When seeking to identify a patient’s health condition, advanced practice nurses can use a diverse selection of diagnostic tests and assessment tools; however, different factors affect the validity and reliability of the results produced by these tests or tools. Nurses must be aware of these factors in order to select the most appropriate test or tool and to accurately interpret the results.
Not only do these diagnostic tests affect adults, body measurements can provide a general picture of whether a child is receiving adequate nutrition or is at risk for health issues. These data, however, are just one aspect to be considered. Lifestyle, family history, and culture—among other factors—are also relevant. That said, gathering and communicating this information can be a delicate process.
For this Assignment, you will consider the validity and reliability of different assessment tools and diagnostic tests. You will explore issues such as sensitivity, specificity, and positive and negative predictive values. You will also consider examples of children with various weight issues. You will explore how you could effectively gather information and encourage parents and caregivers to be proactive about their children’s health and weight.
To Prepare
· Review this week’s Learning Resources and consider factors that impact the validity and reliability of various assessment tools and diagnostic tests. You also will review examples of pediatric patients and their families as it relates to BMI.
· By Day 1 of this week, you will be assigned to one of the following Assignment options by your Instructor: Adult Assessment Tools or Diagnostic Tests (option 1), or Child Health Case (Option 2). Note: Please see the “Course Announcements” section of the classroom for your assignments from your Instructor.
· Search the Walden Library and credible sources for resources explaining the tool or test you were assigned. What is its purpose, how is it conducted, and what information does it gather?
· Also, as you search the Walden library and credible sources, consider what the literature discusses regarding the validity, reliability, sensitivity, specificity, predictive values, ethical dilemmas, and controversies related to the test or tool.
· If you are assigned Assignment Option 2 (Child), consider what health issues and risks may be relevant to the child in the health example.
o Based on the risks you identified, consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this information in a sensitive fashion.
o Consider how you could encourage parents or caregivers to be proactive toward the child’s health.
The Assignment: My assignment topic this week is: mammograms
Assignment (3–4 pages, not including title and reference pages):
Assignment Option 1: Adult Assessment Tools or Diagnostic Tests:
Include the following:
· A description of how the assessment tool or diagnostic test you were assigned is used in healthcare.
o What is its purpose?
o How is it conducted?
o What information does it gather?
· Based on your research, evaluate the test or the tool’s validity and reliability, and explain any issues with sensitivity, reliability, and predictive values. Include references in appropriate APA formatting.
Required readings
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.
Chapter 3, “Examination Techniques and Equipment”
This chapter explains the physical examination techniques of inspection, palpation, percussion, and auscultation. This chapter also explores special issues and equipment relevant to the physical exam process.
Chapter 8, “Growth and Nutrition”
In this chapter, the authors explain examinations for growth, gestational age, and pubertal development. The authors also differentiate growth among the organ systems.
Chapter 5, “Recording Information” (Previously read in Week 1)
This chapter provides rationale and methods for maintaining clear and accurate records. The text also explores the legal aspects of patient records.
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Student checklist: Health history guide. In Seidel’s guide to physical examination (9th ed.). St. Louis, MO: Elsevier Mosby.
Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.
Centers for Disease Control and Prevention. (2018). Childhood overweight and obesity. Retrieved from http://www.cdc.gov/obesity/childhood
This website provides information about overweight and obese children. Additionally, the website provides basic facts about obesity and strategies to counteracting obesity.
Chaudhry, M. A. I., & Nisar, A. (2017). Escalating health care cost due to unnecessary diagnostic testing. Mehran University Research Journal of Engineering and Technology, (3), 569.
This study explores the escalating healthcare cost due the unnecessary use of diagnostic testing. Consider the impact of health insurance coverage in each state and how nursing professionals must be cognizant when ordering diagnostics for different individuals.
Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby.
Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.
Chapter 1, “Clinical Reasoning, Evidence-Based Practice, and Symptom Analysis”
This chapter introduces the diagnostic process, which includes performing an analysis of the symptoms and then formulating and testing a hypothesis. The authors discuss how becoming an expert clinician takes time and practice in developing clinical judgment.
Gibbs , H., & Chapman-Novakofski, K. (2012). Exploring nutrition literacy: Attention to assessment and the skills clients need. Health, 4(3), 120–124.
This study explores nutrition literacy. The authors examine the level of attention paid to health literacy among nutrition professionals and the skills and knowledge needed to understand nutrition education.
Martin, B. C., Dalton, W. T., Williams, S. L., Slawson, D. L., Dunn, M. S., & Johns-Wommack, R. (2014). Weight status misperception as related to selected health risk behaviors among middle school students. Journal of School Health, 84(2), 116–123. doi:10.1111/josh.12128
Credit Line: Weight status misperception as related to selected health risk behaviors among middle school students by Martin, B. C., Dalton, W. T., Williams, S. L., Slawson, D. L., Dunn, M. S., & Johns-Wommack, R., in Journal of School Health, Vol. 84/Issue 2. Copyright 2014 by Blackwell Publishing. Reprinted by permission of Blackwell Publishing via the Copyright Clearance Center.
Noble, H., & Smith, J. (2015) Issues of validity and reliability in qualitative research . Evidence Based Nursing, 18(2), pp. 34–35.
Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). History subjective data checklist. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.
Credit Line: Mosby’s Guide to Physical Examination, 7th Edition by Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2011 by Elsevier. Reprinted by permission of Elsevier via the Copyright Clearance Center.
This History Subjective Data Checklist was published as a companion to Seidel’s Guide to Physical Examination (8th ed.) by Ball, J. W., Dains, J. E., & Flynn, J.A. Copyright Elsevier (2015). From /orders/evolve.elsevier.com
Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.
Chapter 2, “The Comprehensive History and Physical Exam” (Previously read in Week 1)
Chapter 5, “Pediatric Preventative Care Visits” (pp. 91 101)
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.
Weekly Participation
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.
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.
Use of Direct Quotes
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.
LopesWrite Policy
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.
Late Policy
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.
Communication
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.
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Your quest to purchase a new car begins with an identification of the factors important to you. As you conduct a search of cars that rate high on those factors, you collect evidence and try to understand the extent of that evidence. A report that suggests a certain make and model of automobile has high mileage is encouraging. But who produced that report? How valid is it? How was the data collected, and what was the sample size?
In this Assignment, you will delve deeper into clinical inquiry by closely examining your PICO(T) question. You also begin to analyze the evidence you have collected. To Prepare:
· Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.
· Develop a PICO(T) question to address the clinical issue of interest you identified in Module 2 for the Assignment. This PICOT question will remain the same for the entire course.
· Use the key words from the PICO(T) question you developed and search at least four different databases in the Walden Library. Identify at least four relevant systematic reviews or other filtered high-level evidence, which includes meta-analyses, critically-appraised topics (evidence syntheses), critically-appraised individual articles (article synopses). The evidence will not necessarily address all the elements of your PICO(T) question, so select the most important concepts to search and find the best evidence available.
· Reflect on the process of creating a PICO(T) question and searching for peer-reviewed research. The Assignment (Evidence-Based Project) Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews
Create a 6- to 7-slide PowerPoint presentation in which you do the following:
· Identify and briefly describe your chosen clinical issue of interest.
· Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.
· Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.
· Provide APA citations of the four relevant peer-reviewed articles at the systematic-reviews level related to your research question. If there are no systematic review level articles or meta-analysis on your topic, then use the highest level of evidence peer reviewed article.
· Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.
By Day 7 of Week 5 Submit Part 3 of your Evidence-Based Project.
Rubric Detail
Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews Create a 6- to 7-slide PowerPoint presentation in which you do the following: · Identify and briefly describe your chosen clinical issue of interest. · Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest. · Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected. · Provide APA citations of the four peer-reviewed articles you selected. · Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.
The presentation clearly and accurately identifies and describes in detail the chosen clinical issue of interest.
The presentation clearly and accurately describes in detail the developed PICO(T) question.
The presentation clearly and accurately identifies four or more research databases used to conduct a search for the peer-reviewed articles selected.
The presentation clearly and accurately provides full APA citations for at least four peer-reviewed articles selected, including a thorough and detailed explanation of the strengths of using systematic reviews for clinical research.
The presentation includes specific and relevant examples that fully support the research.
The presentation provides a complete, detailed, and accurate synthesis of two outside resources related to the peer-reviewed articles selected, and fully integrates at least two outside resources and two or three course-specific resources that fully support the presentation. 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. A clear and comprehensive purpose statement and introduction is provided, which delineates all required criteria.
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
A clear and comprehensive purpose statement, introduction, and conclusion are provided, which delineates all required criteria.
What he did not do:
He did not use 2 outside resources and 2 course specific resources. So you will have to modify a bit to use some citations from 4 articles.
One more article needs to be obtained from PubMed
There are also no examples. It specifically says to be specific and provide examples on each article. So I need that for each article please.
Needs reference page
And please check through the whole work to make sure this is adequate and enough to get the A paper. It just seems like not as professional as the way I would usually do it in my opinion. (I usually only get A when I do my own… )
**Course specific resources (need to use 2 out of these 5 articles)
Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer. Chapter 2, “Asking Compelling Clinical Questions” (pp. 33–54) Chapter 3, “Finding Relevant Evidence to Answer Clinical Questions” (pp. 55–92)
Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks for LIS professionals. Evidence Based Library and Information Practice, 6(2), 75–80. /orders/doi.org/10.18438/B8WS5N
Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010a). 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. doi:10.1097/01.NAJ.0000368959.11129.79
Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2009). Evidence-based practice: Step by step: Igniting a spirit of inquiry. American Journal of Nursing, 109(11), 49–52. doi:10.1097/01.NAJ.0000363354.53883.58
Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010b). Evidence-based practice, step by step: Searching for the evidence. American Journal of Nursing, 110(5), 41–47. doi:10.1097/01.NAJ.0000372071.24134.7e
NURS 6501 Week 3 Concepts of Cardiovascular and Respiratory Disorders
What’s Happening This Module?
Module 2: Cardiovascular and Respiratory Disorders is a 2-week module, Weeks 3 and 4 of the course. In this module, you will examine fundamental concepts of cellular processes and the alterations that lead to various cardiovascular and respiratory diseases and disorders. You will evaluate the genetic environment and its impact on these diseases. You will also evaluate the impact of patient characteristics, including racial and ethnic variables, on physiological functioning.
What do I have to do?
When do I have to do it?
Review your Learning Resources
Days 1–7, Weeks 3 and 4
Knowledge Check: Cardiovascular and Respiratory Disorders
Complete by Day 7 of Week 3
Module 2 Case Study Analysis
You are encouraged to work on your Module 2 Assignment throughout the module. However, this Assignment is not due until Day 7 of Week 4.
NURS 6501 Week 3 Concepts of Cardiovascular and Respiratory Disorders
The circulatory system and the respiratory system are powerful partners in health. While they work closely together in good health, a disease or disorder that manifests in one can have a significant impact on both, hampering the pair’s ability to collaborate.
Cardiovascular and respiratory disease and disorders are among the most common reasons for hospital visits, and among the leading causes of fatality. Heart disease and pneumonias are among the most familiar, but a wide variety of issues can impact physiological functioning of one or both systems.
This week, you examine fundamental concepts of cardiovascular and respiratory disorders. You explore common diseases and disorders that impact these systems, and you apply the key terms and concepts that help communicate the pathophysiological nature of these issues to patients.
Learning Objectives
Students will:
Analyze concepts and principles of pathophysiology across the lifespan
Learning Resources
Required Readings
McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.
Chapter 32: Structure and Function of the Cardiovascular and Lymphatic Systems; Summary Review
Chapter 33: Alterations of Cardiovascular Function (stop at Dysrhythmias); Summary Review
Chapter 35: Structure and Function of the Pulmonary System; Summary Review
Chapter 36: Alterations of Pulmonary Function (stop at Disorders of the chest wall and pleura); (obstructive pulmonary diseases) (stop at Pulmonary artery hypertension); Summary Review
Inamdar, A. A. & Inamdar, A. C. (2016). Heart failure: Diagnosis, management, and utilization, 5(7). doi:10.3390/jcm5070062 Required Media
Dr. Tara Harris reviews the structure of Module 2 as well as the expectations for the module. Consider how you will manage your time as you review your media and Learning Resources throughout the module to prepare for your Knowledge Check and Assignment. (4m)
Pneumonia
MedCram. (2015, September 14). Pneumonia explained clearly by MedCram.com [Video file]. Retrieved from /orders/www.youtube.com/watch?v=nqyPECmkSeo Note: The approximate length of the media program is 13 minutes.
NURS 6501 Week 3 Concepts of Cardiovascular and Respiratory Disorders Online Media from Pathophysiology: The Biologic Basis for Disease in Adults and Children
In addition to this week’s media, it is highly recommended that you access and view the resources included with the course text, Pathophysiology: The Biologic Basis for Disease in Adults and Children. Focus on the videos and animations in Chapters 32, 33, 35, and 36 that relate to cardiorespiratory systems and alteration in cardiorespiratory systems. Refer to the Learning Resources in Week 1 for registration instructions. If you have already registered, you may access the resources at /orders/evolve.elsevier.com/
Knowledge Check: Cardiovascular and Respiratory Disorders
In this exercise, you will complete a 10- to 20-essay type question Knowledge Check to gauge your understanding of this module’s content.
Possible topics covered in this Knowledge Check include:
myocardial infarction
endocarditis
myocarditis
valvular disorders
lipid panels
coagulation
clotting cascade
deep vein thrombosis
hypertension
heart failure
COPD
asthma
pneumonias
Complete the Knowledge Check by Day 7 of Week 3
To complete this Knowledge Check:
Module 2 Knowledge Check
Next week, you will examine the alterations in the cardiovascular and respiratory systems and the resultant disease processes through case study analysis. You will also consider patient characteristics, including racial and ethnic variables, which may impact altered physiology. Next Week
To go to the next week:
Week 4
NURS 6501 Week 3 Concepts of Cardiovascular and Respiratory Disorders Week 4: Alterations in the Cardiovascular and Respiratory Systems
Cardiovascular and respiratory disorders can quickly become dangerous healthcare matters, and they routinely land among the leading causes of hospital admissions. Disorders in these areas are complicated by the fact that these two systems work so closely as contributors to overall health. APRNs working to form a similarly close partnership with patients must demonstrate not only support and compassion, but expertise to guide the understanding of diagnoses and treatment plans. This includes an understanding of patient medical backgrounds, relevant characteristics, and other variables that can be factors in their diagnoses and treatments.
This week, you examine alterations in the cardiovascular and respiratory systems and the resultant disease processes. You also consider patient characteristics, including racial and ethnic variables, and the impact they have on altered physiology.
Learning Objectives
Students will:
Analyze processes related to cardiovascular and respiratory disorders
Analyze alterations in the cardiovascular and respiratory systems and the resultant disease processes
Analyze racial/ethnic variables that may impact physiological functioning
Evaluate the impact of patient characteristics on disorders and altered physiology
Learning Resources
Required Readings
McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.
Chapter 32: Structure and Function of the Cardiovascular and Lymphatic Systems; Summary Review
Chapter 33: Alterations of Cardiovascular Function (stop at Dysrhythmias); Summary Review
Chapter 35: Structure and Function of the Pulmonary System; Summary Review
Chapter 36: Alterations of Pulmonary Function (stop at Disorders of the chest wall and pleura); (obstructive pulmonary diseases) (stop at Pulmonary artery hypertension); Summary Review
Note: The above chapters were first presented in the Week 3 resources. If you read them previously you are encouraged to review them this week.
Inamdar, A. A. & Inamdar, A. C. (2016). Heart failure: Diagnosis, management, and utilization, 5(7). doi:10.3390/jcm5070062 Note: The above article was first presented in the Week 3 resources. If you read it previously you are encouraged to review it this week. Required Media
Pneumonia
MedCram. (2015, September 14). Pneumonia explained clearly by MedCram [Video file]. Retrieved from /orders/www.youtube.com/watch?v=nqyPECmkSeo Note: The approximate length of the media program is 13 minutes.
(Previously reviewed in Week 3)
NURS 6501 Week 3 Concepts of Cardiovascular and Respiratory Disorders Online Media from Pathophysiology: The Biologic Basis for Disease in Adults and Children
In addition to this week’s media, it is highly recommended that you access and view the resources included with the course text, Pathophysiology: The Biologic Basis for Disease in Adults and Children. Focus on the videos and animations in Chapters 32, 33, 35, and 36 that relate to cardiorespiratory systems and alteration in cardiorespiratory systems. Refer to the Learning Resources in Week 1 for registration instructions. If you have already registered, you may access the resources at /orders/evolve.elsevier.com/
NURS 6501 Week 3 Concepts of Cardiovascular and Respiratory Disorders Module 2 Assignment: Case Study Analysis
An understanding of the cardiovascular and respiratory systems is a critically important component of disease diagnosis and treatment. This importance is magnified by the fact that these two systems work so closely together. A variety of factors and circumstances that impact the emergence and severity of issues in one system can have a role in the performance of the other.
Effective disease analysis often requires an understanding that goes beyond these systems and their capacity to work together. The impact of patient characteristics, as well as racial and ethnic variables, can also have an important impact.
An understanding of the symptoms of alterations in cardiovascular and respiratory systems is a critical step in diagnosis and treatment of many diseases. For APRNs this understanding can also help educate patients and guide them through their treatment plans.
In this Assignment, you examine a case study and analyze the symptoms presented. You identify the elements that may be factors in the diagnosis, and you explain the implications to patient health.
Scenario 4 (week 4):
45-year-old woman presents with the chief complaint of 3-day duration of shortness of breath, cough with thick green sputum production, and fevers. The patient has a history of COPD with a chronic cough but states the cough has gotten much worse and is interfering with her sleep. Sputum is thicker and harder for her to expectorate. CXR reveals a flattened diaphragm and an increased AP diameter. Auscultation demonstrates hyper resonance and coarse rales and rhonchi throughout all lung fields.
An understanding of the cardiovascular and respiratory systems is a critically important component of disease diagnosis and treatment. This importance is magnified by the fact that these two systems work so closely together. A variety of factors and circumstances that impact the emergence and severity of issues in one system can have a role in the performance of the other.
Effective disease analysis often requires an understanding that goes beyond these systems and their capacity to work together. The impact of patient characteristics, as well as racial and ethnic variables, can also have an important impact.
An understanding of the symptoms of alterations in cardiovascular and respiratory systems is a critical step in the diagnosis and treatment of many diseases. For APRNs, this understanding can also help educate patients and guide them through their treatment plans.
In this Assignment, you examine a case study and analyze the symptoms presented. You identify the elements that may be factored in the diagnosis, and you explain the implications to patient health.
To prepare:
By Day 1 of this week, you will be assigned to a specific case study scenario for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.
In your Case Study Analysis related to the scenario provided, explain the following
The cardiovascular and cardiopulmonary pathophysiologic processes that result in the patient presenting these symptoms.
Any racial/ethnic variables that may impact physiological functioning.
How these processes interact to affect the patient.
By Day 7 of Week 4
Submit your Case Study Analysis Assignment by Day 7 of Week 4
Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The sample paper provided at the Walden Writing Center provides an example of those required elements (available at /orders/academicguides.waldenu.edu/writingcenter/templates). All papers submitted must use this formatting.
In your Case Study Analysis related to the scenario provided, explain the following
The cardiovascular and cardiopulmonary pathophysiologic processes that result in the patient presenting these symptoms.
Any racial/ethnic variables that may impact physiological functioning.
How these processes interact to affect the patient.
By Day 7 of Week 4 Submit your Case Study Analysis Assignment by Day 7 of Week 4 Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The sample paper provided at the Walden Writing Center provides an example of those required elements (available at /orders/academicguides.waldenu.edu/writingcenter/templates). 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 “M2Assgn+last name+first initial.(extension)” as the name.
Click the Module 2 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Module 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 “M2Assgn+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:
Module 2 Assignment Rubric
Check Your Assignment Draft for Authenticity
To check your Assignment draft for authenticity:
Submit your Module 2 Assignment draft and review the originality report.
Submit Your Assignment by Day 7 of Week 4
To participate in this Assignment:
Module 2 Assignment
Case Study Analysis
Student’s Name:
Department, University:
Number and Name of Course:
Instructors Name, Title:
Date:
Case Study Analysis
Congestive heart failure (CHF), often termed simply as heart failure, refers to a progressive and chronic condition affecting the heart muscles pumping power. It specifically involves the stage in which there is buildup of fluids in the heart, which results in inefficient pumping (Hajar, 2019). This paper will analyze a CHF patient and present the cardiovascular and cardiopulmonary pathophysiologic processes causing her symptoms, the effect of ethnicity and racial variables and the interaction of processes affecting the patient.
Cardiovascular and Cardiopulmonary Pathophysiologic Processes
CHF often manifests in patients as fatigue, swollen legs, ankles or abdomen, gaining weight, and breath shortness when exercising or lying flat. Diuretics are the mainstay pharmacological therapy which reduces preload in patient with CHF. However, the patient in the case admits to not taking her diuretics. The diuretic medications inhibit water reabsorption from the tubules which consequently increases the volume and loss of water in the urine (McCance, & Huether, 2019). The patient admits that she stopped taking her diuretics as they made her get up every few hours to go to the bathroom. The main cause of the symptoms presented by the patient involves reduction in the hearts muscular efficiency which has occurred due to damage. Systole dysfunction results in stroke volume decreases where reductions in the heart muscles contractility enhances end systolic volume. The hearts contractility is lost due to reduced abilities of the fibers myosin and actin cross-linking during the hearts relaxation and contractions.
Ethnic or Racial Variables
Compared to other races or ethnic groups, African Americans have higher chances of heart failure incidences together with increased risks of mortalities caused by CHF compared to white populations (Tillman et al., 2019). Nearly 50% of all African American adults bear some kind of CVD with hypertension being the main etiological factor that contributes to such trends. The pathophysiology of hypertension in this population group is associated with relatively low renin activities, sodium sensitivities and possibly reduced production of nitric oxide. Other risk factors are higher burdens of diabetes and kidney diseases, genetics, socioeconomic health determinants, limited care access, together with lack of compliance to medications (CDC, 2016).
Interaction of processes
Various structural and functional changes occur in the heart of patients with CHF which interact to give rise to the disease condition. Compensatory increases in blood volume occur with the aim of increasing ventricular preloads and therefore enhancing stroke volumes. Reductions in renal perfusions also occur and lead to reduced urine retention and output. Aorta baroreceptors and stretch receptors are also stimulated by decreases in blood pressure which the results in stimulation of the sympathetic nervous system. Decreases in flow of blood to the kidney leads to release of angiotensin and renin with retention of fluids and sodium by the kidneys occurring when the condition persists and this consequently increases volumes in circulation.
Conclusion
CHF affects the pumping power of heart muscles and manifests in various symptoms presented by the patient in the case. Diuretics are used in treating the condition and lack of adherence can lead to increased heart damage. African Americans are disproportionately affected by heart failure with hypertension or high blood pressure being the major etiological contributing factor. The disease condition arises due to interaction of changes in the functioning and structure of the heart.
References
Centers for Disease Control and Prevention (2016). Public health action plan to prevent heart disease and stroke. http://www.cdc.gov/dhdsp/action_plan
Hajar, R. (2019). Congestive Heart Failure: A History. Heart Views, 20(3), 129–132.
McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.
Tillman, F., Kim, J., Makhlouf, T., & Osae, L. (2019). A comprehensive review of chronic heart failure pharmacotherapy treatment approaches in African Americans. Therapeutic advances in cardiovascular disease, 13, 1753944719840192.
In Module 3, you will analyze processes related to gastrointestinal and hepatobiliary disorders through case study analysis. To do this, you will analyze alterations in the relevant systems and the resultant disease processes. You will also consider patient characteristics, including racial and ethnic variables, which may impact physiological functioning and altered physiology.
Week 5 Knowledge Check: Gastrointestinal and Hepatobiliary Disorders
In Week 5 Knowledge Check, you will demonstrate your understanding of the topics covered during Module 3. This Knowledge Check will be composed of a series of questions related to specific scenarios provided. It is highly recommended that you review the Learning Resources in their entirety prior to taking the Knowledge Check since the resources cover the topics addressed. Plan your time accordingly.
Next Module
To go to the next Module:
Module 3
Review the Learning Resources on the HITECH legislation and its primary goals.
Reflect on the positive and negative impact this legislation has had on your organization or one with which you are familiar.
Consider the incentives to encourage the use of EHRs. Focus on the definition of meaningful use and how it is measured.
Reflect on how the incentives and meaningful use impact the quality of patient care. HITECH Act Essay and EHR.
Find an article in the Walden Library dealing with one of the criteria to qualify for meaningful use and how it has been successfully met.
By Day 3 Post a description of how HITECH legislation has positively or negatively impacted your organization. Address how its related incentives influence the adoption of health information technology in health care and impact the quality of patient care. Provide a summary of the article you identified and explain how it demonstrates the ability of health information technology to meet the requirements of meaningful use.
Response# 3 HITECH
The widespread use of electronic health records (EHRs) in the United States is inevitable. EHRs will improve caregivers’ decisions and patients’ outcomes. (Bates, & Gawande, 2003) Once patients experience the benefits of this technology, they will demand nothing less from their providers. Hundreds of thousands of physicians have already seen these benefits in their clinical practice. Also HITECH’s goal is not adoption alone but “meaningful use” of EHRs — that is, their use by providers to achieve significant improvements in care. The legislation ties payments specifically to the achievement of advances in health care processes and outcomes. HITECH Act Essay and EHR.
HITECH calls on the secretary of health and human services to develop specific “meaningful use” objectives. With the Centers for Medicare and Medicaid Services (CMS) in the lead, the Department of Health and Human Services (DHHS) has used an inclusive and open process to develop these criteria, providing an extensive opportunity for public and professional input Meaningful Use of HITECH
Core objectives comprise basic functions that enable EHRs to support improved health care. As a start, these include the tasks essential to creating any medical record, including the entry of basic data: patients’ vital signs and demographics, active medications and allergies, up-to-date problem lists of current and active diagnoses, and smoking status. (Blumenthal, & Tavenner. 2010)
Core objectives include using several software applications that begin to realize the true potential of EHRs to improve the safety, quality, and efficiency of care. These features help clinicians to make better clinical decisions — and avoid preventable errors. To qualify for incentive payments, clinicians must start employing such clinical decision support tools. They must also start using the capability that undergirds much of the value of EHRs: using records to enter clinical orders and, in particular, medication prescriptions. Only when providers enter orders electronically can the computer help improve decisions by applying clinical logic to those choices in light of all the recorded patient data. And to begin extending the benefits of EHRs to patients themselves, the meaningful use requirements will include providing patients with electronic versions of their health information. Conclusion
The meaningful use rule strikes a balance between acknowledging the urgency of adopting EHRs to improve our health care system and recognizing the challenges that adoption will pose to health care providers. The regulation must be both ambitious and achievable. Like an escalator, HITECH attempts to move the health system upward toward improved quality and effectiveness in health care. But the speed of ascent must be calibrated to reflect both the capacities of providers who face a multitude of real-world challenges and the maturity of the technology itself. HITECH Act Essay and EHR. References
Bates, D. W. Gawande, A. A. (2003). Improving safety with information technology. The New England Journal of Medicine, 348(25), 2526–2534
Blumenthal, D.Tavenner, M. (2010). The “meaningful use” regulation for electronic health records. The New England Journal of Medicine, 363(6), 501–504.
Murphy, J. (2010). Nursing Informatics: The Journey of Meaningful Use of Electronic Health
Records. Nursing Informatic$. 28(4). 283-286.
Privacy and Security of Electronic Health Information
The HITECH Act study technical and policy approaches to improving the security and privacy of electronic health information. Developing such solutions will probably require a multifaceted strategy that involves technical, educational, legal, and policy interventions by many public and private stakeholders. (HITECH Act of 2009) Most healthcare breaches of security in health information systems result from simple human error or carelessness, not from technical failings or outside hacking. The causes include providers sharing passwords or not using them at all, failing to encrypt health data in EHRs or other storage sites, and losing laptops or flash drives containing identifiable health information. Addressing these problems will require extensive education of providers and the enforcement of meaningful penalties for failing to observe basic security precautions. HITECH Act Essay and EHR.
Also, the health care system is composed of many different structures that it is imperative for health care organizations to ensure privacy and protection of patient information and medical records at all times. There are so many different programs and technology driven sources within the health care organization that is utilized to ensure patient safety and privacy, there has to be standard levels of accessing patient information without jeopardizing their information. In the event that there is a security breech occurs, then the health care facility will be held liable and that would cause the organization to lose a lot of credibility and credentials. All organizations have a process that is used to guarantee that a patient information remain safe and secure.
As with any online digital format, concerns of breach exist. Internet hackers possess a digital power that frightens individuals looking to conceal sensitive data. There have been cases in which medical information has been accessed by unauthorized users. While this does not occur all too frequently, the occurrences are enough to plant some cynicism in the minds of physicians and patients. These are valid concerns. If private records end up in the possession of an individual not aware of the information, the penalties can be devastating. Theft of medical records can result into identity theft, which can abolish a person’s assets, credit and status. Victims could pursue lawsuit against the healthcare organization. If the incident affected numerous patients, the facility could foresee a long road of lawful misfortunes. This is why reliable records administration companies works hard to offer quality safety within their software in order to try to remove the risk of any possible security issues. There are ways to reduce the likelihood of exposing safety risks, which can include thorough background checks on employees, extensive training, and making sure that the policies and procedures remain updated at all times (Electronic Health Records Security and Privacy Concerns. 2016). The most successful methods is assigning PIN numbers and access codes to all staff, and make sure that these individuals have to log into all systems at all times. This process can monitor all authorized users and where they were and what systems they are using at all times.
. Security and Privacy of HITECH
In addition ,during the transition phase, the EHR vendor must work closely with the healthcare provider for a smooth and secure transition. The company should provide some type of comprehensive user guide for the users in the provider’s practice. Enhance Administrative Controls-Through Updating policies and procedures, Guide employees through the stringent privacy and security training process, Run background checks on all employees HITECH Act Essay and EHR. Monitor Physical and System Access-Create physically inaccessible systems to unauthorized individuals, Have exigencies in place for data recovery or restoration, Provide identification and verification requirements to all system users, Access the list of authorized users, Supply passwords and personal identification numbers (PINs),Provide automatic software shutdown routines, Leave data backup and recovery to the professionals, Businesses should leave data backup and recovery to the professionals Identify Workstation Usage -Set privacy filters at each workstation, Distinguish the different capabilities of different workstations Audit and Monitor System Users-Identify any weakness in the system, detect any security breach or attempt at a breach, regularly audit all authorized users, Issue specified punishments to employees not following compliance guidelines Employ Device and Media Controls-Construct a security plan for data disposal, remove data from reusable hardware, Track all reprocessed hardware, Back up all data from all hardware Apply Data Encryption-Disguise all data inside medical files through cryptography Summary
Reliable electronic health records companies apply these enhanced security and privacy protocols. Perhaps the most important security protocol is data encryption, which causes data to become unreadable to outside sources.
Great post ,to add to your points here are some great points
Advantages and Disadvantages of HITECH
There are several advantages and disadvantages associated with an HITECH adoption.
Advantages of EHRs include clinical outcomes improved quality, reduced medical errors, increase organizational outcomes financial and operational benefits, and societal outcomes improved ability to conduct research, improved population health, reduced costs. Despite these benefits, studies in the literature highlight drawbacks associated with EHRs, which include the high upfront acquisition costs, ongoing maintenance costs, and disruptions to workflows that contribute to temporary losses in productivity that are the result of learning a new system
Potential drawback of EHRs is the risk of patient privacy violations, which is an increasing concern for patients due to the increasing amount of health information exchanged electronically (Zurita & Nohr, 2004) to relieve some of these concerns, policymakers have taken measures to ensure safety and privacy of patient data. For example, recent legislation has imposed regulations specifically relating to the electronic exchange of health information that strengthen existing Health Insurance Portability and Accountability Act privacy and security policies. (Westin, 2005) Although few electronic data are 100% secure, the rigorous requirements set forth by the new legislation make it much more difficult for electronic data to be accessed inappropriately. Many hospitals and physicians are implementing strict, no tolerance penalties for employees who access files inappropriately. Although privacy will likely continue to be a concern for patients, many steps are being taken by policymakers and individual organizations to ensure that EHRs comply with the strict laws and regulations intended to ensure the privacy of clinical information HITECH Act Essay and EHR.
. Conclusion
However, nationwide implementation of HITECH is necessary, although not sufficient, part in transforming the US health care system for the better. EHR adoption must be considered one of many approaches that diversify our focus on quality improvement and cost reduction.In the long run, providers and researchers will be eager to quantify the returns that are expected from these investments into HITECH implementation. References
Zurita L, Nohr C. (2004) Patient opinion: EHR assessment from the user’s perspective. Student Health Technology Information. 107(2):1333–1336
Westin A. F (2005). Public attitudes toward electronic health records. Privacy and American Business. ; 12(2):1–6.
Parver C. (2009) How the American Recovery and Reinvestment Act of 2009 Changed HIPAA’s privacy requirements. CCH Health Care Compliance Letter.4–7. HITECH Act Essay and EHR.
Thanks for reading my Post , HITECH Implementation
HITECH functionalities, including support clinical decision support systems, computerized order entry systems, health information exchange., improved quality of care, reduced medical errors, promotes organizational outcomes (e.g., financial and operational benefits), and societal outcomes (e.g., improved ability to conduct research, improved population health, reduced costs). Despite these benefits, studies in the literature highlight drawbacks associated with EHRs, which include the high upfront acquisition costs, ongoing maintenance costs, and disruptions to workflows that contribute to temporary losses in productivity that are the result of learning a new system.(IOM, 2010) Moreover, EHRs are associated with potential perceived privacy concerns among patient
There are several advantages and disadvantages associated with an HITECH adoption. Many of the benefits accrue to patients and society overall. For these benefits to be realized, the US Government has embarked on an ambitious journey to transition a maximum number of providers toward HITECH adoption and “meaningful use”. (Blumenthal $ Tavenner 2010) Without ubiquitous use of EHR technologies, experts believe that many efficiencies in the US health care system cannot be realized. The financial incentives built into the HITECH Act are designed to defray some of the costs associated with EHR adoption, especially for smaller organizations where these expenses serve as a major barrier. (Menachemi, et al 2007.)The financial incentives in HITECH, which are made available through the Medicare and Medicaid programs, are also an attempt to correct some of the misalignment of incentives associated with HITECH, especially because the US Government, through the Medicare and Medicaid programs, is the largest insurer in the country that is further addressed legislatively in the HITECH Act. HITECH Act Essay and EHR. Conclusion
Most of the times, the authors evaluate the cost, money and outcomes of using HITECH. However, nationwide implementation of HITECH is a necessary, although not sufficient, part in transforming the US health care system for the better. EHR adoption must be considered one of many approaches that diversify our focus on quality improvement and cost reduction. The current major legislative and political support for EHRs represents the greatest investment in health information technologies in US history. In the long run, providers and researchers will be eager to quantify the returns that are expected from these investments into HITECH implementation.
References
IOM (2010). Crossing the quality chasm: a new health system for the 21st century. Washington, DC: Institute of Medicine
Dexter P.R, Perkins S, Overhage JM, et al. (2001) A computerized reminder system to increase the use of preventive care for hospitalized patients. New England Journal Medicine. ; 345(13):965–970.
Blumenthal D, Tavenner M. (2010) The “meaningful use” regulation for electronic health records. New England Journal Medicine. 2010; 363(6):501–504.
Menachemi N, Ford EW, Beitsch LM, Brooks RG. (2007)Incomplete EHR adoption: late uptake of patient safety and cost control functions. American Journal of Medicine Quality. 2007; 22(5):319–326 HITECH Act Essay and EHR.
INITIAL DISCUSSION
HITECH Legislation
The Health Information Technology for Economic and Clinical Health (HITECH) Act was enacted by President George Bush announced in 2004 during a State of the Union Address that all health care professionals need to participate in the health information technology (HIT). (Murphy, 2010). The passing of this Act and subsequent definition of meaningful use encourages physicians and hospitals to use EHR to gain incentives from the government. Those incentives are paid out yearly as long as the hospital or physician follows guidelines exactly passing of the Health Information Technology for Economic and Clinical Health Act (HITECH) of 2009 was implemented to promote the adoption and meaningful use of health information technology (US Department of Health and Human Services, 2017. Since part of the HITECH Act focuses on healthcare financial strategies, just like MEDICARE and MEDICAID, it expects providers to show meaningful use of EHRs in order to get paid (Arlotto, 2010. p. 90).
For this requirement to be easy for healthcare professionals to adopt, the HITECH provided $19.2 billion for healthcare providers who took Medicaid and Medicare patients and also funded Medicare with $44,000 to give each provider over 5 years for implementing “meaningfully use” certified EHRs (Shin and Sharac, 2013 The purpose of this discussion post is to describe how HITECH legislation has positively impacted my organization .It will also address how the incentives of HITECH influence the adoption of health information technology (HIT) in health care and impact the quality of patient care. Finally, an article that explains how the ability of health information technology meets the requirements of meaningful use, will be summarized HITECH Act Essay and EHR. Influence Healthcare Incentives on HITECH Adoption
The introduction of a HIT as a tool in the workplace has been challenging for most, and some have been skeptical about its usage have seen the benefits of using HIT to improve the quality of care and reduce medication errors in my practice. The future of using HIT will continue to reduce these errors and improve the quality of care that is provided to patients in the healthcare setting. The opportunity was to create a system that will arouse the economy while healthcare delivery is being improved (McGonigle and Mastrian. 2015). Meaningful use requires both hospitals and providers to have certain percentages of the following, computerized medication, laboratory and radiology orders, computerized vital sign entries, patients who have online access to their health information and actually access it, smoking status and demographic data recorded (CMS Releases Stage 2 Meaningful Use Requirements. 2012. p. 11). “The intent of meaningful use was to provide incentives to providers not only to adopt EHRs but also to use them in ways that would improve quality, safety, and efficiency” (Classen and Bates, 2011, p. 855). In my institutions, they implemented EPIC to fulfill one of the meaningful use criteria of “improving quality, safety, efficiency, and reduce health disparities” (Health IT, 2017). The physicians were able to access medical information from EPIC-using hospitals to make better clinical decisions and efficiently treat each patient. HITECH Healthcare Impact on Patient Care
One of the purposes of HITECH focuses on how chronic diseases can be prevented, detected early and managed which in turn promotes the improvement of human health (McGonigle and Mastrian. 2015). On the medical-surgical floor, where I work pre-op doses of antibiotic is ordered for each patient who is going to surgery. Another dose starts running in the operating room before the surgery starts and documented on the anesthesiologist’s sheet. The third dose is given after surgery, within 24 hours. All this is done to prevent post-op infection which is common with complications of surgery and some end up with amputation. The benefit of qualifying for financial incentives such as Medicare and Medicaid payments for six years is positive when healthcare providers reach certain achievements and can prove the use of an EHR. To be certified to receive this incentive health care provider must show compliance with having greater than 50% of their patient records are involved and part of the EHR (Brown, 2010). The problem of EHR is the ease of access, which is still an issue with slow systems, but the benefits of medication safety and much more are obvious. The benefits of using the HITECH require healthcare providers and organizations to stay up-to-date on the technology and system improvements to optimize the advantages and outcomes to patients and the healthcare corporation. (Classen & Bates, 2011).
Research Article and Meaningful Use of HITECH
The article titled Readiness for Meaningful Use of Health Information Technology and Patient-Centered Medical Home Recognition was a survey conducted by Shin and Sharac, (2013) from the University Of George Washington University in conjunction with the National Association of Community Health Centers. The survey was done to check the readiness of community health centers based on factors that impact the use of HIT and meaning use (Shin and Sharac, 2013). The survey showed there was a progression towards fully implementing electronic health records. After three years of using EHRs, 98% patient demographics were recorded, they maintained 97% of their medication list and recorded 98% of their vital signs. (Shin and Sharac, 2013). They met other meaningful-use requirements with high percentages.This shows that the Clinicians included in this study were using the EHR meaningfully and had results to prove it. In order to obtain reimbursement from the government, physicians need to provide attestation statements in accordance with the Centers for Medicare and Medicaid Services (Brown, 2010) HITECH Act Essay and EHR Summary
In my present the organization, I have seen the benefits of meaningful use of HITECH. Among which is the use of electronic transfer of vital signs to our patient’s EHR, our physician electronically enter medications into MAR, lab and radiology orders, we have individuals who come to patients to assist them in registering in order for them to access their health records online. HIT provides safe, fast and easy, care to patients if used appropriately The HITECH act provided an incentive program to cover some of the costs of implementing HIT. Incentives for being certified to receive Medicare and Medicaid reimbursement also encourage compliance with using an EHR for greater than 50% of patient records. Maintenance and information system updates are essential for the HIT to be beneficial to healthcare providers, and used to improve patient outcomes. Having a system to prevent medication errors, reduce costs, improve health care safety and patient outcomes will be the greatest benefit of all.
References
Brown, B. (2010). The final rules for meaningful use of EHRs. Journal of Health Care Compliance, 12(5), 49-50, 79-80.
Classen, D.C. & Bates, D.W. (2011). Finding the meaning in meaningful use. New England Journal of Medicine, 36(9), 855-858.
Murphy, J. (2010). Nursing Informatics. The journey to the meaningful use of electronic health records. Nursing Economics$, 28(4), 283-286.
Arlotto, P. (2010). 7 strategies for improving HITECH readiness. Hfm (Healthcare Financial Management), 64(11), 90-96.
CMS Releases Stage 2 Meaningful Use Requirements. (2012). hfm (Healthcare Financial Management), 66(4), 11.
McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learn
Shin, P., & Sharac, J. (2013). Readiness for Meaningful Use of Health Information Technology and Patient-Centered Medical Home Recognition Survey Results.Medicare & Medicaid Research Review, 3(4), E1-E9. doi:10.56 HITECH Act Essay and EHR
INITIAL DISCUSSION HITECH Legislation
The Health Information Technology for Economic and Clinical Health (HITECH) Act was enacted by President George Bush announced in 2004 during a State of the Union Address that all health care professionals need to participate in the health information technology (HIT). (Murphy, 2010). The passing of this Act and subsequent definition of meaningful use encourages physicians and hospitals to use EHR to gain incentives from the government. Those incentives are paid out yearly as long as the hospital or physician follows guidelines exactly passing of the Health Information Technology for Economic and Clinical Health Act (HITECH) of 2009 was implemented to promote the adoption and meaningful use of health information technology (US Department of Health and Human Services, 2017. Since part of the HITECH Act focuses on healthcare financial strategies, just like MEDICARE and MEDICAID, it expects providers to show meaningful use of EHRs in order to get paid (Arlotto, 2010. p. 90). For this requirement to be easy for healthcare professionals to adopt, the HITECH provided $19.2 billion for healthcare providers who took Medicaid and Medicare patients and also funded Medicare with $44,000 to give each provider over 5 years for implementing “meaningfully use” certified EHRs (Shin and Sharac, 2013 The purpose of this discussion post is to describe how HITECH legislation has positively impacted my organization .It will also address how the incentives of HITECH influence the adoption of health information technology (HIT) in health care and impact the quality of patient care. Finally, an article that explains how the ability of health information technology meets the requirements of meaningful use, will be summarized Influence Healthcare Incentives on HITECH Adoption
The introduction of a HIT as a tool in the workplace has been challenging for most, and some have been skeptical about its usage have seen the benefits of using HIT to improve the quality of care and reduce medication errors in my practice. The future of using HIT will continue to reduce these errors and improve the quality of care that is provided to patients in the healthcare setting. The opportunity was to create a system that will arouse the economy while healthcare delivery is being improved (McGonigle and Mastrian. 2015). Meaningful use requires both hospitals and providers to have certain percentages of the following, computerized medication, laboratory and radiology orders, computerized vital sign entries, patients who have online access to their health information and actually access it, smoking status and demographic data recorded (CMS Releases Stage 2 Meaningful Use Requirements. 2012. p. 11). HITECH Act Essay and EHR. “The intent of meaningful use was to provide incentives to providers not only to adopt EHRs but also to use them in ways that would improve quality, safety, and efficiency” (Classen and Bates, 2011, p. 855). In my institutions, they implemented EPIC to fulfill one of the meaningful use criteria of “improving quality, safety, efficiency, and reduce health disparities” (Health IT, 2017). The physicians were able to access medical information from EPIC-using hospitals to make better clinical decisions and efficiently treat each patient. HITECH Healthcare Impact on Patient Care
One of the purposes of HITECH focuses on how chronic diseases can be prevented, detected early and managed which in turn promotes the improvement of human health (McGonigle and Mastrian. 2015). On the medical-surgical floor, where I work pre-op doses of antibiotic is ordered for each patient who is going to surgery. Another dose starts running in the operating room before the surgery starts and documented on the anesthesiologist’s sheet. The third dose is given after surgery, within 24 hours. All this is done to prevent post-op infection which is common with complications of surgery and some end up with amputation. The benefit of qualifying for financial incentives such as Medicare and Medicaid payments for six years is positive when healthcare providers reach certain achievements and can prove the use of an EHR. To be certified to receive this incentive health care provider must show compliance with having greater than 50% of their patient records are involved and part of the EHR (Brown, 2010). The problem of EHR is the ease of access, which is still an issue with slow systems, but the benefits of medication safety and much more are obvious. The benefits of using the HITECH require healthcare providers and organizations to stay up-to-date on the technology and system improvements to optimize the advantages and outcomes to patients and the healthcare corporation. (Classen & Bates, 2011).
Research Article and Meaningful Use of HITECH
The article titled Readiness for Meaningful Use of Health Information Technology and Patient-Centered Medical Home Recognition was a survey conducted by Shin and Sharac, (2013) from the University Of George Washington University in conjunction with the National Association of Community Health Centers. The survey was done to check the readiness of community health centers based on factors that impact the use of HIT and meaning use (Shin and Sharac, 2013). The survey showed there was a progression towards fully implementing electronic health records HITECH Act Essay and EHR. After three years of using EHRs, 98% patient demographics were recorded, they maintained 97% of their medication list and recorded 98% of their vital signs. (Shin and Sharac, 2013). They met other meaningful-use requirements with high percentages.This shows that the Clinicians included in this study were using the EHR meaningfully and had results to prove it. In order to obtain reimbursement from the government, physicians need to provide attestation statements in accordance with the Centers for Medicare and Medicaid Services (Brown, 2010) Summary
In my present the organization, I have seen the benefits of meaningful use of HITECH. Among which is the use of electronic transfer of vital signs to our patient’s EHR, our physician electronically enter medications into MAR, lab and radiology orders, we have individuals who come to patients to assist them in registering in order for them to access their health records online. HIT provides safe, fast and easy, care to patients if used appropriately The HITECH act provided an incentive program to cover some of the costs of implementing HIT. Incentives for being certified to receive Medicare and Medicaid reimbursement also encourage compliance with using an EHR for greater than 50% of patient records. Maintenance and information system updates are essential for the HIT to be beneficial to healthcare providers, and used to improve patient outcomes. Having a system to prevent medication errors, reduce costs, improve health care safety and patient outcomes will be the greatest benefit of all. References
Brown, B. (2010). The final rules for meaningful use of EHRs. Journal of Health Care Compliance, 12(5), 49-50, 79-80.
Classen, D.C. & Bates, D.W. (2011). Finding the meaning in meaningful use. New England Journal of Medicine, 36(9), 855-858.
Murphy, J. (2010). Nursing Informatics. The journey to the meaningful use of electronic health records. Nursing Economics$, 28(4), 283-286.
Arlotto, P. (2010). 7 strategies for improving HITECH readiness. Hfm (Healthcare Financial Management), 64(11), 90-96.
CMS Releases Stage 2 Meaningful Use Requirements. (2012). hfm (Healthcare Financial Management), 66(4), 11.
McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learn
Shin, P., & Sharac, J. (2013). Readiness for Meaningful Use of Health Information Technology and Patient-Centered Medical Home Recognition Survey Results.Medicare & Medicaid Research Review, 3(4), E1-E9. doi:10.56 HITECH Act Essay and EHR.
Even the best of us can make mistakes. We are all human. Although in health care, mistakes can prove to be devastating, costly and in many cases deadly. In 1999, the Institute of Medicine (IOM) published To Err Is Human: Building a Safer Health System which called for a change in the practice of health care in the prevention of medical errors. The study stunned the nation with its grim statistic estimating that up to 98,000 patients died per year from preventable medical errors in hospitals (Plawecki and Amrhein, 2009). Medical errors as defined by IOM 1999 report, “is the use of a wrong plan of care to achieve an outcome or the failure of a planned action to be completed as intended” (Plawecki and Amrhein, p. 27, 2009). NURS 6051 Week 1 Discussion – To err is human essay. The landmark study also exposed that a major barrier to patient safety is the lack of awareness of how extensive medical errors are in the health care setting and how often they occur (Wakefield, 2008). As Plawecki and Amrhein acknowledged, it doesn’t matter how many times a procedure has been performed or a medication given, there is always the potential of a preventable error (2009). Faulty systems and processes have been shown to be the cause of most mistakes versus an individual’s behavior (IOM, 1999). As health care providers, one of our biggest fear is that we can be fallible. The IOM’s report although distressing, brought awareness and understanding about the weakness in our country’s health care system. In response to this pivotal publication, the IOM proposed methods to transform the health care setting. A call for action among all responsible parties in the health care system is needed to prevent the continual rise in medical errors. The series known as Crossing the Quality Chasm was developed to redesign how health care settings operate (Wakefield, 2008). Wakefield discussed in the Quality Chasm Series the simple rules with the 21st Century (2008) NURS 6051 Week 1 Discussion – To err is human essay. It challenged the system to implement the major actions for achieving a safer, more effective, and efficient health care (Wakefield, 2008).
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5. From there, the payment sections will show, follow the guided payment process and your order will be available for our writing team to work on it.
We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.
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.
Weekly Participation
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.
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.
Use of Direct Quotes
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.
LopesWrite Policy
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.
Late Policy
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.
Communication
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.
We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.
Looking for a Similar Assignment? Order a custom-written, plagiarism-free paper
Nursing Specialty Comparison Matrix Assignment: Academic Success and Professional Development Plan Part 6: Finalizing the Plan
Assignment: Academic Success and Professional Development Plan Part 6: Finalizing the Plan
At some point in every construction project, efforts turn from design and the focus moves to actual construction. With the vision in place and the tools secured, the blueprint can be finalized and approved. Then it is time to put on hardhats and begin work.
Throughout the course you have developed aspects of your Academic and Professional Development Plan. You have put a great deal of thought into your vision and goals, your academic and professional network of support, research strategies and other tools you will need, the integrity of your work, and the value of consulting the work of others. With your portfolio in place, it is now time to finalize your blueprint for success.
Much as builders remain cognizant of the building standards as they plan and begin construction, nurses must remain mindful of the formal standards of practice that govern their specialty. A good understanding of these standards can help ensure that your success plan includes any steps necessary to excel within your chosen specialty. Nursing Specialty Comparison Matrix.
In this Assignment you will continue developing your Academic Success and Professional Development Plan by developing the final component: a review of your specialty standards of practice. You will also submit your final version of the document, including Parts 1–5. To Prepare:
Review the scope and standards of practice or competencies related to your chosen specialty.
Download the Nursing Specialty Comparison Matrix.
Examine professional organizations related to the specialization you have chosen and identify at least one to focus on for this assignment.
Reflect on the thoughts you shared in the Discussion forum regarding your choice of a specialty, any challenges you have encountered in making this choice, and any feedback you have received from colleagues in the Discussion. The Assignment:
Complete the following items and incorporate them into the final version of your Academic Success and Professional Development Plan.
Write a paragraph that provides a detailed comparison at least two nursing specialties, including your selected specialization and second-preferred specialization.
Write a clear and accurate 2- to 3-paragraph justification statement identifying your reasons for choosing your MSN specialization. Provide sufficient evidence of incorporating feedback you received from colleagues in this week’s Discussion Forum.
Clearly identify and accurately describe in detail the professional organization related to the specialization you have chosen to focus on for this assignment and explain how you can become an active member of this organization.
Note: Your final version of the Academic Success and Professional Development Plan should include all components as presented the Academic Success and Professional Development Plan template. Make all corrections to each part based on faculty feedback and submit a final and edited copy of the template (Part 1-Part 6) in correct APA format. 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
Bickford, C. J., Marion, L., & Gazaway, S. (2015). Nursing: Scope and standards of practice, third edition—2015. Retrieved from /orders/www.augusta.edu/nursing/cnr/documents/seminar-files/pp8.28.pdf
Quinn-Szcesuil, J. (2016). Why you should join a nursing association. Retrieved from /orders/dailynurse.com/join-nursing-association/
Robert Wood Johnson Foundation. (2011). Implementing the ION future of nursing report—part II: The potential of interprofessional collaborative care to improve safety and quality. Charting Nursing’s Future, (17)1–8. Retrieved from /orders/www.rwjf.org/content/dam/farm/reports/issue_briefs/2011/rwjf71709
Robert Wood Johnson Foundation. (2010, November 22). Interdisciplinary collaboration improves safety, quality of care, experts say. Retrieved from /orders/www.rwjf.org/en/library/articles-and-news/2010/11/interdisciplinary-collaboration-improves-safety-quality-of-care-.html
Walden University. (n.d.). Master of Science in Nursing (MSN). Retrieved October 12, 2018, from /orders/www.waldenu.edu/masters/master-of-science-in-nursing Nursing Specialty Comparison Matrix
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Who We Are
We are a professional custom writing website. If you have searched for a question and bumped into our website just know you are in the right place to get help with your coursework.
Do you handle any type of coursework?
Yes. We have posted our previous orders to display our experience. Since we have done this question before, we can also do it for you. To make sure we do it perfectly, please fill out our Order Form. Filling the order form correctly will assist our team in referencing, specifications, and future communication.
Is it hard to Place an Order?
1. Click on “Order Now” on the main Menu and a new page will appear with an order form to be filled.
2. Fill in your paper’s requirements in the “PAPER INFORMATION” section and the system will calculate your order price/cost.
3. Fill in your paper’s academic level, deadline, and the required number of pages from the drop-down menus.
4. Click “FINAL STEP” to enter your registration details and get an account with us for record-keeping and then, click on “PROCEED TO CHECKOUT” at the bottom of the page.
5. From there, the payment sections will show, follow the guided payment process and your order will be available for our writing team to work on it.
We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.
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. Assignment: Professional Development Plan Part 6
Weekly Participation
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.
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.
Use of Direct Quotes
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.
LopesWrite Policy
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.
Late Policy
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.
Communication
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.
GuaranteeAssignment: Professional Development Plan Part 6
We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.
Looking for a Similar Assignment? Order a custom-written, plagiarism-free paper
Juliet AnyanwuRE: Discussion – Week 4
Healthcare professionals use PICOT questions to clear clinical issues in a way that assists to efficiently and quickly find the right information to answer the clinical question (Melnyk & Fineout-Overholt, 2018). The purpose of the PICOT question is to direct the systematic search of healthcare databases to find the best available evidence to answer the question (Melnyk & Fine-out-Overholt, 2018). Understanding how to appropriately formulate a clinical question in PICOT format and using it systematically in your search is vital to efficiently begin the EBP process (Melnyk & Fine-out-Overholt, 2018). Systematically formulating a clinical question makes it possible to find an answer faster and proficiently, leading to enhanced methods and patient outcomes (Stillwell et al., 2010). Question– In geriatric inpatients, does hand hygiene using soap and water compared to the use of hand sanitizers help in lessening the occurrences of Hospital Acquired Infection within three months? PICOT Question
In geriatric inpatients (P), does hand hygiene using soap and water (I) compared to the use of hand sanitizers(C), help in lessening of Hospital Acquired Infection (HAIs) incidences (O) within three months (T)? Search Terms used
The search terms used were: Hand Hygiene, hand washing, Hospital-acquired infections, inpatient geriatrics, and hand sanitizers. Database used
The two databases used were CINAHL Plus with Full Text and MEDLINE with Full Text. Search Results
CINAHL Plus with Full Text produced 120 results, while MEDLINE with Full Text, which had 80 (Walden University Library, n.d. – a). These presented both original research articles and systematic reviews. The search was restricted to articles within five years. Also, to conduct the search, the article towards the research question was used. It was all related to hand hygiene, hand washing, hand sanitizers, and hospital-acquired infections management. Two articles were from original research. Addition of Boolean Operator
Adding the search terms using the Boolean operators changed my search significantly. The amounts of records returned were remarkably decreased and increased on the articles available based on their significance to my study. It expedited the accomplishment of more detailed results and helped save time as the results became more suitable for my desires. It also gets rid of unsuitable articles. Boolean operators and nesting help one search for combinations of words or phrases processed in a particular order (Library of Congress, n.d.). Strategies to increase the rigor and effectiveness of a database search and example
The strategies I will make to increase the rigor and effectiveness of a database search for my PICOT question include: Using Boolean operators. The use of Boolean operators helps facilitates, confines the search to the most relevant results, and is more focused. I will also limit the search to a particular year range. Limiting the year range, this helps in returning current searches and also uses more than one database for my search, because everyone may have more articles. I will seek the help of a Librarian to assist me in the preliminary inquiry. Another strategy is using parentheses. The use of Parentheses will help me get the search I want.
References
Library of Congress. (n.d.). Search/browse help-Boolean Operator and nesting. Retrieved September 22, 2020, from /orders/catalog.loc.gov/vwebv/ui/en_US/htdocs/help/searchBoolean.html
Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare (4th ed.). Philadelphia, PA: Lippincott Williams & Wilkins.
Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010). Evidence-based practice, step by step: asking the clinical question: a key step in evidence-based practice. AJN The American Journal of Nursing, 110(3), 58-61.
Walden University Library (n.d.-a). Databases A-Z. Retrieved September 22, 2020, from /orders/academicguides.waldenu.edu/az.php?s=19981 Angel Brockington-HallRE: Discussion – Week 4: Main PostCOLLAPSE
After reviewing the five types of foreground questions, it was determined that a meaning question would be the most suitable approach for posing a question using PICOT. According to Melnyk and Fineout-Overholt (2018), meaning questions explore the relationship between an experience and an outcome, the extent or range of a rare occurrence, or “the influence of culture on healthcare” (p. 39). PICOT Component Description
Patient population
Sexual assault survivors
Intervention/issue of interest
Ongoing treatment and support/cultivating community support culture
Comparison intervention/issue of interest
Challenging traditional beliefs and attitudes with awareness and education
Outcome
Increased rates of reporting and support networks
Time
Post-assault through three months
PICOT Question
What is the quality of life (O) for sexual assault survivors (P) who report the incident and receive treatment and ongoing community support (I) within the first three months (T), compared to their counterparts who choose not to report (C) their lived experience?
Search Terms Used and Databases Used for PICOT Question
The search terms used included sexual assault victims or sexual assault survivors, rape and quality of life, community support, and treatment, contributing factors, reporting sexual assault, sexual assault, coping behavior, and trauma. Boolean operators and nesting were applied to “search for combinations of words or phrases processed in a specified order” (Library of Congress, n.d.), and expanders such as “apply related words” and “search with the full text of the articles” were applied to refine results.
CINAHL Plus with Full Text, MEDLINE with Full Text, APA PsycINFO, and APA PsycArticles were databases used to research the PICOT question. The American Psychological Association (APA) publishes articles available in the APA PsycArticles and APA PsycINFO databases. According to Walden University Library (n.d.), both databases are “a definitive source of full text, peer-reviewed scholarly and scientific articles in psychology” (para. 1). CINHAL Plus, with full text, offers “a robust collection of full-text nursing and allied health journals” (Walden University Library, n.d., para. 1). It provides and permits access to nearly 800 journals indexed in the original CINAHL database. According to Walden University Library (n.d.), “CINAHL Plus with Full Text is the core research tool for all areas of nursing and allied health literature” (para. 1).
Similarly, Medline with Full text presents “the authoritative medical information” on various health professions, including nursing. Nearly 1,500 journals are indexed in MEDLINE, which offers full text (Walden University Library, n.d., para. 1).
Search Results and Changes Noted with Boolean Operators
Walden University’s Library “Database search skills: Set up your search” option encourages the use of one term when searching databases to return the best and broadest results. Entering a single word can be used to determine whether the precise term aligns with “scholarly works” (Walden University Library, Database search skills: Set up your search, n.d.-b.). Applying this recommendation produced over 20,000 articles. Limiters such as peer-reviewed scholarly journals and a publication date no older than 2015 were used, resulting in the following results:
MEDLINE with Full Text (151)
CINAHL Plus with Full Text (120)
APA PsycArticles (35)
APA PsycInfo (6)
Without the Boolean search operators and, or, and not, a search for sexual assault survivors returned a total of 1,039 results. The number of original research articles returned within the APA PsycINFO database was five out of six, proving a high probability of finding trustworthy, scholarly, current, and original research applied to the PICOT question. When the Boolean search operator AND was used to include reporting sexual assault, collectively, all four databases were reduced to five total search results. Search results increased exponentially, when an additional field of the Boolean operator OR was employed. In the second field of the database search, the terms beliefs or perceptions or views or attitudes were added. Including the Boolean connector OR, produced greater than 400,125 results. However, the articles resulting from adding OR produced fewer articles germane to the PICOT question.
Strategies to Increase Rigor and Effectiveness of Database Search for PICOT
Some strategies could be applied to databases that make searching a PICOT question more efficient and rigorous. These strategies include:
Ensuring databases are reliable and produce trustworthy content rooted in scholarly work.
Apply best practices in the methodological review of data.
Utilize a combination of sources to establish evidence
Organize citations and search strategies (Hartzell & Fineout-Overholt, 2018, p. 57).
Solicit help from the librarian when needed.
Select articles most germane to the PICOT question (Hartzell & Fineout-Overholt, 2018, p. 57).
According to Hartzell and Fineout-Overholt (2018), the above represent “basic and advanced behaviors that clinicians would use to competently search bibliographic databases such as the Cumulative Index to Nursing and Allied Health Literature (CINAHL) and MEDLINE” (p. 56). Searching databases that have relevancy to a PICOT question facilitates the evidence searching and gleaning process. Boolean operators serve as “connectors” which can be used to expand (using OR) or narrow (using AND) searches.
Overall, there are standard competencies expected of advanced practice clinicians, and there are various resources available to facilitate and promote honing these critical skills.
References
Hartzell, T. A. & Fineout-Overholt, E. (2018). Chapter 3: Finding relevant evidence to answer clinical questions. In B. M. Melnyk, B. M., & E. Fineout-Overholt (Eds.), Evidence-based practice in nursing & healthcare: A guide to best practice (pp. 607-653). Philadelphia, PA: Wolters Kluwer.
Library of Congress. (n.d.). Search/browse help – Boolean operators and nesting. /orders/catalog.loc.gov/vwebv/ui/en_US/htdocs/help/searchBoolean.html
Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA:
Wolters Kluwer.
Walden University Library. (n.d.-a). Databases A-Z: Nursing./orders/academicguides.waldenu.edu/az.php?s=19981
Walden University Library. (n.d.-b). Database search skills: Set up your search./orders/academicguides.waldenu.edu/library/databasesearchskills/setupyoursearch 3SOURCES FOR EACH DISCUSSION
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Who We Are
We are a professional custom writing website. If you have searched for a question and bumped into our website just know you are in the right place to get help with your coursework.
Do you handle any type of coursework?
Yes. We have posted our previous orders to display our experience. Since we have done this question before, we can also do it for you. To make sure we do it perfectly, please fill out our Order Form. Filling the order form correctly will assist our team in referencing, specifications, and future communication.
Is it hard to Place an Order?
1. Click on “Order Now” on the main Menu and a new page will appear with an order form to be filled.
2. Fill in your paper’s requirements in the “PAPER INFORMATION” section and the system will calculate your order price/cost.
3. Fill in your paper’s academic level, deadline, and the required number of pages from the drop-down menus.
4. Click “FINAL STEP” to enter your registration details and get an account with us for record-keeping and then, click on “PROCEED TO CHECKOUT” at the bottom of the page.
5. From there, the payment sections will show, follow the guided payment process and your order will be available for our writing team to work on it.
We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.
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.
Weekly Participation
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.
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.
Use of Direct Quotes
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.
LopesWrite Policy
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. Effectiveness of Database Search for PICOT
Late Policy
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. Effectiveness of Database Search for PICOT
Communication
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.
GuaranteeEffectiveness of Database Search for PICOT
We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium. Effectiveness of Database Search for PICOT
Looking for a Similar Assignment? Order a custom-written, plagiarism-free paper
Describe the long-term control and quick relief treatment options for the asthma patient from your practice, as well as the impact these drugs might have on your patient.
27 (27%) – 30 (30%)
The presentation clearly and accurately describes in detail the long-term control and quick relief treatment options for the asthma patient from their practice. The presentation clearly and accurately describes in detail the impact these drugs might have on their patient.
24 (24%) – 26 (26%)
The presentation accurately describes the long-term control and quick relief options for the asthma patient from their practice. The presentation accurately describes the impact these drugs might have on their patient.
21 (21%) – 23 (23%)
The presentation inaccurately or vaguely describes the long-term control and quick relief options for the asthma patient from their practice. The presentation inaccurately or vaguely describes the impact these drugs might have on their patient.
0 (0%) – 20 (20%)
The presentation inaccurately and vaguely describes the long-term and quick relief options for the asthma patient from their practice, or is missing. The presentation inaccurately and vaguely describes the impact these drugs might have on their patient, or is missing.
Explain the stepwise approach to asthma treatment and management for your patient.
27 (27%) – 30 (30%)
The presentation clearly and accurately explains in detail the stepwise approach to asthma treatment and management for their patient.
24 (24%) – 26 (26%)
The presentation accurately explains the stepwise approach to asthma treatment and management for their patient.
21 (21%) – 23 (23%)
The presentation inaccurately or vaguely explains the stepwise approach to asthma treatment and management for their patient.
0 (0%) – 20 (20%)
The presentation inaccurately and vaguely explains the stepwise approach to asthma treatment and management for their patient.
Explain how stepwise management assists health care providers and patients in gaining and maintaining control of the disease. Be specific.
27 (27%) – 30 (30%)
The presentation clearly and accurately explains in detail how stepwise management assists health care providers and patients in gaining and maintaining control of the disease. The presentation provides accurate and detailed examples to support the explanation provided.
24 (24%) – 26 (26%)
The presentation accurately explains how stepwise management assists health care providers and patients in gaining and maintaining control of the disease. The presentation provides accurate examples to support the explanation provided.
21 (21%) – 23 (23%)
The presentation inaccurately or vaguely explains how stepwise management assists health care providers and patients in gaining and maintaining control of the disease. The presentation provides inaccurate or vague examples to support the explanation provided.
0 (0%) – 20 (20%)
The presentation inaccurately and vaguely explains how stepwise management assists health care providers and patients in gaining and maintaining control of the disease, or is missing. The presentation provides inaccurate and vague examples to support the explanation provided, 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.
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 less than 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
Validity in research refers to the extent researchers can be confident that the cause and effect they identify in their research are in fact causal relationships. If there is low validity in a study, it usually means that the research design is flawed and the results will be of little or no value. Four different aspects of validity should be considered when reviewing a research design: statistical conclusion validity, internal validity, construct validity, and external validity. In this Discussion, you consider the importance of each of these aspects in judging the validity of quantitative research.
To prepare:
Review the information in Chapter 10 of the course text on rigor and validity.
Read the method section of one of the following quasi-experimental studies (also located in this week’s Learning Resources). Identify at least one potential concern that could be raised about the study’s internal validity.
Metheny, N. A., Davis-Jackson, J., & Stewart, B. J. (2010). Effectiveness of an aspiration risk-reduction protocol. Nursing Research, 59(1), 18–25.
Padula, C. A., Hughes, C., & Baumhover, L. (2009). Impact of a nurse-driven mobility protocol on functional decline in hospitalized older adults. Journal of Nursing Care Quality, 24(4), 325–331.
Yuan, S., Chou, M., Hwu, L., Chang, Y., Hsu, W., & Kuo, H. (2009). An intervention program to promote health-related physical fitness in nurses. Journal of Clinical Nursing, 18(10), 1,404–1,411.
Consider strategies that could be used to strengthen the study’s internal validity and how this would impact the three other types of validity.
Think about the consequences of an advanced practice nurse neglecting to consider the validity of a research study when reviewing the research for potential use in developing an evidence-based practice.
Post on or before Day 3 (1) the title of the study that you selected and your analysis of the potential concerns that could be raised about the study’s internal validity. (2) Propose recommendations to strengthen the internal validity and assess the effect your changes could have with regard to the other three types of validity.(3) Discuss the dangers of failing to consider the validity of a research study
REQUIRED RESOURCES
Readings
Polit, D. F., & Beck, C. T. (2012). Nursing research: Generating and assessing evidence for nursing practice (Laureate Education, Inc., custom ed.). Philadelphia, PA: Lippincott Williams & Wilkins.
Chapter 10, “Rigor and Validity in Quantitative Research”
This chapter introduces the concept of validity in research and describes the different types of validity that must be addressed. Key threats to validity are also explored.
Chapter 11, “Specific Types of Quantitative Research”
This chapter focuses on the specific types of quantitative research that can be selected. The focus is on the purpose of the research rather than the research design. These include such approaches as clinical trials, evaluation research, health services and outcomes research, needs assessments, or replication studies.
Cantrell, M. A. (2011). Demystifying the research process: Understanding a descriptive comparative research design. Pediatric Nursing, 37(4), 188–189.
Retrieved from the Walden Library databases. (for review)
The author of this article discusses the primary aspects of a prominent quantitative research design. The article examines the advantages and disadvantages of the design.
Schultz, L. E., Rivers, K. O., & Ratusnik, D. L. (2008). The role of external validity in evidence-based practice for rehabilitation. Rehabilitation Psychology, 53(3), 294–302.
Retrieved from the Walden Library databases.
This article details the results of a study that sought to balance concern for rigor with concern for relevance. The authors of the article derive and determine a rating format for relevance and apply it to cognitive rehabilitation.
Note: For the Discussion this week, you will need to read the method section of one of the following quasi-experimental studies. Refer to the details provided in the Week 6 Discussion area.
Metheny, N. A., Davis-Jackson, J., & Stewart, B. J. (2010). Effectiveness of an aspiration risk-reduction protocol. Nursing Research, 59(1), 18–25.
Retrieved from the Walden Library databases.
Padula, C. A., Hughes, C., & Baumhover, L. (2009). Impact of a nurse-driven mobility protocol on functional decline in hospitalized older adults. Journal of Nursing Care Quality, 24(4), 325–331.
Retrieved from the Walden Library databases.
Yuan, S.-C., Chou, M.-C., Hwu, L.-J., Chang, Y.-O,, Hsu, W.-H., & Kuo, H.-W. (2009). An intervention program to promote health-related physical fitness in nurses. Journal of Clinical Nursing, 18(10), 1,404–1,411.
Retrieved from the Walden Library databases.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
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3. Fill in your paper’s academic level, deadline, and the required number of pages from the drop-down menus.
4. Click “FINAL STEP” to enter your registration details and get an account with us for record-keeping and then, click on “PROCEED TO CHECKOUT” at the bottom of the page.
5. From there, the payment sections will show, follow the guided payment process and your order will be available for our writing team to work on it.
We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.
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.
Weekly Participation
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.
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.
Use of Direct Quotes
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.
LopesWrite Policy
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.
Late Policy
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.
Communication
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.
We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.
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One of the pivotal goals of consumer health literacy efforts is to design educational materials that attract as well as educate users. In this Assignment, you design a health information document on a topic that is of interest to you. To prepare:
Select a health issue of interest to you.
Identify the audience or population that you seek to educate about this issue.
Search the Internet to find credible sites containing information about your selected topic.
Review the two health literacy websites listed in this week’s Learning Resources. Focus on strategies for presenting information.
To complete:
Design an educational handout on the health issue you selected.
Include a cover page.
Include an introduction that provides:
An explanation of your issue and why you selected it
A description of the audience you are addressing
In the handout itself:
Develop your handout in such a way that it attracts the attention of the intended audience.
Include a description of the health issue and additional content that will enhance your message (i.e., key terms and definitions, graphics, illustrations, etc.).
Recommend four or five sites that provide clear, valuable, and reliable information on the topic.
Note: Remember to keep the information in your health handout and its design at the appropriate level for the audience you are seeking to inform. Submit your Assignment as a Word document.
http://www.ahrq.gov/patients-consumers/patient-involvement/ask-your-doctor/videos/clinician06/index.html
This week we will discuss the security of health care records and the protection of patient privacy. You will analyze the nurse’s responsibility to protect patient information and the extent that Health IT has made it easier or more difficult to protect patient privacy. You will comment on any security or ethical issues related to the use of portable devices to store information. You will also assess the strategies your organization uses to safeguard patient information and how these promote a culture of safety. You will describe an area where improvement is needed and one strategy that could address the situation.
Includes a cover page and introduction forthe flyer with an explanation of the issue selected, a description of the audience, and the search terms used to identify resources.
(10 possible points)
This section demonstrates excellence. To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources. Paper provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas. (9–10 points)
This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. Paper includes moderate detail, evidence from the readings, and discerning ideas.
(8 points)
This section demonstrates a fairunderstanding of the content. To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. Paper may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
(7 points)
This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. Paper is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.
(0–6 points)
In the Flyer: Defines key terms in a way that is appropriate for the target audience.
(10 possible points)
This section demonstrates excellence. To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources. Paper provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas. (9–10 points)
This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. Paper includes moderate detail, evidence from the readings, and discerning ideas.
(8 points)
This section demonstrates a fairunderstanding of the content. To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. Paper may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
(7 points)
This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. Paper is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.
(0–6 points)
Describes the health issue using language appropriate for the audience.
(20 possible points)
This section demonstrates excellence. To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources. The section provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.
(19–20 points)
This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. The section includes moderate detail, evidence from the readings, and discerning ideas.
(17–18 points)
This section demonstrates a fairunderstanding of the content. To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. The section may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings. (15–16 points)
This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. The section is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.
(0–14 points)
Provides guidance on how to identify websites and resources with credible information on the issue.
(20 possible points)
This section demonstrates excellence. To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources. The section provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.
(19–20 points)
This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. The section includes moderate detail, evidence from the readings, and discerning ideas.
(17–18 points)
This section demonstrates a fairunderstanding of the content. To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. The section may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings. (15–16 points)
This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. The section is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.
(0–14 points)
Recommends 4-5 websites with clear, valuable, and reliable information on the issue.
(10 possible points)
This section demonstrates excellence. To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources. The section provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.
(9–10 points)
This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. The section includes moderate detail, evidence from the readings, and discerning ideas.
(8 points)
This section demonstrates a fairunderstanding of the content. To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. The section may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings. (7 points)
This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. The section is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.
(0–6 points)
Writing used in Introduction (10 possible points)
Paper is well organized, uses scholarly tone, follows APA style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with graduate level writing style. Introduction contains multiple, appropriate and exemplary peer reviewed sources (published within the past 5 years) expected/required for the assignment.
(9–10 points)
Paper is mostly consistent with graduate level writing style. Paper may have some small or infrequent organization, scholarly tone, or APA style issues, and/or may contain a few writing and spelling errors, and/or somewhat less than the expected number of or type of sources.
(8 points)
Paper is somewhat below graduate level writing style, with multiple smaller or a few major problems. Paper may be lacking in organization, scholarly tone, APA style, and/or contain many writing and/or spelling errors, or shows moderate reliance on quoting vs. original writing and paraphrasing. Paper may contain inferior resources (number or quality).
(7 points)
Paper is well below graduate level writing style expectations for organization, scholarly tone, APA style, and writing, or relies excessively on quoting. Paper may contain few or no quality resources.
(0–6 points)
Writing used in Flyer (20 possible points)
Flyer is well organized, uses a tone appropriate for the audience, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with a health flyer writing style.
(18–20 points)
Flyer mostly uses a tone appropriate for the intended audience. Flyer may have some small or infrequent organization, tone issues, and/or may contain a few writing and spelling errors.
(16–17 points)
Flyer is written in a tone that is somewhat above or below the intended audience, with multiple smaller or a few major problems. Flyer may be lacking in organization, appropriate tone, and/or contain many writing and/or spelling errors, or shows moderate reliance on quoting vs. original writing and paraphrasing.
(14–15 points)
Flyer is well below graduate level work, expectations for organization, appropriate tone, and writing.
(0–13 points)
Instructor comments:
Up to 20 points may be deducted for lateness.
Total Score (100 possible points):
points
Required Readings
McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning.
Chapter 17, “Supporting Consumer Information and Education Needs”This chapter explores health literacy and e-health. The chapter examines a multitude of technology-based approaches to consumer health education.
Chapter 18, “Using Informatics to Promote Community/Population Health”In this chapter, the authors supply an overview of community and population health informatics. The authors explore a variety of informatics tools used to promote community and population health.
Chapter 16, “Informatics Tools to Promote Patient Safety and Clinical Outcomes”The authors of this chapter present strategies for developing a culture of safety using informatics tools. In addition, the chapter analyzes how human factors contribute to errors.
Health literacy: How do your patients rate? (2011). Urology Times, 39(9), 32.
Retrieved from the Walden Library databases.
The authors of this article define health literacy and emphasize its poor rates in the United States. Additionally, the authors recommend numerous websites that offer patient education materials.
Huff, C. (2011). Does your patient really understand? H&HN, 85(10), 34.
Retrieved from the Walden Library databases.
This article defines hospital literacy and highlights the barriers that prevent it from increasing. It also emphasizes the difficulties created by language and financial costs.
The Harvard School of Public Health. (2010). Health literacy studies. Retrieved from http://www.hsph.harvard.edu/healthliteracy
This website provides information and resources related to health literacy. The site details the field of health literacy and also includes research findings, policy reports and initiatives, and practice strategies and tools.
Office of Disease Prevention and Health Promotion (n.d.). Health literacy online. Retrieved June 19, 2012, from http://www.health.gov/healthliteracyonline/
This webpage supplies a guide to writing and designing health websites aimed at increasing health literacy. The guide presents six strategies that should be used when developing health websites.
U.S. Department of Health and Human Services. (n.d.a). Quick guide to health literacy. Retrieved June 19, 2012, from http://www.health.gov/communication/literacy/quickguide/Quickguide.pdf
This article contains an overview of key health literacy concepts and techniques for improving health literacy. The article also includes examples of health literacy best practices and suggestions for improving health literacy.
Required Media
Agency for Healthcare Research and Quality (Executive Producer). (2012a). Interview with Rachelle Toman, M.D. Ph.D. Rockville, MD: Author. Retrieved from http://www.ahrq.gov/patients-consumers/patient-involvement/ask-your-doctor/videos/clinician06/index.html
In this interview, Dr. Toman discusses the importance of asking patients questions to ensure they have been able to sufficiently communicate their concerns.
We are a professional custom writing website. If you have searched for a question and bumped into our website just know you are in the right place to get help with your coursework.
Do you handle any type of coursework?
Yes. We have posted our previous orders to display our experience. Since we have done this question before, we can also do it for you. To make sure we do it perfectly, please fill out our Order Form. Filling the order form correctly will assist our team in referencing, specifications, and future communication.
Is it hard to Place an Order?
1. Click on “Order Now” on the main Menu and a new page will appear with an order form to be filled.
2. Fill in your paper’s requirements in the “PAPER INFORMATION” section and the system will calculate your order price/cost.
3. Fill in your paper’s academic level, deadline, and the required number of pages from the drop-down menus.
4. Click “FINAL STEP” to enter your registration details and get an account with us for record-keeping and then, click on “PROCEED TO CHECKOUT” at the bottom of the page.
5. From there, the payment sections will show, follow the guided payment process and your order will be available for our writing team to work on it.
We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.
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.
Weekly Participation
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.
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.
Use of Direct Quotes
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.
LopesWrite Policy
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.
Late Policy
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.
Communication
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.
We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.
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