NURS 3110 Information Management & Patient Care Technology Full Course
NURS 3110 Information Management & Patient Care Technology Full Course
NURS 3110 Week 1 Assignment 1: HIPAA – An Issue of Patient Privacy
NURS 3110 Week 1 Assignment 1: HIPAA – An Issue of Patient Privacy
Technologies have brought us a lot of changes and comfort in our lives. In particular, today’s technologies have become an integral part of patient care. However, the increasing use of EHR and mobile devices has become a threat to the privacy and confidentiality of patients. “Emerging trends in healthcare delivery bring benefits as well as new threats to privacy and private health information” (Hebda & Czar, 2013, p. 23).
The purpose of this assignment is to identify how technologies can breach patient privacy and to discuss hospital and personal strategies to protect patient privacy and confidentiality.
Strategies to Safeguard Information
In the assigned scenario, I found two different cases which broke the HIPAA law. First, Jennifer, a registered nurse, realized that a co-worker, Tim, broke the privacy boundaries of his patients. Tim posted pictures of his patients to Facebook without their permission or consent sign, even though the pictures included their personal information. Second, Jennifer also realized that the personal information of patients had been shared among nurses, techs, and physicians through their personal cell phones and Google Calendar, which were not approved by the Compliance Officer or Information Technology. The first strategy to protect patient privacy when using a mobile device in the current hospital is to allow each nurse to log in only with the ID and password provided by the hospital. Our hospital uses mobile devices called personal communications devices (PCD) and personal digital assistants (PDAs) that are given to each nurse at the start of the shift. To use the PCDs and PDAs, we must log in with the username and password ID which are given by the hospital. Also, we are allowed to log in to PDAs after passing through 5 security steps. In addition, each PDA has a tracking system that keeps track of the activities each user has done through a mobile device. As a second strategy, my hospital uses employee ID badges to log in and out of mobile devices and computers. The employee ID badge which is assigned to each healthcare provider, has a chip and barcode to allow him/her to log in and out of computers, PDAs, phones, and access to doors. Using these safeguard systems to log in and out of mobile devices and computers would help to protect the privacy of patients.
Mobile Devices and Communication Issues
My current hospital does not allow nurses to use personal mobile devices but an assigned mobile device which is called PCD. PCD is given to each nurse at the beginning of the shift, and each nurse needs to hand it off to a specific person at the end of the shift. It is not able to send text messages, access to the internet, or take pictures, and is designed solely to make and receive calls. My hospital does not allow to use of personal laptop computers or tablets for charting. Nurses can only do EHR documentation on stationary computers which are secured by the hospital. Also, a text message can only be sent to a doctor via a special text system icon on a stationary computer. When a text message is sent to a doctor’s pager, the doctor calls a nurse’s PCD mobile device. This system protects patient privacy by preventing nurses or doctors from exposing patients’ information.
Nursing Strategies to Protect Health Information
Protecting patient privacy at any time and in any situation is very important, especially when using mobile devices. The personal strategies I am using to protect patient privacy and their health information are to log off assigned mobile devices or computers after documentation or use of EHR, keep my assigned mobile device safely and carry it all the time at work, and not share my assigned mobile device with others, and not use my personal cell phone at work. These are small efforts, but I think these efforts are the first step in protecting patient privacy.
Conclusion
“Mobile health may transform health care and health promotion” (Wang and Huang, 2013). However, healthcare providers must be fully aware of the breach risk of patient privacy and confidentiality and comply with HIPAA rules (McDavid, 2013. pp, 53). In particular, as a nurse, we must always protect the privacy of patients and keep them safe. By doing so, we can build trust with patients, which will help for a better quality of care. In addition, we should always consider patient privacy first and be careful when using mobile devices and EHR programs.
References
Hebda, T. and Czar, P. “The Electronic Health Record.” Handbook of Informatics for Nurses & Healthcare Professionals, 5th ed., Pearson, 2013, pp. 276–292
McDavid, J. P., Esq. (2013). HIPAA risk is contagious: Practical tips to prevent a breach. The Journal of Medical Practice Management: MPM, 29(1), 53-5. Retrieved from /orders/ezp.waldenulibrary.org/login? url=/orders/search-proquest-com.ezp.waldenulibrary.org/docview/1437303156?accountid=14872
Wang CJ, Huang DJ. The HIPAA Conundrum in the Era of Mobile Health and Communications. JAMA.2013;310(11):1121–1122. doi:10.1001/jama.2013.219869
NURS 3110 Week 1 Assignment -Protecting Patient Health Information and the Use of Mobile Devices In the Workplace
For this HIPAA: An Issue of policy privacy Essay Assignment, review the following from this week’s resources:
Resources of HIPAA Privacy and Security Rules.
Resources on privacy and security and the use of mobile devices in patient care.
Privacy and Confidentiality Scenario
Identify the issues related to patient privacy and confidentiality in this scenario.
Describe strategies your organization (or one with which you are familiar) might use to safeguard patient information from the use of mobile devices. HIPAA – An Issue of Patient Privacy
Discuss the use of mobile devices for patient care in your organization (or one with which you are familiar) and any organizational policies related to mobile devices. Specifically, address the use of text messages to communicate patient care information and explain what happens to a message after it is sent.
Analyze your personal strategies used to protect patient health information on mobile devices.
Do your personal strategies adequately protect information in a patient care setting?
Provide examples of alternate or additional methods that could be used to insure patient privacy and confidentiality is maintained. HIPAA – An Issue of Patient Privacy
Include a minimum of three resources from the professional nursing literature in the assigned course readings and other references in the Walden Library.
NURS 3110 Week 1 Discussion Questions 1 and 2
NURS 3110 Week 2 Assignment 1: Self-Assessment of Nursing Informatics Competencies
For this Assignment:
- Complete the “TIGER-based Assessment of Nursing Informatics Competencies (TANIC©) survey†provided in this week’s Resources. Be sure to complete the TANIC survey by Day 3 of this week.
- Reflect on the answers you provided within your survey.
- Consider how you could improve your skills in these areas, and identify resources within your organization as well as external resources that could be used to develop nursing informatics competencies.
- Review the AWE Checklist (2000/3000 Level).
- Find one scholarly resource to inform your self-evaluation and/or plan.
- Use the Self-Assessment Paper template from this week’s Resources. No abstract or reference list is required for the AWE Checklist.
- Submit the TANIC © survey to the Week 2 designated assignment area. Assignment: Self-Assessment of Nursing Informatics Competencies.
Submit a 2-3-page, double-spaced paper that addresses the following:
- Provide a brief overview of the TANIC © tool, and your strengths and weaknesses as outlined in your self-assessment.
- Choose at least one skill that is pertinent to your current position or future goals in which you need to strengthen your abilities for each of the three main areas (basic computer competencies, information literacy competencies, and information management competencies). Assignment: Self-Assessment of Nursing Informatics Competencies.
- Outline a brief plan for developing these competencies. In your plan, identify resources that can assist and are available to you within your organization or one with which you are familiar. Identify any external resources, and explain how these resources are relevant to your current practice and/or future goals.
- Analyze how developing nursing informatics competencies contributes to your effectiveness as a nurse.
Note: This assignment is a self-assessment and can be written in the first person. Include a minimum of three resources from the professional nursing literature in the assigned course readings (include the TANIC© tool as a reference), other references in the Walden Library or relevant professional web sites. Assignment: Self-Assessment of Nursing Informatics Competencies.
NURS 3110 Information Management and Patient Care Technology Week 3 Assignment
NURS 3110 Information Management and Patient Care Technology Week 3 Assignment
Comparing Organizations with Benchmark Data-due by Week 3, Day 7 Assignment: For this Application assignment, first review under learning resources one of the three links to Center for Medicare and Medicaid Services (CMS) compare sites (hospital compare, home health compare or nursing home compare).
Write a 2-3 page assignment comparing two facilities on the identified CMS measures.Begin this assignment with describing the two facilities chosen to be compared and an explanation of why they were chosen. Benchmark the facilities against local, state and national averages on at least two different measures. Discuss some of the potential causes for differences in the data between the two facilities that you reviewed. Lastly, provide insight into how standardization of data is necessary to compare facilities.
Grading Rubric:(p. 2-3) Review the Rubric to guide you in writing your assignment. The Rubric is also your instructors guide to grading your assignment. Template(p. 4-6): Please use the attached Template in this Rubric or the Academic Writing Expectations (AWE) 2000/3000 Level Assignment Template found in the course. Formatting: Follow the attached Template in this Rubric or use the AWE 2000.3000 Level Assignment Template found in the course. Be sure to use 12 pt. Times New Roman font, 1 inch margins, and double space your paper Writing Checklist(p. 7) Review the items on the checklist to ensure that you meet the expectations the expectations of AWE 2000/3000.
Submission Instructions: Prior tosubmitting your assignment for grading, upload your assignment to the SafeAssign Draft area of the course. Review your SafeAssign results, and revise your assignment as needed. You may need to work on properly paraphrasing material to improve your SafeAssign Score. Consider usingthis week’s Writing Center Course Resources to guide you through the process of paraphrasing and referencing evidence from your article.Once you are satisfied with the integrity of your assignment,submit it for grading. Please save your Assignment using the following naming convention: WK3Assgn+last name+first initial. In addition, use this naming convention for the title of your submission.
NURS 3110 Information Management and Patient Care Technology
NURS 3110 Information Management and Patient Care Technology
Week 3 Assignment Grading Rubric
Comparing Organizations with Benchmark Data -due by Week 3, Day 7
Assignment:
For this Application assignment, first review under learning resources one of the three links to Center for Medicare and Medicaid Services (CMS) compare sites (hospital compare, home health compare or nursing home compare). Write a 2-3 page assignment comparing two facilities on the identified CMS measures. Begin this assignment with describing the two facilities chosen to be compared and an explanation of why they were chosen. Benchmark the facilities against local, state and national averages on at least two different measures. Discuss some of the potential causes for differences in the data between the two facilities that you reviewed. Lastly, provide insight into how standardization of data is necessary to compare facilities.
Grading Rubric: (p. 2-3)
Review the Rubric to guide you in writing your assignment. The Rubric is also your instructors guide to grading your assignment.
Template (p. 4-6):
Please use the attached Template in this Rubric or the Academic Writing Expectations (AWE) 2000/3000 Level Assignment Template found in the course.
Formatting:
Follow the attached Template in this Rubric or use the AWE 2000.3000 Level Assignment Template found in the course. Be sure to use 12 pt. Times New Roman font, 1 inch margins, and double space your paper
Writing Checklist (p. 7)
Review the items on the checklist to ensure that you meet the expectations the expectations of AWE 2000/3000.
Submission Instructions:
Prior to submitting your assignment for grading, upload your assignment to the SafeAssign Draft area of the course. Review your SafeAssign results, and revise your assignment as needed. You may need to work on properly paraphrasing material to improve your SafeAssign Score. Consider using this week’s Writing Center Course Resources to guide you through the process of paraphrasing and referencing evidence from your article. Once you are satisfied with the integrity of your assignment, submit it for grading.
Please save your Assignment using the following naming convention: WK3Assgn+last name+first initial. In addition, use this naming convention for the title of your submission.
Assignment Grading Rubric
NURS 3110 Information Management
| Assignment Rubric: Required Content
|
Total Pts: 250 |
| · Introduction:
Begins paper with a brief paragraph that provides an overview of the assignment and its purpose. (10 points)
· Description of Two Organizations:
Describes the two facilities chosen to be compared and why they were chosen. (15 pts for each description).
· Comparison of Two Organizations
Compares to a chosen competitor on state and national average on two different quality measures using the benchmark data from one of the three Compare sites. Includes goal for the quality measure and the achieved goals for each facility. (25pts for each comparison)
· Analysis of Factors that Contribute to Performance Measures
Determines some of the potential causes for differences in the data between the two facilities that you reviewed. (15pts for each of two facilities)
· Data Standardization to Improve Quality Comparison Measures
Provides insight into how standardization of data is necessary to compare facilities (30)
|
|
/150
|
| Use of Resources
Writer makes use of course resources as directed in the assignment instructions. Resources are clearly identified when used. At least three resources are identified within the assignment.
|
|
/50
|
| Format and writing
Writer meets all of the Academic Writing. Expectations. Paper is presented in a clean, professional format with few formatting, typographic or other errors. (AWE 2000/3000).
|
|
/50
|
| Timeliness
Points may be deducted for late submissions. See policy in syllabus.
|
|
|
| Total |
|
/250 |
NURS 3110 Information Management
|
Detailed Explanation of Assignment Expectations
|
Exceeds Expectations
Meets all minimum expectations, plus:
|
Meets Minimum Expectations
|
Does Not Meet Expectations
|
|
Required Content
150
|
Writer goes into depth in addressing the issues and brings additional insights to the topic.
(136-150 pts)
|
Writer successfully addresses all issues and questions given in the assignment details.
(112-135 pts) NURS 3110 Information Management
|
Writer does not successfully address all aspects of the assignment.
(0-111 pts)
|
|
Use of Resources
50
|
Writer makes substantial and insightful use of resources as supporting material. May also include additional resources.
(46-50 pts)
|
Writer makes use of course resources as directed in the assignment instructions. Resources are clearly identified when used.
(38-45 pts)
|
Writer does not use required resources appropriately.
(0-37 pts)
|
|
Format and Writing
50
|
Assignment is free of almost all errors, and is written in clear prose beyond Academic Writing Expectation.
(46-50 pts)
|
Writer meets all of the Academic Writing Expectations. Assignment is presented in a clean, professional format with few formatting, typographic or other errors.
(38-45 pts)
|
Writer does not meet basic expectations for academic writing and/or assignment contains substantial errors.
(0-37 pts)
|
NURS 3110 Section 04 Information Management and Patient Care Technologies
Month, Day, Year
(enter the date submitted to instructor)
Comparing Organizations with Benchmark Data
Begin this paper with a brief paragraph that provides an overview of the assignment and its purpose. There is no separate heading for this paragraph; the heading for this paragraph is the same as the title of the paper. This paragraph will be about 2–3 sentences. The last sentence in this paragraph is a sentence that begins “The purpose of this paper is to¨.
Description of Two Organizations
Paper includes a comprehensive description of two organizations, including an explanation of why the organizations were selected. The description includes location –suburban or urban location, size of the facility (number of beds), awards or certifications and any specialty programs that the facility is renowned for.
Comparison of Two Organizations
Paper includes summary of how student’s chosen organization compares to a chosen competitor on state and national average on two different quality measures using the benchmark data from one of the three Compare sites. Addressed will include the compare site goal for the quality measure, the achieved goals for each facility, and if the facilities compare equally on the measure or one excels above the other.
Analysis of Factors that Contribute to Performance Measures
Assignment describes at least two factors that explain differences on performance measures between the chosen organizations. If the facilities results are comparable note two factors that explain these results. Include using supporting evidence from one scholarly article.
Data Standardization to Improve Quality Comparison Measures
Addresses how the comparison of data analysis is would not happen without standardized data.
Conclusion
End the paper with a summary on the main points of the paper.
References
Although a Reference List not is required at the 2000/3000 AWE Level, you may begin practicing referencing your source/s using APA formatting requirements. Review the “BSN TOP Ten References and Citations” found in Course Resources and the Academic Writing Expectations tab. Also, the Walden Writing Center is YOUR reference resource place at http://academicguides.waldenu.edu/writingcenter/apa/references
Academic Writing Expectations Checklist
Academic Writing Expectations for 2000/3000 Level Courses
http://academicguides.waldenu.edu/writingcenter/undergraduate/awe/2000-3000
NURS 3110 Information Management
Students: Prior to submission please review your assignment for sentence-level, paragraph level, and use of evidence to make sure you meet the AWE expectations. Check the boxes as you complete your review and click the links to access Writing Center for additional resources if you need them.
Sentence-level skills
Constructing complete and correct sentences. See an explanation of sentence components and how to avoid sentence fragments and run-ons. Take an interactive module on sentence basics.
Using and spelling words correctly. See a list of commonly misused words and information on MS Word’s spell check.
Punctuating appropriately. See the different types of punctuation and their uses.
Using Grammarly to catch further errors. See a Grammarly tutorial.
NURS 3110 Information Management
Paragraph-level skills
NURS 3110 Information Management
Using paragraph breaks. Each paragraph acts as a concrete unit of the central argument. See a description of paragraph basics.
Focusing each paragraph on one central idea (rather than multiple ideas). See an explanation of how topic sentences work.
Utilize essay level writing practice and skills, including the use of transitional material and organizational frames.
Use of evidence
Using course learning resources. See examples of integrating evidence in a paper.
Enclosing direct quotes in quotation marks. Read about the purpose of quotation marks.
Paraphrasing (explaining in one’s own words) to avoid plagiarizing the source. Using
quotes appropriately (no more than one short, unique quote.) See paraphrasing strategies. See Ineffective Paraphrasing Strategies
NURS 3110 Week 2 Discussion Questions 1 and 2
NURS 3110 Week 3 Assignment 1: Comparing Organizations with Benchmark Data
NURS 3110 Week 3 Assignment 1: Comparing Organizations with Benchmark Data
Student’s Full Name
Walden University
NURS 3110 Section 04 Information Management and Patient Care Technologies
Month, Day, Year
(enter the date submitted to instructor)
Comparing Organizations with Benchmark Data
Begin this paper with a brief paragraph that provides an overview of the assignment and its purpose. There is no separate heading for this paragraph; the heading for this paragraph is the same as the title of the paper. This paragraph will be about 2–3 sentences. The last sentence in this paragraph is a sentence that begins “The purpose of this paper is to¨.
Description of Two Organizations
Paper includes a comprehensive description of two organizations, including an explanation of why the organizations were selected. The description includes location –suburban or urban location, size of the facility (number of beds), awards or certifications and any specialty programs that the facility is renowned for.
Comparison of Two Organizations
Paper includes summary of how student’s chosen organization compares to a chosen competitor on state and national average on two different quality measures using the benchmark data from one of the three Compare sites. Addressed will include the compare site goal for the quality measure, the achieved goals for each facility, and if the facilities compare equally on the measure or one excels above the other.
Analysis of Factors that Contribute to Performance Measures
Assignment describes at least two factors that explain differences on performance measures between the chosen organizations. If the facilities results are comparable note two factors that explain these results. Include using supporting evidence from one scholarly article.
Data Standardization to Improve Quality Comparison Measures
Addresses how the comparison of data analysis is would not happen without standardized data.
Conclusion
End the paper with a summary on the main points of the paper.
References
Although a Reference List not is required at the 2000/3000 AWE Level, you may begin practicing referencing your source/s using APA formatting requirements. Review the “BSN TOP Ten References and Citations” found in Course Resources and the Academic Writing Expectations tab. Also, the Walden Writing Center is YOUR reference resource place at http://academicguides.waldenu.edu/writingcenter/apa/references
Assignment: Comparing Organizations With Benchmark Data
Please follow the template uploaded
Describe the two organizations you selected and explain why you chose them.
Summarize how your local organization compares to the local competitor, state averages, and national averages using the benchmark data from the three Compare sites in this week’s Resources.
Identify and describe any factors that can explain differences in performance measures. Find one scholarly article that could explain the differences.
Explain how these differences in performance measures might impact nursing practice.
Analyze the effect of publicly reported data on the quality and safety of care for ONE of the following organizations. Select hospitals, nursing homes, OR home health agencies, and analyze the effect of the data listed under that organization:
For Hospitals:
Patient Survey Results
Timely and Effective Care
Readmissions, Complications, and Deaths
Use of Medical Imaging
Linking Quality to Payment
Medicare Volume
For Hospitals:
Patient Survey Results
Timely and Effective Care
Readmissions, Complications, and Deaths
Use of Medical Imaging
Linking Quality to Payment
Medicare Volume
NURS 3110 Week 3 Discussion Questions 1, 2 and 3
NURS 3110 Week 4 Discussion Questions 1, 2 and 3
NURS 3110 Week 5 Assignment 1: Health Literacy – Evolution of Patient Forms, Educational Materials
Health Literacy—Evaluation of Patient Forms / Educational Materials
Answer
Checklist for Easy-to-Understand Print Materials
Instructions for Use: Click each check box next to the appropriate section when evaluating and reviewing your materials for health literacy.
Message Content
0Have you limited your messages to three to four messages per document (or section)? NO
0Have you taken out information that is “nice to know” but not necessary? NO
0Is the most important information at the beginning of the document? YES
0Is it repeated at the end? YES
0Have you identified action steps or desired behaviors for your audience? YES
0Have you post-tested your materials? NO
0N/A
Text Appearance
0Does your document have lots of white space? NO
0 Are margins at least ½ inch? YES
0Is the print large enough (at least 12 points)? YES
0Does it have serifs? NO
0Have you used bold, italics, and text boxes to highlight information? YES
0Have you avoided using all capital letters? NO
0Is text justified to the left only? NO
0Did you use columns with a line length of 40 to 50 characters of space? NO
0Have you post-tested your materials? NO
0N/A
Visuals
0Is the cover attractive to your intended audience? N/A
0Does it include your main message and show who the audience is? N/A
0Are your visuals simple and instructive rather than decorative? N/A
0Do visuals help explain the messages found in the text? N/A
0Are your visuals placed near related text? N/A
0Do they include captions? N/A
0If you read on the captions, would you learn the main points? N/A
0Have you post-tested your materials? N/A
0N/A
Layout and Design
0Is information presented in an order that is logical to your audience? YES
0Is information chunked, using headings and subheadings? YES
0Do lists include bullets? NO
0Have you eliminated as much jargon and technical language as possible? NO
0Is technical or scientific language explained? NO
0Have you used concrete nouns, an active voice, and short words and sentences? NO
0Is the style conversational? YES
0Have you post-tested your materials? YES
0N/A
Health Literacy—Evaluation of Patient Forms / Educational Materials
Translation
0Are the language and content culturally appropriate? YES
0Are the visuals culturally appropriate? N/A
0Have you had the piece back translated? NO
0Is the translator fluent in the same linguistic variation as the intended audience? NO
0Have you post-tested your materials? NO
0N/A
Understandability
0Have you tested the complexity of the language used in your material for comprehension? YES
N/A for Walden Evaluation of Patient Forms Assignment:
☐ Have you pre-tested your materials with members of your intended audience? YES
☐ Have you post-tested your materials with members of your intended audience? YES
☐ N/A
Adapted from: Center for Disease Control and Prevention. (2009). Simply put: A guide for creating easy-to-understand materials. Retrieved from http://www.cdc.gov/healthliteracy/pdf/simply_put.pdf
Summary & Revisions
The patient material I selected was a patient health questionnaire whose intended purpose was to measure the severity of depression especially ion adults (Centers for Disease Control and Prevention, 2010). The material is part of the requirements before admitting patients in our mental facility. The key purpose of this questionnaire is to evaluate a patient’s current position so as to gain a better understanding of the recommended plan of care before admission. The questionnaire also aims at giving the nurse a better understanding of the all-round analysis of a patient including their culture, beliefs, societal position and possibilities of suicidal thoughts (Hebda, 2019). I decided to choose this material for this particular task as I have complete knowledge of the admission paperwork. Being a psych nurse in a local mental health facility, I have had both pre-test and post-test experiences with clients when filling up the admission paperwork. My choice for this paperwork as the document of choice or this task is also backed by the fact that it is one of the most critical documents in our local mental health facility and that no patient can be admitted without being subjected to this questionnaire.
The presented admission paperwork is a vital document that is recommended in every mental healthcare facility. The document’s intended purpose is to collect patient data with reference to his current medical condition and position. A patient subjected to this admission paperwork is, therefore, required to present factual information about their condition and if on extreme case they can’t, a closer companion is asked to answer part of the questions on their behalf. The questionnaire also aims at presenting data which shows the behavioural patterns in the patient and also constitutes a checklist that ensures the patient is fully admitted and settled. It is worth note that the admission paperwork is designed for tobacco patients who have been linked to mental health disorders like depression.
Improvements to the document were necessary and this, therefore, called for the use of visuals so as to make the document more presentable and evoke a conversational style (Eadie, 2014). Correct formatting and additional whitespaces were also recommended so as to improve the readability of the document. Correct formatting included the use of the correct formatting style, margins and also shorter sentences. There were also considerations to included services of translators, with an additional section set aside for the definition of standard nursing terminologies and vocabulary for the patient.
Health Literacy—Evaluation of Patient Forms / Educational Materials
References
Centers for Disease Control and Prevention. (2010). Simply put: A guide for creating easy-to-understand materials (3rd ed.). Retrieved from http://www.cdc.gov/healthliteracy/pdf/simply_put.pdf
Eadie, C. (2014). Health literacy: A conceptual review. MEDSURG Nursing, 23(1), 1–13.
Hebda, T., Hunter, K., & Czar, P. (2019). Handbook of informatics for nurses & health care professionals (6th ed.). Upper Saddle River, NJ: Pearson.
Question
Assignment: Health Literacy—Evaluation of Patient Forms / Educational Materials
Health information literacy has become an important aspect of quality care that is also critical for patient safety and culturally competent care. In this Assignment, you are asked to evaluate a document in your agency to determine the appropriateness of the images and level of language used. The Centers for Disease Control and Prevention’s publication in this week’s Resources will guide you through the review of the document.
Photo Credit: Getty Images
For this Assignment:
• Review the Resources for this week.
• Locate a patient-related document that is given to patients in your practice area or an area with which you are familiar. This document could be admission paperwork, health education materials, or other materials that are provided to a patient to inform them about health care decisions.
• Save this original document either as a file or in a portable document format (PDF) file to be submitted with this Assignment.
• Assess the selected document using the “Checklist for Easy-to-Understand Print Materials” in this week’s Resources.
• Review the checklist and determine how each area meets or does not meet the guidelines provided.
• Evaluate the document in each of the six areas: message content, text appearance, visuals, layout and design, translation, and understandability. For each area, provide a summary of your assessment according to the criteria given.
• Include a brief summary (250 to 350 words) of the selected patient materials, how they are used in the facility, why they have been selected, and what improvements were made.
• Include a minimum of three resources from the professional nursing literature in the assigned course readings and other references in the Walden Library (Include the “Checklist for Easy to Understand Print Materials “as a reference). If relevant, you may use one or two professional web sites in addition to the literature references.
By Day 7
Submit your original patient-related document and the Week 5 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
To submit your Assignment:
Week 5 Assignment
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Name: NURS_3110_Week5_Discussion_Rubric
• Grid View
• List View
Excellent Proficient Basic Needs Improvement
Contains in-depth analysis, is focused on the appropriate concept, and uses evidence (resources) for support. (20)
• Describes at least three benefits of patient portals and explain why these benefits are important for practice. Is specific and provides examples.
• Explains how patient portals contribute to patient-centered care.
• Explains how patient portals are changing the nature of the patient-provider relationship.
• Explains how patient-generated health data can contribute to the continuity, quality, and safety of care. 18 (36%) – 20 (40%)
Initial post contains well developed and insightful analysis and brings new insight into the discussion . 16 (32%) – 17 (34%)
Initial post contains reasonable analysis that is focused and brings insight into the discussion. 14 (28%) – 15 (30%)
Initial post contains minimal analysis that is somewhat focused and brings limited insight into the discussion. 0 (0%) – 13 (26%)
Initial post lacks analysis and/or is not focused and brings little or no insight into the discussion.
Entered the discussion thread on 3 separate days. Wrote at least two posts to two separate peers.
Responses are appropriate to the topic, substantive, and promoted discussion by one or more of the following:
• contributing insight to move the discussion forward.
• offering substantial and/or different points of view and asks questions to add to discussion
• including extra references or websites for peers to consider
• relating discussion to different areas of practice and applying concepts to practice
**Additional points may be deducted for late posting per the University late policy. 14 (28%) – 15 (30%)
Response posts add substantial ideas and perspectives that invite further analysis and discussion. Participated 3 or more days in the classroom and responded to more than 2 classmates. 12 (24%) – 13 (26%)
Response posts are proficient and provide adequate analysis and discussion. Participated 3 days in the classroom and responds to at least two classmates. 11 (22%) – 11 (22%)
Response posts are limited and provide minimal analysis and discussion. Participated less than 3 days in the classroom and/or responds to less than two classmates. 0 (0%) – 10 (20%)
Response posts are inadequate and provide no analysis of discussion and/ or there is no participation in the classroom.
Writing and Format
Uses evidence to support a claim and give credit to the source. Uses course learning resources and seeks additional scholarly resources to support ideas. Displays sentence, paragraph, and essay skills. Writes in a scholarly, well-organized manner using own words by synthesizing evidence/resources. Paraphrases to avoid plagiarism of the source. APA: No more than one short, unique quote with correct APA format. Appropriate use and format of in-text citations. Lists references. 14 (28%) – 15 (30%)
Writer demonstrates excellence in all sentence and paragraph level skills within discussion board posts to meet the 3000 Academic Writing Expectations for this level. 12 (24%) – 13 (26%)
Writer demonstrates proficiency of most sentence and paragraph level skills within discussion board posts to meet the 3000 Academic Writing Expectations for this level with only one format or writing issue needing to be addressed. 11 (22%) – 11 (22%)
Writer demonstrates minimal skill in meeting sentence level and/or paragraph level skills within discussion board posts to meet 3000 Academic Writing Expectations for this level with less than or equal to three format or writing issues needing to be addressed. 0 (0%) – 10 (20%)
Writer demonstrates inadequate skill within discussion board posts to meet the sentence and/or and paragraph level skills in meeting the 3000 Academic Writing Expectations for this level with four or more format or writing issues needing to be addressed.
Total Points: 50
Name: NURS_3110_Week5_Discussion_Rubric
Rubric Detail
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Name: NURS_3110_Week5_Assignment_Rubric
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Excellent Proficient Basic Needs Improvement
Required Content
Complete Checklist for Easy-to-Understand Print Materials Summarizes evaluation of each of the six areas and suggested at least one revision within the six areas. Addressed information about the reader/audience. Considered the educational level of the material and the intended audience. Evaluated whether the document was easy to understand • Message Content (10) • Text Appearance (10) • Visuals (10) • Layout & Design (10) • Translation (10) • Understandability (10) 54 (27%) – 60 (30%)
Provided a fully developed description of the patient materials with insightful analysis of concepts and related issues. 48 (24%) – 53 (26.5%)
Provided a developed description of the patient materials with reasonable analysis of concepts and related issues. 42 (21%) – 47 (23.5%)
Provided a minimally-developed description of the patient materials with limited analysis of concepts and related issues. 0 (0%) – 41 (20.5%)
Provided a under-developed description of the patient materials with little or no analysis of concepts and related issues.
Required Content
Summary & Revisions • Includes a brief summary (250-350 words) of the selected patient materials, how they were used in the facility, why they were selected, and what improvements were suggested. (30) • Attached the form/ educational material that was used. (10) 36 (18%) – 40 (20%)
Provided a fully developed review of a document with insightful analysis of concepts and related issues. 32 (16%) – 35 (17.5%)
Provided a developed review of a document with reasonable analysis of concepts and related issues. 28 (14%) – 31 (15.5%)
Provided a minimally-developed review of a document with limited analysis of concepts and related issues. 0 (0%) – 27 (13.5%)
Provided a under-developed review of a document with little or no analysis of concepts and related issues.
Academic Writing Expectations (AWE 2) 2000/3000 Level
Displays sentence and paragraph level skills: • Constructs simple, complex and compound sentences. • Writes without spelling, grammatical or syntax errors. • Writes without sentence fragments or run on sentences. • Uses punctuation appropriately. • Writes appropriate introductions and conclusions. Demonstrates essay level skills: • Cohesion and flow by using transition sentences. • Precision, clarity and academic tone. • Synthesizes resources by using own words. • Limits use of quotes appropriately (no more than one short, unique quote). • Uses evidence from course learning resources, scholarly resources and seeks additional resources to support content as required in the assignment. • Selected at least 3 scholarly resources to support opinions and ideas. 45 (22.5%) – 50 (25%)
Demonstrates fully developed sentence, paragraph, and essay level skills. Uses evidence from multiple sources to support content. Meets the 3000 AWE level with no writing issues and exceeds the minimum reference requirement. 40 (20%) – 44 (22%)
Demonstrates developed sentence, paragraph, and essay level skills. Uses evidence from most sources to support content. Meets the 3000 AWE level with minimal writing issues and exceeds the minimum reference requirement. 35 (17.5%) – 39 (19.5%)
Demonstrates minimally developed sentence, paragraph, and essay level skills. Uses evidence from some sources to support content. Minimally meets the 3000 AWE level with several writing issues and meets the minimum reference requirement. 0 (0%) – 34 (17%)
Demonstrates limited sentence, paragraph, and essay level skills. Has limited use of evidence with few or no sources to support the content. Does not meet the 3000 AWE level of writing and does not meet the mimium reference requirement.
APA
APA Formatting: cover page, title of paper on second page, level headings, Times New Roman 12 font, 1″ margins, and page numbers. APA References: Uses in-text citations appropriately and format correctly. Paraphrases to avoid plagiarizing the source. 45 (22.5%) – 50 (25%)
Demonstrates fully developed APA formatting with no errors. 40 (20%) – 44 (22%)
Demonstrates developed APA formatting with minimal formatting errors. 35 (17.5%) – 39 (19.5%)
Demonstrates minimally developed APA formatting with several formatting errors. 0 (0%) – 34 (17%)
Demonstrates limited APA formatting with multiple formatting errors.
Total Points: 200
Name: NURS_3110_Week5_Assignment_Rubric
Health Literacy—Evaluation of Patient Forms / Educational Materials
NURS 3110 Week 5 Assignment 2: Quantitative Analysis of Patient Safety Incidents
NURS 3110 Week 5 Assignment 2: Quantitative Analysis of Patient Safety Incidents
Product Description
Week 5: Qualitative Analysis Assignment
Code Sheet: Student Pet Peeve Data
Qualitative Analyses: The analytic method you will use to analyze the narrative data for this Assignment is called content analysis. It requires you to read each student’s narrative and then code its content using the thematic categories on page 4 (Coding Scheme: Student Pet Peeve Data). Once you have completed the coding, you will need to describe the most common types of “pet peeves” that students have about their courses.
Medication Administration Errors & Intervention
Summary Data Analysis Form
This is the form you need to use to describe the findings (or results) of your quantitative analyses of the patient safety data set. For each finding, you are given specific instructions on how to use the Excel program to analyze the data that will give you the results you need for this Assignment. When you have completed the analyses and described your findings on this form, you then need to submit it using the Week 5 platform for assignments.
Analysis 1:
What is the mean age of patients in the patient safety data set?
_ years
Instructions:
Open up your patient safety data set using the Microsoft Excel program.
At the top of your screen, click on “Formulas.”
Highlight Column B, starting at line 2 and ending at line 52.
Click on “Autosum,” and then click on “Average.”
You will find the mean age of patients in the data set on line 52 for Column B.
Analysis 2:
What percentage of patients were reported to have fallen during their hospitalization?
_ %
Instructions:
Open up your patient safety data set using the Microsoft Excel program.
At the top of your screen, click on “Formulas.”
Highlight Column G, starting at line 2 and ending at line 52.
Click on “Sum.”
The number of patients in the data set who had reported falls during their hospitalization is now given on line 52 for Column G.
To calculate the percentage of patients who fell during their hospitalization, divide the number of falls by the total number of patients in the data set (n = 50).
Analysis 3:
What percentage of patients reported catheter-associated urinary tract infections (CAUTIs) during their hospitalization?
_ %
Instructions:
Open up your patient safety data set using the Microsoft Excel program.
At the top of your screen, click on “Formulas.”
Highlight Column H, starting at line 2 and ending at line 52.
Click on “Sum.”
The number of patients in the data set who reported CAUTIs during their hospitalization is now given on line 52 for Column H.
To calculate the percentage of patients with CAUTIs during their hospitalization, divide the number of CAUTIsby the total number of patients in the data set (n = 50).
Analysis 4:
What percentage of patients reported medication errors during their hospitalization?
_ %
Instructions:
Open up your patient safety data set using the Microsoft Excel program.
At the top of your screen, click on “Formulas.”
Highlight Column I, starting at line 2 and ending at line 52.
Click on “Sum.”
The number of patients in the data set who reported medication errors during their hospitalization is now given on line 52 for Column I.
To calculate the percentage of patients with reported medication errors during their hospitalization, divide the number of errors by the total number of patients in the data set (n = 50).
Analysis 5:
What percentage of patients reported methicillin-resistant Staphylococcus aureus (MRSA) infections when first admitted to the medical unit?
_ %
Instructions:
Open up your patient safety data set using the Microsoft Excel program.
At the top of your screen, click on “Formulas.”
Highlight Column J, starting at line 2 and ending at line 52.
Click on “Sum.”
The number of patients in the data set who reported MRSA infections at the beginning of their hospitalization is now given on line 52 for Column J.
To calculate the percentage of patients with MRSA, divide the number of errors by the total number of patients in the data set (n = 50).
Data Analysis
Summarize the findings from your analyses about these patient safety events that occurred in 1 month on the two medical units at this major urban hospital. What additional information would you need to help develop a plan to decrease the occurrence of these events? The summary should consist of a minimum of 350 words and should be two to three paragraphs.
NURS 3110 Week 5 Discussion Questions 1 and 2
NURS 3110 Week 6 Discussion Questions 1 and 2
ADDITIONAL INSTRUCTIONS FOR THE CLASS
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- Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.
Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. NURS 3110 Information Management & Patient Care Technology Full Course
- APA Format and Writing Quality
Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.
I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. NURS 3110 Information Management & Patient Care Technology Full Course
For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score. NURS 3110 Information Management & Patient Care Technology Full Course
The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. NURS 3110 Information Management & Patient Care Technology Full Course
Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. NURS 3110 Information Management & Patient Care Technology Full Course
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