How Has The Emphasis On Quality Of Care, Patient Safety, And Clinical Care Outcomes Been Impacted By Specific Standards Emanating From TJC And/Or CMS?
Please use articles that are no more that 5 years old and have to be written by scholar
authors
Promoting Safety and Quality
In the article “Managing to Improve Quality: The Relationship Between Accreditation Standards, Safety Practices, and Patient Outcomes,” the authors discuss the growing trend by medical insurance companies to eliminate reimbursement for Never Events. As these types of mistakes should be easily preventable, hospitals have developed protocols to lessen or extinguish the occurrence of these events. In addition, The Joint Commission (TJC) and the Centers for Medicare & Medicaid Services (CMS) have developed core measures to guide health care providers’ efforts in improving patient safety and the quality of care delivered.
Health care organizations have developed strategic agendas to help meet these standards and reduce the incidence of Never Events. Nurses significantly influence the overall quality of health care provided and play a pivotal role in improving patient outcomes.
For this Discussion, you will consider the standards that are in place for nurses and how they can be used to improve quality of care. To prepare for this Discussion:
Review the information at the Joint Commission and Centers for Medicare & Medicaid Services websites on the core measures and standards presented in this week’s Resources.
Consider the nurse’s role in supporting the organization’s strategic agenda as it relates to improving clinical outcomes.
Conduct an Internet search for either a Never Event or a core measure, and select one to address in your post.
By Day 3
Respond to the following:
How has the emphasis on quality of care, patient safety, and clinical care outcomes been impacted by specific standards emanating from TJC and/or CMS? Cite your selected core measure or Never Event in your response.
What is the impact of the nurse’s role in clinical outcomes for the organization?
Discuss nurse-specific challenges in influencing change in quality improvement.
How does this influence the ability of the organization to achieve its strategic agenda?
Support your response with references from the professional nursing literature. Note Initial Post: A 3-paragraph (at least 350 words) response. Be sure to use evidence from the readings and include in-text citations. Utilize essay-level writing practice and skills, including the use of transitional material and organizational frames. Avoid quotes; paraphrase to incorporate evidence into your own writing. A reference list is required. Use the most current evidence (usually ≤ 5 years old).
By Day 7
Read two or more of your colleagues’ postings from the Discussion question (support with evidence if indicated).
Case Study: Severely underweight 12-year-old Hispanic girl with underweight parents who has been bullied in school just recently
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.
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.
Consider how you could encourage parents or caregivers to be proactive toward the child’s health.
The Assignment
Assignment (3–4 pages, not including title and reference pages): Assignment Option 2: Child Health Case:
Include the following:
An explanation of the health issues and risks that are relevant to the child you were assigned.
Describe additional information you would need in order to further assess his or her weight-related health.
Identify and describe any risks and 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.
Taking into account the parents’ and caregivers’ potential sensitivities, list at least three specific questions you would ask about the child to gather more information.
Provide at least two strategies you could employ to encourage the parents or caregivers to be proactive about their child’s health and weight.
Please pay attention to the case study
5 references not less than 5years
zero plagiarism
Discussion: Big Data Risks and Rewards
When you wake in the morning, you may reach for your cell phone to reply to a few text or email messages that you missed overnight. On your drive to work, you may stop to refuel your car. Upon your arrival, you might swipe a key card at the door to gain entrance to the facility. And before finally reaching your workstation, you may stop by the cafeteria to purchase a coffee.
From the moment you wake, you are in fact a data-generation machine. Each use of your phone, every transaction you make using a debit or credit card, even your entrance to your place of work, creates data. It begs the question: How much data do you generate each day? Many studies have been conducted on this, and the numbers are staggering: Estimates suggest that nearly 1 million bytes of data are generated every second for every person on earth.
As the volume of data increases, information professionals have looked for ways to use big data—large, complex sets of data that require specialized approaches to use effectively. Big data has the potential for significant rewards—and significant risks—to healthcare. In this Discussion, you will consider these risks and rewards. To Prepare:
· Review the Resources and reflect on the web article Big Data Means Big Potential, Challenges for Nurse Execs.
· Reflect on your own experience with complex health information access and management and consider potential challenges and risks you may have experienced or observed.
By Day 3 of Week 5 Post a description of at least one potential benefit of using big data as part of a clinical system and explain why. Then, describe at least one potential challenge or risk of using big data as part of a clinical system and explain why. Propose at least one strategy you have experienced, observed, or researched that may effectively mitigate the challenges or risks of using big data you described. Be specific and provide examples.
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
35 (35%) – 39 (39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors.
0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness
10 (10%) – 10 (10%)
Posts main post by day 3.
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
Does not post by day 3.
First Response
17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English.
15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English.
13 (13%) – 14 (14%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited.
Second Response
16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English.
14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English.
12 (12%) – 13 (13%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited.
Participation
5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days.
Psychiatric notes are a way to reflect on your practicum experiences and connect them to the didactic learning you gain from your NRNP courses. Focused SOAP notes, such as the ones required in this practicum course, are often used in clinical settings to document patient care.
For this Assignment, you will document information about a patient that you examined during the last three weeks, using the Focused SOAP Note Template provided. You will then use this note to develop and record a case presentation for this patient.
To Prepare
Review this week’s Learning Resources and consider the insights they provide. Also review the Kaltura Media Uploader resource in the left-hand navigation of the classroom for help creating your self-recorded Kaltura video.
Select a patient of any age (either a child or an adult) that you examined during the last 3 weeks.
Create a Focused SOAP Note on this patient using the template provided in the Learning Resources. There is also a completed Focused SOAP Note Exemplar provided to serve as a guide to assignment expectations. PleaseNote:
All SOAP notes must be signed, and each page must be initialed by your Preceptor. Note: Electronic signatures are not accepted.
When you submit your note, you should include the complete focused SOAP note as a Word document and PDF/images of each page that is initialed and signed by your Preceptor.
You must submit your SOAP note using Safe Assign. Note: If both files are not received by the due date, faculty will deduct points per the Walden Grading Policy.
Then, based on your SOAP note of this patient, develop a video case study presentation. Take time to practice your presentation before you record.
Include at least five scholarly resources to support your assessment, diagnosis, and treatment planning.
Ensure that you have the appropriate lighting and equipment to record the presentation.
The Assignment
Record yourself presenting the complex case study for your clinical patient. In your presentation:
Dress professionally with a lab coat and present yourself in a professional manner.
Display your photo ID at the start of the video when you introduce yourself.
Ensure that you do not include any information that violates the principles of HIPAA (i.e., don’t use the patient’s name or any other identifying information).
Present the full complex case study. Include chief complaint; history of present illness; any pertinent past psychiatric, substance use, medical, social, family history; most recent mental status exam; current psychiatric diagnosis including differentials that were ruled out; and plan for treatment and management.
Report normal diagnostic results as the name of the test and “normal” (rather than specific value). Abnormal results should be reported as a specific value.
Be succinct in your presentation, and do not exceed 8 minutes. Specifically address the following for the patient, using your SOAP note as a guide:
Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
Objective: What observations did you make during the psychiatric assessment?
Assessment: Discuss their mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses and why you chose them. List them from highest priority to lowest priority. What was your primary diagnosis and why? Describe how your primary diagnosis aligns with DSM-5 diagnostic criteria and supported by the patient’s symptoms.
Plan: What was your plan for psychotherapy? What was your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters, as well as a rationale for this treatment and management plan. Also be sure to include at least one health promotion activity and one patient education strategy.
Reflection notes: What would you do differently with this patient if you could conduct the session again? If you are able to follow up with your patient, explain whether these interventions were successful and why or why not. If you were not able to conduct a follow up, discuss what your next intervention would be.
By Day 7 of Week 3
Submit your Video and Focused SOAP Note Assignment. You must submit two files for the note, including a Word document and scanned pdf/images of each page that is initialed and signed by your Preceptor.
Victoria AbolarinWeek 7- Initial postCOLLAPSE Questions to ask
How would you describe the way you are feeling today- Open-ended questions allow for further conversation which leads to in-depth knowledge of the situation. This patient will be able to explain her condition more with a question like this
How would you describe your typical day and bedtime routine- This patient is in the clinic with complaints of insomnia, since Environmental factors can affect sleep pattern, It is important to rule out any of that before focusing on physiological causes. Daily activities can expose information that can affect the patient’s sleep pattern
When did you start having problems sleeping- This question will help understand whether this is an acute or chronic problem? The length of time will also help understand the level of other system involvement.
People to interview
I would like to speak with the neighbors, children, other close family members and caregivers, friends, or anyone that works inside the home. It will also be beneficial to know how this patient spends most of her time. Some people volunteer or have religious involvement. Physical exam and diagnostic test
sleep study- A sleep study will assess the patient’s sleep pattern; this patient already has comorbidities that can further worsen her health. Hollsen et al., (2020) explain that patients with a sleep disorder also have an increased risk of depression and cardiovascular disease.
urine culture to test urinary tract infection- Elderly patients do not have the typical symptoms seen in patients, so healthcare providers need to look for other signs. Dexter and Mortimore (2021) state that older people are more vulnerable due to low immunity and should be assessed for possible infection
Comprehensive metabolic panel- To assess for any underlying conditions. Due to the medications, this patient is already taking, I will like to know her kidney and liver function.
Sleep diary- Since this is her first complaint, I will suggest the patient keep a sleep diary which will be further discussed at the next visit. Pharmacological agent
Paxil- This is a selective serotonin reuptake inhibitor (SSRI). Ostuzzi et al.,(2020) state that SSRI is the first drug of choice in the elderly due to increasing tolerability in side effects and less interference with cardiovascular health. This will be a good drug of choice because this patient is already on medications for hypertensive so the least amount of medication interference will be beneficial
Quetiapine 50mg daily by mouth HS- This medication can play two roles. First as an antidepressant then as a sedative from its side effect. Differential Diagnosis
Anxiety disorder
Depressive disorder-I think this is the possible diagnosis for this patient, based on her history. loneliness is a major risk factor for depression among the elderly (Pan & Liu, 2021). The patient may be having worsening symptoms which is manifecting as insomnia.
Insomnia Check points
I will request a follow up in 4 weeks to assess medication adherence, monitor effectiveness and side effects. References
Dexter, J., & Mortimore, G. (2021). The management of urinary tract infections in older patients within an urgent care out-of-hours setting. British Journal of Nursing, 30(6), 334–342. /orders/doi-org.ezp.waldenulibrary.org/10.12968/bjon.2021.30.6.334
Hollsten, I., Foldbo, B. M., Kousgaard Andersen, M. K., & Nexøe, J. (2020). Insomnia in the elderly: reported reasons and their associations with medication in general practice in Denmark. Scandinavian Journal of Primary Health Care, 38(2), 210–218. /orders/doi-org.ezp.waldenulibrary.org/10.1080/02813432.2020.1753382
Pan, H., & Liu, Q. (2021). Difference of depression between widowed and non-widowed older people in China: A network analysis approach. Journal of Affective Disorders, 280, 68–76. /orders/doi-org.ezp.waldenulibrary.org/10.1016/j.jad.2020.11.058
Ostuzzi, G., Gastaldon, C., Barbato, A., D’Avanzo, B., Tettamanti, M., Monti, I., Aguglia, A., Aguglia, E., Alessi, M. C., Amore, M., Bartoli, F., Biondi, M., Bortolaso, P., Callegari, C., Carrà, G., Caruso, R., Cavallotti, S., Crocamo, C., D’Agostino, A., & De Fazio, P. (2020). Tolerability and efficacy of vortioxetine versus SSRIs in elderly with major depression. Study protocol of the VESPA study: a pragmatic, multicentre, open-label, parallel-group, superiority, randomized trial. Trials, 21(1), 1–14. /orders/doi-org.ezp.waldenulibrary.org/10.1186/s13063-020-04460-6 Ifeanuli Onaweek 7/ ifeanuliCOLLAPSE Week 7: Discussion Case: An elderly widow who just lost her spouse.
Subjective: A patient presents to your primary care office today with chief complaint of insomnia. Patient is 75 YO with PMH of DM, HTN, and MDD. Her husband of 41 years passed away 10 months ago. Since then, she states her depression has gotten worse as well as her sleep habits. The patient has no previous history of depression prior to her husband’s death. She is awake, alert, and oriented x3. Patient normally sees PCP once or twice a year. Patient denies any suicidal ideations. Patient arrived at the office today by private vehicle.
Patient currently takes the following medications:
Metformin 500mg BID
Januvia 100mg daily
Losartan 100mg daily
HCTZ 25mg daily
Sertraline 100mg daily
Current weight: 88 kg
Current height: 64 inches
Temp: 98.6 degrees F
BP: 132/86
Everybody grieves differently and the symptoms are very similar to depression, such as withdrawal from social settings and intense feelings of sadness. But there are very significant differences between depression and grief. The patient of taking sertraline, so there is a mood problem. Individual with depression feel depressed virtually all the time but people grieving have symptoms that fluctuates.
Grief can be defined as a natural response to any loss, including physical, cognitive, emotional, behavioral and spiritual responses. According to American psychiatric association, Depression (major depressive disorder) is a common and serious medical illness that negatively affects how you feel, the way you think and how you act. Depression causes feelings of sadness and/or a loss of interest in activities you once enjoyed. It can lead to a variety of emotional and physical problems and can decrease your ability to function at work and at home. Grief can be a trigger for depression, but not everyone who grieves will experience depression. Three are questions for patient and rationale.
Question 1: when was the first time you notice that the sleep pattern is getting worse?
Rationale: identify when the change in pattern of sleep started.
Question 2: In the past two weeks, how often have you felt down, depressed, or hopeless?
Rationale: To identity some warning sign of depression.
Question 3: “Have you had any thoughts of suicide
Rationale: Ensure that patient is safe on her own. To rate the severity of depression Identify people in the patient’s life you would need to speak to or get feedback from to further assess the patient’s situation. Include specific questions you might ask these people and why.
Children or family members Question 1: “Do patient prefer to stay at home rather than going out and doing new things? What is the patient regular sleep pattern?
Rationale: This question asks for a yes or no answer and recognizes that isolation and withdrawal are common signs of depression especially in the elderly.” cognitive therapy, is the recommended first-line treatment of insomnia and is more effective than medications for the long-term management of insomnia. Medications, such as benzodiazepines and antidepressants, should be avoided for the treatment of insomnia in older adults” (Brewster, Riegel, & Gehrman, 2018). physical exams, and diagnostic tests would be appropriate for the patient
Lab test: CBC, CMP, cortisol level and hormone levels
Screening tool: Depression screening in older adults can be accomplished with multiple instruments, including the PHQ-2, PHQ-9, and various Geriatric Depression Scales Differential diagnosis for the patient.
Insomnia
According to the National Institutes of Health. Insomnia is a common sleep disorder when the patient has trouble falling asleep, staying asleep, or getting good quality sleep. This happens even though you have the time and the right environment to sleep well. Insomnia interferes with your daily activities and may make you feel unrested or sleepy during the day. Short-term insomnia may be caused by stress or changes in your schedule or environment. Chronic (long-term) insomnia occurs three or more nights a week, lasts more than three months, and cannot be fully explained by another health problem or a medicine. List two pharmacologic agents.
Zoloft 50mg daily
“Sertraline is an effective and well tolerated antidepressant for the treatment of major depressive disorder in patients aged ≥60 years. Since elderly patients are particularly prone to the anticholinergic effects of TCAs as a class, SSRIs such as sertraline are likely to be a better choice for the treatment of major depressive disorder in this age group. In addition, sertraline may have advantages over the SSRIs paroxetine, fluoxetine and fluvoxamine in elderly patients because of the drug’s comparatively low potential for drug interactions, which is of importance in patient groups such as the elderly who are likely to receive more than one drug regimen” (Muijsers, Plosker & Noble, 2002).
Melatonin 3mg at bedtime
According to National Institutes of Health, melatonin is a hormone produced by the pineal gland that has multiple effects including somnolence, and is believed to play a role in regulation of the sleep-wake cycle. Melatonin is available over the counter and is reported to have beneficial effects on wellbeing and sleep. Melatonin has not been implicated in causing serum enzyme elevations or clinically apparent liver injury. References
Brewster, G. S., Riegel, B., & Gehrman, P. R. (2018). Insomnia in the Older Adult. Sleep medicine clinics, 13(1), 13–19. /orders/doi.org/10.1016/j.jsmc.2017.09.002
Muijsers RBR, Plosker GL, & Noble S. (2002). Sertraline: a review of its use in the management of major depressive disorder in elderly patients. Drugs & Aging, 19(5), 377–392. /orders/doi-org.ezp.waldenulibrary.org/10.2165/00002512-200219050-00006
National Institutes of Health. Melatonin. /orders/pubchem.ncbi.nlm.nih.gov/compound/Melatonin
The American Psychiatric Association (APA). (2021) Depression. /orders/www.psychiatry.org/patients-families/depression/what-is-depression.
The National Heart, Lung, and Blood Institute (NHLBI) of the National Institutes of Health. Insomnia. (2019) /orders/www.nhlbi.nih.gov/health-topics/insomnia
PLS USE 3 REFERENCES ON EACH DISCUSSIONS.
Realtors rely on detailed property appraisals—conducted using appraisal tools—to assign market values to houses and other properties. These values are then presented to buyers and sellers to set prices and initiate offers.
Research appraisal is not that different. The critical appraisal process utilizes formal appraisal tools to assess the results of research to determine value to the context at hand. Evidence-based practitioners often present these findings to make the case for specific courses of action.
In this Assignment, you will use an appraisal tool to conduct a critical appraisal of published research. You will then present the results of your efforts. To Prepare:
Reflect on the four peer-reviewed articles you selected in Module 2 and the four systematic reviews (or other filtered high-level evidence) you selected in Module 3.
Reflect on the four peer-reviewed articles you selected in Module 2 and analyzed in Module 3.
Review and download the Critical Appraisal Tool Worksheet Template provided in the Resources.
The Assignment (Evidence-Based Project) Part 3A: Critical Appraisal of Research
Conduct a critical appraisal of the four peer-reviewed articles you selected by completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template. Choose a total of four peer-reviewed articles that you selected related to your clinical topic of interest in Module 2 and Module 3. Note: You can choose any combination of articles from Modules 2 and 3 for your Critical Appraisal. For example, you may choose two unfiltered research articles from Module 2 and two filtered research articles (systematic reviews) from Module 3 or one article from Module 2 and three articles from Module 3. You can choose any combination of articles from the prior Module Assignments as long as both modules and types of studies are represented. Part 3B: Critical Appraisal of Research
Based on your appraisal, in a 1-2-page critical appraisal, suggest a best practice that emerges from the research you reviewed. Briefly explain the best practice, justifying your proposal with APA citations of the research.
ADVANCED LEVELS OF CLINICAL INQUIRY AND SYSTEMATIC REVIEWS
Blessing Ngodo
Walden University
NURS 6052N
07/04/2021
Clinical issue of interest
Issue of interest- Pressure Ulcer
Pressure ulcers also known as pressure injuries, pressure sores, decubitus ulcers and bed sores are localized injuries to the skin or underlying soft tissue, or both, caused by unrelieved pressure, shear or friction (Shi et al., 2021)
Risk factors of pressure ulcer include limited mobility, poor nutrition, comorbidities, weak, dry, thin skin due to aging, pressure, friction, shear, and moisture.
70% of cases involving pressure ulcers are among individuals over 65 years of age
Injuries to the skin and underlying tissue, known as pressure ulcers (also known as pressure sores or bedsores), are most commonly caused by sustained pressure applied to the skin’s surface. Those who are confined to bed or who spend extended periods of time in a chair or wheelchair are more susceptible to developing these conditions than others. Pressure ulcers affect around 70% of adults over the age of 65, and they are seen in 9-22 percent of nursing home residents and 5-32 percent of hospitalized patients. Pressure ulcers are frequently caused by sitting or laying in the same posture for an extended period of time. Pressure ulcers are more prone to occur if the skin becomes thin, dry, or weak as a result of ageing or disease, among other factors. Pressure ulcers are more common in older persons in general, and they are particularly common in people who have trouble moving.
2
Clinical issue of interest Continue
Negative pressure wound therapy (NPWT) uses suction, tubing, and wound dressing to promotes wound healing through optimization of blood flow, decreasing local tissue edema and remove excess exudate and any infectious material that may be present in the wound (Dumville, et al., 2015)
Standard moist wound therapy is the practice of keeping a wound in an optimally moist environment to promote faster healing and prevent the development of scab, promote keratinocytes cell function, facilitate autolytic debridement and stimulate collagen synthesis (Shi et al., 2021)
PICOT
P- Patient with immobility and elderly patients 60 years and above
I- Negative pressure wound therapy
C- Standard moist wound therapy
O- Improve the therapeutic process of pressure ulcer
T- two months
For elderly patients above 60 years with pressure ulcers (P), will negative pressure wound therapy (I) as opposed to standard moist wound therapy (C) improve the therapeutic process of the pressure ulcer (O) during their two-week stay at the hospital (T)?
4
Description of the PICOT Question
Population/ Patient Problem: Identifies the people or patients with the clinical issue (pressure ulcer) which are patients with immobility and elderly 65 years and above.
Intervention: Represents the treatment plans to resolve the clinical issue which is the use of negative pressure wound therapy.
Comparison: Represents the alternatives to my plan, eg. different type of treatment like standard moist wound therapy
Outcome: Represents the desired/expected result of the treatment that improve the therapeutic process of pressure ulcer
Time: The period that the treatment is expected to last which is within two month
Description of the PICOT Question Continue
My PICOT questions correspond to the question type “Intervention or Therapy,” which can be used to assess which
treatment will produce the best outcomes.
the comparison illustrates the difference between negative pressure wound therapy and standard moist wound therapy.
These questions can assist me in educating and advising my patients about their ulcer injuries, treatment options, and
success rates.
Research database
Pubmed
Scopus
Google scholar
Medline
Level of evidence
Article- “Preventive interventions for pressure ulcers in long-term older people care facilities: A systematic review”
Level of evidence- level I
Systemic evidence is still lacking from randomized trials conducted on interventions for preventing pressure ulcers
No single effective way identified for preventing pressure ulcers
Only a 1/3 of the preventive interventions used were effective (Mäki-Turja-Rostedt et al., 2019)
Article- “Initial Experience Using a Novel Reticulated Open Cell Foam Dressing with Through Holes during Negative Pressure Wound Therapy with Instillation for Management of Pressure Ulcers”
Level of evidence- level IV
The case study involved 5 patents
The evidence from the study is weak due to small sample size used, lack of control group and selection bias (Fernandez et al., 2017)
Patients suffer from pressure ulcers, which also place a significant financial strain on their families. Despite the fact that most PUs could be avoided, the number of PUs has remained high. Effective PU prevention is essential in order to avoid undue suffering and expenditures. There are numerous approaches of preventing PUs in LOPC facilities; however, there is no single approach that is effective in all situations. Prevention measures in LOPC facilities were shown to be beneficial in one-third of the cases. Systematic evidence from randomized trials on preventative interventions for PUs in LOPC settings, on the other hand, is currently missing in this area. The findings can be applied in practice for the selection of PUs in LOPC facilities, and in research for the development of efficient preventive treatments for PUs in LOPC settings.
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Level of evidence cont…
Article- “Negative pressure wound therapy for treating pressure ulcers”
Level of evidence- level I
There are no strong RCT evidence regrading negative wound therapy when compared to standard moist therapy among other alternatives for treating pressure ulcers (Dumville et al., 2015)
Article- “The clinical effectiveness of negative pressure wound therapy: a systematic review”
Level of evidence- I
The systemic review presents sufficient evidence showing that negative wound therapy is safe and accelerates healing hence justifying the use of this intervention in treating pressure ulcers (Xie et al., 2010)
In order to make informed decisions about the use of negative pressure wound therapy (NPWT), it is necessary to have a comprehensive and current assessment of the available evidence. The evaluation includes four research with a total of 149 participants in the total. A total of three studies evaluated NPWT in comparison to dressings; one study evaluated NPWT in comparison to a series of gel treatments; and one study evaluated NPWT in comparison to “wet wound healing.” One study had a follow-up length of 24 weeks, two studies had a follow-up period of six weeks, and the follow-up period for one study was not known. Three of the four included studies were found to be at a high risk of bias from one or more of the ‘Risk of bias’ areas, and the overall quality of the evidence was deemed to be of very low significance. Although only one research provided adequate primary outcome data (complete wound healing), the sample size was small (12 participants), and there were only a few incidents (only one participant healed in the study). From the studies that were included, there was no further valuable information on either favorable results, such as wound healing, or negative ones, such as adverse reactions.
Moving on to the next article discovered 17 randomized controlled trials (RCTs), five of which had not previously been included in reviews or health technology assessments. In seven randomized controlled trials (RCTs) involving diabetic foot ulcers, there was consistent evidence of the effectiveness of NPWT when compared to control treatments. The outcomes of three randomized controlled trials on pressure ulcers were inconclusive. Evidence from five randomized controlled trials (RCTs) involving mixed wounds was encouraging, although of poor quality. Significant difficulties did not arise as a result of this. Now that there is adequate evidence to prove that NPWT is safe and will speed up the healing process, its use in the treatment of diabetes-associated chronic leg wounds can be considered justified. Evidence also suggests that healing of other wounds may be expedited, albeit the quality of the evidence is of questionable reliability.
9
Conclusion
According to Walden university library (2019), a systematic review is a type of publication that addresses a clinical question by analyzing research that fits certain explicitly-specified criteria
The strengths of using systemic reviews include;
Transparency of findings
Reduced bias when drawing conclusions as it incorporates findings and views from multiple studies
They present the strongest level of evidence
While a systematic review may have some limitations, its potential strength lies in its transparency, which allows the reader to concentrate on the merits of each decision made in compiling the information rather than a simple comparison of one study to another, as is sometimes the case with other types of reviews. Because it incorporates a variety of viewpoints and findings, it helps to avoid prejudice when reaching conclusions.
10
References
Dumville, J. C., Webster, J., Evans, D., & Land, L. (2015). Negative pressure wound therapy for treating pressure ulcers.
Cochrane Database of Systematic Reviews. /orders/doi.org/10.1002/14651858.cd011334.pub2
Shi, C., Dumville, J. C., Cullum, N., Rhodes, S., Jammali-Blasi, A., Ramsden, V., & McInnes, E.
(2021). Beds, overlays and mattresses for treating pressure ulcers. The Cochrane
Database of Systematic Reviews, 5, CD013624. /orders/doi
org.ezp.waldenulibrary.org/10.1002/14651858.CD013624.pub2
Fernandez, L., Ellman, C., & Jackson, P. (2017). Initial Experience Using a Novel Reticulated Open Cell Foam Dressing with Through Holes
during Negative Pressure Wound Therapy with Instillation for Management of Pressure Ulcers. Journal of Trauma & Treatment, 06(05).
/orders/doi.org/10.4172/2167-1222.1000410
References continue
Mäki-Turja-Rostedt, S., Stolt, M., Leino-Kilpi, H., & Haavisto, E. (2019). Preventive interventions for pressure ulcers in
long-term older people care facilities: A systematic review. Journal of Clinical Nursing, 28(13-14), 2420–2442. /orders/doi.org/10.1111/jocn.14767
Walden University Library. (n.d.-i). Systematic review. Retrieved January 22, 2020, from
Xie, X., McGregor, M., & Dendukuri, N. (2010). The clinical effectiveness of negative pressure wound
therapy: a systematic review. Journal of Wound Care, 19(11), 490–495.
/orders/doi.org/10.12968/jowc.2010.19.11.79697
A Nurse’s Role in the Systems Development Life Cycle:-
While the process of developing and implementing a health information technology system may seem overwhelming at first, the systems development life cycle (SDLC) provides organizations with a framework to deliver efficient and effective information systems. Though the SDLC is a common overarching structure for implementing information systems, it is not a one-size-fits-all process. In fact, there are a multitude of approaches that can be used to guide the systems development life cycle. The SDLC approach that is most appropriate for a particular organization will be highly contextual and subject to organization-specific differences.
This week prompts you to analyze the process of selecting an appropriate health information technology and then evaluate techniques that positively impact the steps of the systems development life cycle in an EHR implementation. You also determine what barriers might occur at each stage and how these could be overcome. Learning Objectives Students will:
Analyze how a nurse can contribute to each stage of the systems development life cycle
Photo Credit: Jose Luis Pelaez Inc]/[Brand X Pictures]/Getty ImagesCredit
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.
McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning.
Chapter 10, “Systems Development Life Cycle: Nursing Informatics and Organizational Decision Making”This chapter explains the systems development life cycle and explores various methods of applying it. The chapter also examines the importance of interoperability in implementing HITECH.
Chapter 11, “Administrative Information Systems”This chapter provides an overview of agency-based health information systems. The text also details how administrators can use core business systems in their practice.
Boswell, R. A. (2011). A physician group’s movement toward electronic health records: A case study using the transtheoretical model for organizational change. Consulting Psychology Journal: Practice and Research, 63(2), 138–148.
Retrieved from the Walden Library databases.
The authors of this article present a case study on an EHR implementation in a multispecialty physician group. The case study attempts to determine actions that promote successful EHR implementation and the pros and cons of implementation.
Hsiao, J., Chang, H., & Chen, R. (2011).A study of factors affecting acceptance of hospital information systems: A nursing perspective. Journal of Nursing Research, 19(2), 150–160.
Retrieved from the Walden Library databases.
The focus of this article is to determine what factors are most important in predicting the acceptance of new health information technology. The results of the study indicated that self-efficacy, top management support, and the quality of information retrieved are the most important determinants of the willingness of nurses to adopt and use a new technology.
Kelley, T. F., Brandon, D. H., & Docherty, S. L. (2011). Electronic nursing documentation as a strategy to improve quality of patient care. Journal of Nursing Scholarship, 43(2), 154–162.
Retrieved from the Walden Library databases.
This article summarizes a literature review of the relationship between electronic health records (EHRs) and quality of patient care. The article identifies deficiencies in existing research regarding the daily interactions of nurses, patients, and electronic documentation, and it provides a comparison between electronic and paper-based documentation and its effect on quality of care.
Nurse leaders discuss the nurse’s role in driving technology decisions. (2010). Virginia Nurses Today, 18(1), 8–9.
Retrieved from the Walden Library databases.
This article summarizes a roundtable held with a number of nursing executives to discuss the role nurses should take in the selection and adoption of new technologies for health care. The executives concluded that the nurses’ goals should be to select technology that will further their ability to provide safe, quality care to their patients.
Page, D. (2011). Turning nurses into health IT superusers. Hospitals & Health Networks, 85(4), 27–28.
Retrieved from the Walden Library databases.
This article highlights the importance of involving nurses with all phases of the decision and implementation process surrounding new health information technology. The author stresses the importance of communication in the process as well as defining success.
Swab, J., & Ciotti, V. (2010). What to consider when purchasing an EHR system. hfm(Healthcare Financial Management), 64(5), 38–41.
Retrieved from the Walden Library databases.
In this article, recommendations are given for purchasing health information technology. These include selecting the appropriate vendor, carefully considering the cost of both new equipment and personnel, and involving clinicians in decisions.
Successful Implementation of Electronic Health Information Technology
Since the inception of the HITECH Act, health organizations have faced increased pressure to update their health information technology (HIT) resources. As discussed last week, many believe that the increased use of electronic health records and the quick and efficient communication afforded by HIT can lead to improved quality of patient care. Yet there are significant costs associated with implementing such systems. What can organizations do to ensure that the correct system is selected and that the system will be appropriate for those required to use it? Who should be involved in those decisions?
This week introduces the systems development life cycle and discusses how it can guide an organization through the complexities of adopting a new HIT system. In this Discussion, you are asked to consider the role of nurses in the SDLC process. To prepare:
Review the steps of the systems development life cycle.
Think about your own organization, or one with which you are familiar, and the steps the organization goes through when purchasing and implementing a new HIT system.
Consider what a nurse could contribute to decisions made at each stage when planning for new health information technology. What might be the consequences of not involving nurses?
Reflect on your own experiences with your organization selecting and implementing new technology. As an end user, do you feel you had any input in the selection or and planning of the new HIT system?
ASSIGNMENT:
Post an analysis of the ramifications of an organization not involving nurses in each stage of the systems development life cycle when purchasing and implementing a new HIT system. Give specific examples of potential issues at each stage and how the inclusion of nurses could help avoid such issues.
The Discussion this week focuses on the use of the Population-Based Intervention Model outlined in the course text Health Care Delivery in the United States, as well as how this model can be applied to strengthen advocacy programs
To prepare: Select one of the behavioral risk factors from the Healthy Population 2010 Objectives (listed in Table 7.1 on p. 122 of the course text) that is of interest to you.( USE BOOK: HEALTH CARE DELIVERY IN THE UNITED STATE-ATTACHED BELLOW) Using the Walden Library and other credible websites, research how this risk factor is affecting your community or state. With your selected risk factor in mind, review the information on the Population-Based Intervention Model on pp. 132-137 in the course text, Health Care Delivery in the United States. In particular, focus on the concept of downstream, midstream, and upstream interventions. Consider at least one intervention that could be put into place at each stage. Post a description of the behavioral risk factor you selected and how this factor is impacting your community or state. Using the Population-Based Intervention Model, suggest at least one intervention that could be put into place at each stage (downstream, midstream, and upstream) to ensure that a health prevention program addressing the behavioral risk factor would have a greater chance at succeeding. Justify why each intervention you identified would be effective.
Regardless of political affiliation, every citizen has a stake in healthcare policy decisions. Hence, it is little wonder why healthcare items become such high-profile components of presidential agendas. It is also little wonder why they become such hotly debated agenda items.
Consider a topic that rises to the presidential level. How did each of the presidents (Trump, Obama, and Bush) handle the problem? What would you do differently? To Prepare:
Review the Resources and reflect on the importance of agenda-setting.
Consider how federal agendas promote healthcare issues and how these healthcare issues become agenda priorities.
PLEASE FOLLOW THE INSTRUCTIONS AS INDICATED BELOW:
1). ZERO (0) PLAGIARISM
2). 5 REFERENCES, NO MORE THAN 5 YEARS
3). PLEASE SEE THE ATTACHED RUBRIC, GRID/TEMPLATE, AND YOUR INITIAL ANSWER
Please complete part (1) one template only this time.
Thank you so very much.
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Points: Points Range: 45 (45%) – 50 (50%) Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. Feedback:
Points: Points Range: 40 (40%) – 44 (44%) Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. Feedback:
Points: Points Range: 35 (35%) – 39 (39%) Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors. Feedback:
Points: Points Range: 0 (0%) – 34 (34%) Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style. Feedback:
Main Post: Timeliness
Points: Points Range: 10 (10%) – 10 (10%) Posts main post by day 3. Feedback:
Points: Points Range: 0 (0%) – 0 (0%) Feedback:
Points: Points Range: 0 (0%) – 0 (0%) Feedback:
Points: Points Range: 0 (0%) – 0 (0%) Does not post by day 3. Feedback:
First Response
Points: Points Range: 17 (17%) – 18 (18%) Response exhibits synthesis, critical thinking, and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Response is effectively written in standard, edited English. Feedback:
Points: Points Range: 15 (15%) – 16 (16%) Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. Feedback:
Points: Points Range: 13 (13%) – 14 (14%) Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. Feedback:
Points: Points Range: 0 (0%) – 12 (12%) Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. Feedback:
Second Response
Points: Points Range: 16 (16%) – 17 (17%) Response exhibits synthesis, critical thinking, and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Response is effectively written in standard, edited English. Feedback:
Points: Points Range: 14 (14%) – 15 (15%) Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. Feedback:
Points: Points Range: 12 (12%) – 13 (13%) Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. Feedback:
Points: Points Range: 0 (0%) – 11 (11%) Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. Feedback:
Participation
Points: Points Range: 5 (5%) – 5 (5%) Meets requirements for participation by posting on three different days. Feedback:
Points: Points Range: 0 (0%) – 0 (0%) Feedback:
Points: Points Range: 0 (0%) – 0 (0%) Feedback:
Points: Points Range: 0 (0%) – 0 (0%) Does not meet requirements for participation by posting on 3 different days. Feedback:
Show Descriptions Show Feedback
Main Posting–
Levels of Achievement: Excellent 45 (45%) – 50 (50%) Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. Good 40 (40%) – 44 (44%) Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. Fair 35 (35%) – 39 (39%) Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors. Poor 0 (0%) – 34 (34%) Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style. Feedback:
Main Post: Timeliness–
Levels of Achievement: Excellent 10 (10%) – 10 (10%) Posts main post by day 3. Good 0 (0%) – 0 (0%) Fair 0 (0%) – 0 (0%) Poor 0 (0%) – 0 (0%) Does not post by day 3. Feedback:
First Response–
Levels of Achievement: Excellent 17 (17%) – 18 (18%) Response exhibits synthesis, critical thinking, and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Response is effectively written in standard, edited English. Good 15 (15%) – 16 (16%) Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. Fair 13 (13%) – 14 (14%) Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. Poor 0 (0%) – 12 (12%) Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. Feedback:
Second Response–
Levels of Achievement: Excellent 16 (16%) – 17 (17%) Response exhibits synthesis, critical thinking, and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Response is effectively written in standard, edited English. Good 14 (14%) – 15 (15%) Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. Fair 12 (12%) – 13 (13%) Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. Poor 0 (0%) – 11 (11%) Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. Feedback:
Participation–
Levels of Achievement: Excellent 5 (5%) – 5 (5%) Meets requirements for participation by posting on three different days. Good 0 (0%) – 0 (0%) Fair 0 (0%) – 0 (0%) Poor 0 (0%) – 0 (0%) Does not meet requirements for participation by posting on 3 different days. Feedback:
The term “knowledge worker” was first coined by management consultant and author Peter Drucker in his book, The Landmarks of Tomorrow (1959). Drucker defined knowledge workers as high-level workers who apply theoretical and analytical knowledge, acquired through formal training, to develop products and services. Does this sound familiar?
Nurses are very much knowledge workers. What has changed since Drucker’s time are the ways that knowledge can be acquired. The volume of data that can now be generated and the tools used to access this data have evolved significantly in recent years and helped healthcare professionals (among many others) to assume the role of knowledge worker in new and powerful ways.
In this Assignment, you will consider the evolving role of the nurse leader and how this evolution has led nurse leaders to assume the role of knowledge worker. You will prepare a PowerPoint presentation with an infographic (graphic that visually represents information, data, or knowledge. Infographics are intended to present information quickly and clearly.) to educate others on the role of nurse as knowledge worker. Reference: Drucker, P. (1959). The landmarks of tomorrow. New York, NY: HarperCollins Publishers. To Prepare:
· Review the concepts of informatics as presented in the Resources.
· Reflect on the role of a nurse leader as a knowledge worker.
· Consider how knowledge may be informed by data that is collected/accessed. The Assignment:
· Explain the concept of a knowledge worker.
· Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.
· Develop a simple infographic to help explain these concepts.
· Your PowerPoint should Include the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data that you could use, how the data might be accessed/collected, and what knowledge might be derived from that data. Be sure to incorporate feedback received from your colleagues’ responses.
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Develop a 5- to 6-slide PowerPoint presentation that addresses the following: · Explain the concept of a knowledge worker. · Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.
32 (32%) – 35 (35%)
The presentation clearly and accurately explains the concept of a knowledge worker. The presentation clearly and accurately defines and explains nursing informatics with a detailed explanation of the role of the nurse leader as a knowledge worker. Includes: 3 or more peer-reviewed sources and 2 or more course resources.
28 (28%) – 31 (31%)
The presentation explains the concept of a knowledge worker. The presentation defines and explains nursing informatics with an explanation of the role of the nurse leader as a knowledge worker. Includes: 2 peer-reviewed sources and 2 course resources.
25 (25%) – 27 (27%)
The presentation inaccurately or vaguely explains the concept of a knowledge worker. The presentation inaccurately or vaguely defines and explains nursing informatics with an inaccurate or vague explanation of the role of the nurse leader as a knowledge worker. Includes: 1 peer-reviewed sources and 1 course resources.
0 (0%) – 24 (24%)
The presentation inaccurately and vaguely explains the concept of a knowledge worker or is missing. The presentation inaccurately and vaguely defines and explains nursing informatics with an inaccurate and vague explanation of the role of the nurse leader as a knowledge worker or is missing. Includes: 1 or fewer resources.
· Develop a simple infographic to help explain these concepts.
14 (14%) – 15 (15%)
The presentation provides an accurate and detailed infographic that helps explain the concepts related to the presentation.
12 (12%) – 13 (13%)
The presentation provides an infographic that helps explain the concepts related to the presentation.
11 (11%) – 11 (11%)
The presentation provides an infographic related to the concepts of the presentation that is inaccurate or vague.
0 (0%) – 10 (10%)
The infographic provided in the presentation related to the concepts of the presentation is inaccurate and vague, or is missing.
· Present the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data you could use, how the data might be accessed/collected, and what knowledge might be derived from the data. Be sure to incorporate feedback received from your colleagues’ replies.
32 (32%) – 35 (35%)
The presentation clearly and thoroughly includes the hypothetical scenario originally shared in the Discussion Forum, including a detailed and accurate examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data.
28 (28%) – 31 (31%)
The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an accurate examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data.
25 (25%) – 27 (27%)
The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data that is vague or inaccurate.
0 (0%) – 24 (24%)
The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data that is vague and inaccurate, 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 < 60% of the time.
Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
4 (4%) – 4 (4%)
Contains a few (1-2) grammar, spelling, and punctuation errors.
3.5 (3.5%) – 3.5 (3.5%)
Contains several (3-4) grammar, spelling, and punctuation errors.
0 (0%) – 3 (3%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.
5 (5%) – 5 (5%)
Uses correct APA format with no errors.
4 (4%) – 4 (4%)
Contains a few (1-2) APA format errors.
3.5 (3.5%) – 3.5 (3.5%)
Contains several (3-4) APA format errors.
0 (0%) – 3 (3%)
Contains many (≥ 5) APA format errors.