor to consider while treating this patient is their chronic kidney disease.  The chronic kidney disease could be one reason that the patient is having uncontrolled hypertension and will also need to be considered when treating this patient with new medications. NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics  A second factor could be the patient’s compliance with medication regimen at home.  A third reason could be environmental exposure.

One of the first things that would need to be done would be to ask the patient about her compliance with her home medication regimen.  It would be important to obtain a renal function panel to determine if the patient was in acute renal failure.  After this information is obtained a better plan of care could be made for the patient’s long-term treatment.

If a patient is having acute kidney failure or injury the alterations of drug responses are attributed to pharmacokinetics and that at least 50% of all essential medications are influenced by kidney dysfunction (Keller & Hann, 2018).  The four basic processes of pharmacokinetics play a major role in renally compromised patients NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics.  All four phases involve movement and if one phase is compromised it can cause a disruption in the effectiveness of the medication.

Environmental exposures can also be taken into consideration when considering the pharmacokinetics and pharmacodynamics of the effectiveness of a medication.  In a recent study it was shown that environmental pollutants such as pesticides can alter drug-metabolizing enzymes, as well as pharmacokinetics of drug metabolism (Banerjee, 2020).

In conclusion, having the full details of this patient’s case would be beneficial in determining a full treatment plan.  After the hypertensive crisis was under control then I would continue with the patient’s home dose and continue to monitor the patient.  The patient may need to have an increase in their medication, or they may need to add in a secondary medication for hypertension NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics.

 

References

Banerjee, et al.  (01/17/2020). 
Effect of environmental exposure and pharmacogenomics of drug metabolism. 

DOI:
 
https://doi.org/10.2174/1389200221666200110153304

Keller, F., & Hann, A.  (2018). 
Principles of drug response and alterations in kidney disease. 
CJASN 
September 2018, 
13 
(9) 
1413-1420; 
DOI: https://doi.org/10.2215/CJN.10960917

Rosenthal, L. D., & Burchum, J. R. (2018).
Lehne’s pharmacotherapeutics for advanced practice providers
. St. Louis, MO: Elsevier.

 

Discussion: Pharmacokinetics and Pharmacodynamics

As an advanced practice nurse assisting physicians in the diagnosis and treatment of disorders, it is important to not only understand the impact of disorders on the body, but also the impact of drug treatments on the body. The relationships between drugs and the body can be described by pharmacokinetics and pharmacodynamics.

Pharmacokinetics describes what the body does to the drug through absorption, distribution, metabolism, and excretion, whereas pharmacodynamics describes what the drug does to the body NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics.

When selecting drugs and determining dosages for patients, it is essential to consider individual patient factors that might impact the patient’s pharmacokinetic and pharmacodynamic processes. These patient factors include genetics, gender, ethnicity, age, behavior (i.e., diet, nutrition, smoking, alcohol, illicit drug abuse), and/or pathophysiological changes due to disease.

For this Discussion, you reflect on a case from your past clinical experiences and consider how a patient’s pharmacokinetic and pharmacodynamic processes may alter his or her response to a drug.

To Prepare

Review the Resources for this module and consider the principles of pharmacokinetics and pharmacodynamics.

Reflect on your experiences, observations, and/or clinical practices from the last 5 years and think about how pharmacokinetic and pharmacodynamic factors altered his or her anticipated response to a drug.

Consider factors that might have influenced the patient’s pharmacokinetic and pharmacodynamic processes, such as genetics (including pharmacogenetics), gender, ethnicity, age, behavior, and/or possible pathophysiological changes due to disease.

Think about a personalized plan of care based on these influencing factors and patient history in your case study.

By Day 3 of Week 1

Post
a
description of the patient case from your experiences
, observations, and/or clinical practice from the last 5 years. Then, describe factors that might have influenced pharmacokinetic and pharmacodynamic processes of the patient you identified. Finally, explain details of the personalized plan of care that you would develop based on influencing factors and patient history in your case. Be specific and provide examples. NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics

By Day 6 of Week 1

Read
a selection of your colleagues’ responses and
respond
to
at least two
of your colleagues on
two different days
by suggesting additional patient factors that might have interfered with the pharmacokinetic and pharmacodynamic processes of the patients they described. In addition, suggest how the personalized plan of care might change if the age of the patient were different and/or if the patient had a comorbid condition, such as renal failure, heart failure, or liver failure.

Note:
For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on
Submit!
NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics

 

NURS_6521_Week1_Discussion_Rubric

Grid View

List View

Excellent

Good

Fair

Poor

Main Posting

Points Range:
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.

Points Range:
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.

NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics

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.

Points Range:
35
(35%)
– 39
(39%)

Responds to some of the discussion question(s). NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics

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.

Points Range:
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. NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics

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

Main Post: Timeliness

Points Range:
10
(10%)
– 10
(10%)

Posts main post by day 3

Points Range:
0
(0%)
– 0
(0%)

Points Range:
0
(0%)
– 0
(0%)

Points Range:
0
(0%)
– 0
(0%)

Does not post by day 3

First Response

Points Range:
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.

Points Range:
15
(15%)
– 16
(16%)

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.

NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics

Points Range:
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.

Points Range:
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.

NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics

Second Response

Points Range:
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.

Points Range:
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.

Points Range:
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.

Points Range:
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.

NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics

Participation

Points Range:
5
(5%)
– 5
(5%)

Meets requirements for participation by posting on three different days.

Points Range:
0
(0%)
– 0
(0%)

Points Range:
0
(0%)
– 0
(0%)

Points Range:
0
(0%)
– 0
(0%)

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

Total Points: 100

NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics Example

As an Intensive Care Unit (ICU) nurse of 10 years, I have taken care of a variety of different people with a broad spectrum of illnesses and problems. Pharmacokinetics, or how the body processes a drug, must be carefully considered for the best treatment options (Rosenthal & Burchum, 2018). A typical patient diagnosis that can be particularly difficult to manage medically is drug and alcohol abusers. Their drug tolerances and organ impairment related to damage from abuse can make it especially challenging to treat their conditions.

I vividly remember taking care of a patient in their early 30s who was admitted to the medical intensive care unit that I worked in for alcohol withdrawal. He had no past medical history except for alcohol and benzodiazepine abuse. He was found by a family member in alcohol withdrawal and was immediately brought to the hospital. The clinical institute withdrawal assessment for alcohol scale (CIWA), was used to determine the severity of withdrawal. This scale views different symptoms of withdrawal such as nausea/vomiting, tremors, sweats, anxiety, agitation, visual and auditory disturbances, headache, and orientation (MERCK Manual Professional Version, 2020). His CIWA score was extremely high, which showed severe withdrawal.

Typical treatment for alcohol withdrawal includes the administration of benzodiazepines in order to get through the detox process. This drug helps lessen the withdrawal symptoms. When giving this patient a standard dose of benzodiazepines such as Ativan or Valium, there was no decrease in clinical symptoms. This was because of his history of benzodiazepine abuse and increased tolerance. Increased drug administration and frequency were ordered until the patient’s withdrawal symptoms were under control. However, the patient also had liver damage from alcoholic cirrhosis. Benzodiazepines are drugs that are metabolized by the liver (Brett & Murnion, 2015).  Since the liver was not functioning correctly, the medications administered to control alcohol withdrawal were not processed appropriately by the liver, causing a buildup of the drugs (Louvet & Mathurin, 2015). The patient became unresponsive, and an advanced airway was placed for airway protection.

I feel that this patient’s care could have been handled differently. Due to this patient’s history, a different plan of treatment should have been initiated. I feel that by following the standard protocol for alcohol withdrawal treatment, the outcome of this patient getting intubated was inevitable. However, the patient will remain unresponsive until his body cleared all of the benzodiazepine drugs. This could be a lengthy process and delay his care further. I would have suggested intubation and mechanical ventilation from admission, and to use sedation safe for the liver. By doing this, the patient would be able to overcome his detox safely and have his breathing tube removed sooner. This would decrease any other risks associated with prolonged mechanical ventilation NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics.

 

References

Brett, J., & Murnion, B. (2015, October). Management of benzodiazepine misuse and dependence. Australian Prescriber, 38(5), 152-155. http://dx.doi.org/https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4657308/

Louvet, A., & Mathurin, P. (2015, March 15). Alcoholic liver disease: mechanisms of injury and targeted treatment. Nature Reviews Gastroenterology, 12, 231-242. Retrieved from https://www.nature.com/articles/nrgastro.2015.35

MERCK Manual Professional Version. (2020). CIWA. Retrieved February 27, 2020, from https://www.merckmanuals.com/professional/multimedia/clinical-calculator/CIWA%20Ar%20Clinical%20Institute%20Withdrawal%20Assessment%20for%20Alcohol%20Scale

Rosenthal, L. D., & Burchum, J. R. (2018).
Lehne’s pharmacotherapeutics for advanced practice providers
. St. Louis, MO: Elsevier. NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics

 

NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics Example

Pharmacokinetics refers to the processes that the body subjects a drug to once administered. These processes include absorption, distribution, metabolism, and excretion. Contrarily, pharmacodynamics describes the effects that a drug has on the body, such as changes in the physiological processes and the side effects. The two processes are affected by different patient characteristics, such as age and gender. I have worked with the pediatric patient population and observed the two concepts in these patients. Lu and Rosenbaum (2014) define the pediatric population as consisting of neonates, infants, developing children, and adolescents. Their age affects pharmacokinetics and pharmacodynamics in various ways.

I have learned a lot from my experience with pediatric patient populations. First, the effective administration of drugs is tremendously challenging. This is because the rapid developments taking place inside the body have profound effects on pharmacokinetics and pharmacodynamics. For example, the gastric PH of a pediatric patient changes rapidly from birth through to childhood, which affects the efficiency of orally administered drugs. In addition, their physical size and physiological factors such, as membrane permeability, vary as the individual matures. In one instance, medicine administered to two children with similar conditions, and with an age differential of two months, had different results due to fast growth rate. NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics.

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Administering drugs to pediatric patient population requires careful consideration of their unique physical and physiological characteristics. For example, the difference in the physical size between neonates and infants require that they are given different dosage sizes. Growth occurs very fast when the child is young, and it is critical to have the exact age and weight to administer the correct dosage. Another essential factor to consider in administering drugs is the PH of the gut. At birth, for example, gastric PH is neutral. Administering drugs to neonates should then consider the chemical composition of drugs administered orally to ensure they are effective (van den Anker et al., 2018). Every child should be treated uniquely as the rate of growth, and bodily changes vary. NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics

References

Lu, H., & Rosenbaum, S. (2014). Developmental pharmacokinetics in pediatric populations. 
The Journal of Pediatric Pharmacology and Therapeutics
, 
19
(4), 262-276.

van den Anker, J., Reed, M. D., Allegaert, K., & Kearns, G. L. (2018). Developmental changes in pharmacokinetics and pharmacodynamics. 
The Journal of Clinical Pharmacology
, 
58
(10), S10-S25 NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics.

 

NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics Response

Great job on explaining how medication administration can be influenced on patient factors such that of a pediatric patient. I work on the opposite end of the spectrum-gerontology patients so reading your discussion post was interesting and educational. I did some additional research on how medication administration and prescribing is different upon the pediatric population.

In review of literature one potential restraint that providers have when it comes to the pediatric patients is considering the likelihood that oral medications may be rejected due to the taste and texture that they are available in. It is essential for providers to understand the developmental pathway that occurs in terms of pediatric patients. According to Eidelman & Abdel-Rahman (2016), “the capacity to discriminate sweet and umami is present 
in utero
, followed by texture, temperature and piquancy at 1–2 years of age and finally bitter, salty and sour around the age of 2 years. Olfactory senses do not appear to fully mature until children are 5–7 years of age. Other adaptive behaviors, which typically manifest by 2–5 years of age, influence a child’s willingness to accept novel foods, and by extension, medicines” (Eidelman & Abdel-Rahman, 2016, p.70). It is essential that providers are aware of all of the available forms and flavors that medications come in to ensure that medication is not rejected by the pediatric patient to ensure that the medication is effective. I found this factor interesting as it is not something that I would have considered or thought to consider prior to reviewing the content that is covered in this week’s material NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics.

Cultural differences that may exist between the prescribing provider and the patient and their families should also be taken into consideration when prescribing medications. Many different cultures will often use traditional and herbal medications in addition to mainstream medications so having a clear understanding of these cultural differences and being able to ask appropriate questions to identify other health practices is essential as traditional and herbal medications can influence the effectiveness and interactions between the two treatment options (World Health Organization, 2007, p.10).

 

Eidelman, C. &.-R. (2016). Pharmacokinetic considerations when prescribing in children.
International Journal of Pharmacokinetics
, 69-80.

Organization, W. H. (2007).
Promoting Safety of Medicines for Children.
Geneva: WHO Press. NURS 6521 week 1 Discussion: Pharmacokinetics and Pharmacodynamics

Searching for articles to answer PICO(T) questions can be rigorous and time-consuming. Techniques used can be different in several ways depending on the database used, terms, keywords, and Boolean operators. To search the databases, one must classify the elements of the PICO(T) question.  According to Stillwell, Fineout-Overholt, Melnyk, and Williamson (2010, p. 1), “PICOT is an acronym for the elements of the clinical question: patient population (P), intervention (I), comparison of intervention or issue of interest (C),  outcome(s) of interest (O), and time it takes for the intervention to achieve the outcomes (T).” Below is an example of a PICO(T) question for this discussion:

PICOT QUESTION: Are Aricept effective in reducing signs and symptoms of Alzheimer’s Disease compared to Namenda on the geriatric population 65+ years old after 3 years?

P – geriatric population 65+ with Alzheimer’s disease

I –   Aricept medication

C-   Namenda

O- reduced signs and symptoms of Alzheimer’s disease

T – in 3 years

Two Databases

Cochrane Database of Systematic Reviews

The number of articles shown on the first attempt showed 3,691 articles using the words:

Alzheimer’s

OR Donepezil or Aricept

OR Namenda or memantine

OR Effectiveness

Number of articles returned on the second attempt search with different Boolean operators: 27 articles

Search terms used: main box: Alzheimer’s disease OR dementia

Second search box: AND Aricept or donepezil

Third search box: OR Namenda or memantine

Fourth search box: AND effectiveness OR efficacy OR effective

Database of Abstracts of Reviews of Effects (DARE)

Search terms used: main box: Alzheimer’s disease AND

Second search box: medication AND

Third search box: effective OR

Number of articles on original Search: 2

Second attempt: Main search box: Alzheimer’s disease or dementia

Second search box: medication OR

Third search box: effective OR

Number of articles shown: 35

Using different Boolean operators and terms can change the number of articles returned on the second attempt compared to the first attempt. Furthermore, there are strategies to make to increase the rigor and effectiveness of database research on the PICO(T) question. According to New York University Libraries (2020), there are strategies includes “translating the natural language terms to subject descriptors, Medical Subject Headings (MeSH) terms, or descriptors”. According to Baumann (2016, para. 5), MeSH terms are “labels assigned to each article in Medline in order to describe what the article is all about. They are also official words or phrases selected to represent particular biomedical concepts.” One can start on the (P) and the (I) only to begin to search and keep initial search results broad.

Changing terms, keywords, Boolean terms can make a big difference in the research outcome. By using PICO(T) in a clinical inquiry, with the right strategies, nurses will gain knowledge and skills in gathering evidence one step at a time. Locating evidence can be time-consuming but with constant practice, it can be a breeze.

References

Baumann, N. (2016, January 13). How to use medical subject headings (MeSH). 
The International Journal of Medical Practice
, 
70
(2), 171-174. http://dx.doi.org/ https://doi.org/10.1111/ijcp.12767

New York University Libraries. (2020). Health (Nursing, Medicine, Allied Health): Search strategies: Framing the question (PICO). Retrieved from https://guides.nyu.edu/c.php?g=276561&p=1847897

Stillwell, S., Fineout-Overholt, E., Melnyk, B. M., & Willliamson, K. (2010, March). Evidence-based practice, step by step: Asking the clinical question: A key step in evidence-based practice. 
American Journal of Nursing
, 
110
(3), 58-61. http://dx.doi.org/doi: 10.1097/01.NAJ.0000368959.11129.79

 

Health organizations deliver health care and promote quality care to a population. To provide quality care, health organizations based their decisions on research, and implement this information using evidence-based practice.

The healthcare organization named the Center for Disease Control and Prevention (CDC). CDC is “one of the divisions of the United States Department of Health and Human Services and the highest governmental health organization in the United States” (Forrest, 2019). The mission of the CDC is to “promote health and improve quality of life by preventing and controlling disease, injury, and disability” (Forrest, 2019, para.1). The organization is also “charged with protecting the public health by providing leadership and direction in the prevention and control of disease and other preventable conditions” (Forrest, 2019, para.1).

CDC’s mission is to protect the US population. To accomplish these, CDC “conducts critical science and provides health information to prevent expensively and dangerous health threats, and responds when this arises” (CDC.gov, 2019, para.2). One of the CDC’s pledge to the American people is to “base all public health decisions on the highest quality data that is derived openly and objectively” (CDC.gov, 2019).

CDC’s work is grounded on evidence-based practice (EBP), as they have stated on their website, all their decisions are based on scientific quality data. According to Melnyk, Fineout-Overholt, Stillwell, and Williamson (2010), the evidence-based practice uses seven steps: cultivate a spirit of inquiry, ask clinical questions, search for the best evidence, critically appraise the evidence, integrate the evidence with critical expertise, and patient preferences and values, evaluate the outcomes of practice decisions or changes based on evidence, and lastly, disseminate EBP results. These steps were all apparent in their mission statement.

The information gathered from their website has changed my perception of the organization as they provide information that is not biased, not based on opinion but facts. For example, they have a specific link to a journal that addresses chronic diseases entitled “Preventing Chronic Diseases.” This link also stated public health research, practice, and policy. According to the CDC (2019), the journal is a:

“peer-reviewed public health journal sponsored by Centers for Disease Control and Prevention authored by experts worldwide. Their mission is to promote dialogue among researchers, practitioners, and policymakers worldwide on the integration and application of research findings and practical experience to improve population health. The journal’s vision is to serve as an influential journal in the dissemination of the proven and promising peer-reviewed public health findings, innovations, and practices with editorial content respected for its integrity and relevance to chronic disease prevention”.

A healthcare organization that uses evidence-based practice to provide quality care follows a format that forms an inquiry, search, synthesize, implement, and evaluate the outcomes of the implemented principles.

References

Centers for Disease Control and Prevention. (2019). Preventing Chronic Diseases. Retrieved from https://www.cdc.gov/pcd/about_the_journal/index.htm

Centers for Disease Control and Prevention. (2019). Mission, Role, and Pledge. Retrieved from https://www.cdc.gov/about/organization/mission.htm

Forrest, K. Y.Z. (2019). Centers for Disease Control and Prevention (CDC). 
Magil’s Medical Guide (Online Edition)
. Retrieved from https://eds-a-ebscohost-com.ezp.waldenulibrary.org/eds/detail/detail?vid=4&sid=22b2cb3a-38ae-447a-bf2a-59d719e86629%40sdc-v-sessmgr02&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=89093368&db=ers

 

Discussion: Where in the World Is Evidence-Based Practice?

March 21, 2010, was not EBP’s date of birth, but it may be the date the approach “grew up” and left home to take on the world.

When the Affordable Care Act was passed, it came with a requirement of empirical evidence. Research on EBP increased significantly. Application of EBP spread to allied health professions, education, healthcare technology, and more. Health organizations began to adopt and promote EBP.

In this Discussion, you will consider this adoption. You will examine healthcare organization websites and analyze to what extent these organizations use EBP.

To Prepare:

Review the Resources and reflect on the definition and goal of EBP.

Choose a professional healthcare organization’s website (e.g., a reimbursing body, an accredited body, or a national initiative).

Explore the website to determine where and to what extent EBP is evident.

By Day 3 of Week 1

Post
 a description of the healthcare organization website you reviewed. Describe where, if at all, EBP appears (e.g., the mission, vision, philosophy, and/or goals of the healthcare organization, or in other locations on the website). Then, explain whether this healthcare organization’s work is grounded in EBP and why or why not. Finally, explain whether the information you discovered on the healthcare organization’s website has changed your perception of the healthcare organization. Be specific and provide examples.

By Day 6 of Week 1

Respond
 to at least 
two
 of your colleagues
 on two different days
 by visiting the websites they shared and offering additional examples of EBP or alternative views/interpretations to those shared in your colleagues’ posts.

Submission and Grading Information

 

The healthcare organization website reviewed for this discussion was, The Joint Commission’s (TJC) website. TJC was Founded in 1951, as an independent, not-for-profit organization and is the nation’s oldest standards-setting and accrediting body in health care (TJC, 2020). TJC is the largest accrediting body in the United States, evaluating and accrediting over 22,000 health care organizations and programs throughout the country (TJC, 2020). TJC was created with the intent of continuously improving health care for the public by evaluating health care organizations and driving them to excel in providing safe and effective care of the highest quality (TJC, 2020).

The term evidence-based practice does not appear in TJC’s mission or vision statement; however, it can be found in the, “Health Services Research” section under, “Resources”. According to Brown (2018) evidence-based practice is the utilization of care practices that have been recommended by an agency because the available evidence indicates they are effective. This description is reinforced by Melnyk and Fineout-Overholt (2018) who express that evidence-based practice is a lifelong problem-solving approach to clinical decision making that involves the use of the best available evidence combined with acquired experience and or  expertise along with patient preference to improve outcomes.

Based on the previous descriptions of evidence-based practice, The Joint Commission’s work in the development of standards meet this criterion. According to TJC (2020) standards are developed with input from health care professionals and are informed by current scientific literature, expert consensus, must relate to patient safety or quality of care, and have a positive impact on health outcomes. After conducting research, the information provided on TJC’s website has changed my perception of the healthcare organization. Prior to being informed I assumed TJC’s role was to survey and penalize healthcare organizations for infractions. I did not fully comprehend that TJC conducted research and surveyed healthcare organizations to ensure best practice guidelines were being followed in order to achieve high quality care and improved outcomes across a variety of settings.

 

References

Brown, S. J. (2018). 
Evidence-Based Nursing: The Research-Practice Connection
. Burlington: Jones and Bartlett Learning.

Melnyk, B. M., & Fineout-Overholt, E. (2018). 
Evidence-based practice in nursing & healthcare: A guide to best practice 
(4th ed.). Philadelphia, PA: Wolters Kluwer.

The Joint Commission. (2020). History of The Joint Commission. Retrieved from 
https://www.jointcommission.org/about-us/facts-about-the-joint-commission/history-of-the-joint-commission/

The Joint Commission. (2020). Standards Development Process. Retrieved from https://www.jointcommission.org/standards/about-our-standards/

 

response

In addition to your post, in the “Resources” link, one can also click on the “Research” drop-down menu, and it will show Operations Support Research, Evaluation Research, and Health Services Research on The Joint Commission website.

The Operation Support Research analyzes and interprets data to inform and support Joint Commission programs and services. It uses “quantitative and qualitative research methods to ensure that decision making across the organization is informed by reliable information” (The Joint Commission, 2020a, para.1)

In the Evaluation Research, which uses “qualitative and quantitative methods to carry out research activities such as systematically assessing outcomes of a specific intervention or the impact of a product, program, or service on an organization, or its stakeholders” (The Joint Commission, 2020b, para.1)

In the Health Services Research, it supports customers with evidenced-based quality improvement and safety interventions (The Joint Commission, 2020c, para.1). According to the United States Agency for Healthcare Research and Quality (AHRQ), as cited by The Joint Commission (2020c), is a “multidisciplinary field of scientific investigation that studies how the social, economic and health technologies and personal behavior affect access to health care, the quality and cost of health care, and ultimately our health and well-being” (para.3).

This website uses evidence-based practice to provide quality, effective methods of health care delivery serving the United States population.

References

The Joint Commission. (2020a). Operations support research. Retrieved from 
https://www.jointcommission.org/resources/research/operations-support-research/

The Joint Commission. (2020b). Evaluation Research. Retrieved from 
https://www.jointcommission.org/resources/research/evaluation-research/

The Joint Commission. (2020c). Health Services Research. Retrieved from https://www.jointcommission.org/resources/research/health-services-research/

 

 

NURS_6052_Module01_Week01_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

Name: NURS_6052_Module01_Week01_Discussion_Rubric

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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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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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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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.

 

Accessible player
 
–Downloads–
Download Video w/CC
Download Audio
Download Transcript

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