Posts in category: Nursing Papers

NURS6001 Week 1 Quiz

NURS6001 Week 1 Quiz.

QUESTION 1

When will you lose access to your completed courses (excluding this Student Readiness Orientation)?
a. Never
b. 30 days after the course end date
c. 60 days after the course end date
d. 120 days after the course end date
1 points Save Answer
QUESTION 2
When you submit an assignment, when should you have the assignment complete by on the day assigned?
a. 11:59 p.m. Mountain Time (MT)—which is 1:59 a.m. Eastern Time (ET) the next day; the time stamp in the classroom will reflect Eastern Time (ET), regardless of your time zone
b. 11:59 p.m. Central Time (CT)—which is 10:59 p.m. Mountain Time (MT); the time stamp in the classroom will reflect Mountain Time (MT), regardless of your time zone
c. 11:59 p.m. Eastern Time (ET)—which is 8:59 p.m. Pacific Time (PT); the time stamp in the classroom will reflect Pacific Time (PT), regardless of your time zone
d. 10:59 p.m. Mountain Time (MT)—which is 12:59 a.m. Eastern Time (ET) the next day; the time stamp in the classroom will reflect Eastern Time (ET), regardless of your time zone
1 points Save Answer
QUESTION 3
Where in your online course will you find the contact information for your Instructor?
a. Syllabus
b. Student Support
c. Contact the Instructor
1 points Save Answer
QUESTION 4
If you are having trouble accessing your online classroom, what should you do first?
a. Clean your browser’s cookies and cache
b. Check firewall settings
c. Deactivate pop-up blockers
1 points Save Answer
QUESTION 5
In an online course, students can participate in the online classroom and submit assignments whenever it is convenient for them to do so.
True
False
1 points Save Answer
QUESTION 6
In which area will you retrieve written assignments with comments from your instructor?
a. Discussion
b. My Grades area
c. Assignment Link
1 points Save Answer
QUESTION 7
If you have a question about which courses you should register for next term, who should you contact?
a. Student Support Team
b. One of your current instructors
c. Your Academic Advisor
1 points Save Answer
QUESTION 8
As long as you save your work to your home computer’s hard drive, you are safe.
True
False
1 points Save Answer
QUESTION 9
When sending and e-mail to your Instructor or any Walden staff, your e-mail should:
a. Include color stationary as a background
b. USE ALL CAPITAL LETTERS SO THEY KNOW YOUR EMAIL IS IMPORTANT
c. Include your full legal name, your program or course, and your Walden ID Number
1 points Save Answer
QUESTION 10
The online classroom area where you can post an assignment and have your classmates and instructor respond to your ideas is called:
a. My Grades area
b. Discussion
c. Assignment Link
1 points Save Answer
QUESTION 11
Students can always edit their posting in Discussion.
True
False
1 points Save Answer
QUESTION 12
Who should you contact with questions about online classroom technical concerns?
a. Your Instructor
b. Walden Academic Advisor
c. Student Support
d. Program Director
1 points Save Answer
QUESTION 13
Since your online classroom could unexpectedly time out on occasion, what should you do before submitting a long Discussion posting?
a. Type and save the assignment as a word-processed document first.
b. Tell your instructor you are going to submit an assignment.
c. Create a new topic.
d. Call the Student Support Team for help.
1 points
Save Answer
QUESTION 14
Students should avoid referencing Wikipedia as a scholarly resource in their assignments.
True
False
1 points Save Answer
QUESTION 15
Online students are expected to behave with academic integrity and honesty.

NURS 6441 Week 6 Discussion: Work Breakdown Structure

NURS 6441 Week 6 Discussion

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS: ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT ON NURS 6441 Week 6 Discussion: Work Breakdown Structure

Work Breakdown Structure. Within reason, is there such a thing as a project that is too complex to complete? Consider the Space Shuttle. One of the most complex machines ever built, the Space Shuttle had over 2.5 million parts, each of which had to be accounted for by someone. How did anyone manage to track and properly assemble these parts? The answer is through the application of a work breakdown structure (WBS). A WBS is a fundamental tool that project managers use to organize and divide the work of a project. A WBS focuses on breaking down a project’s scope into individual deliverables that may be created by assigned team members.

There are multiple work breakdown structure formats and each has its own advantages and disadvantages. Project managers select a type of WBS based upon the specifics of the project they are managing. Each WBS format emphasizes different aspects of a project. These varied perspectives may each be appropriate, depending upon what information a project manager needs.

In this Discussion, you analyze different WBS formats and evaluate whether they meet basic criteria for clarity.

To prepare:

• Explore the Work Breakdown Structure Formats document included in this week’s Learning Resources. The document presents a scenario and three corresponding WBS formats that pertain to the scenario. (SEE ATTACHED PDF FILE)
• Consider the advantages and disadvantages of each WBS format included in the document.
• Think about the level of detail dedicated to task information in each WBS format. Evaluate the formats based on the following criteria for clarity:
• • The task has a measurable status or completion.
  • The task has defined start and end events.
  • The task has a deliverable.
  • The task’s time and cost are easily estimated.
  • The task can be completed without interruption and additional input after its start.

Post  by tomorrow 10/04/16 a minimum of 550 words essay in APA format with 3 references. Based on the Work Breakdown Structure Formats document attached in the file area, address the level one headings as numbered below:

1) An analysis of the advantages and disadvantages of each work breakdown structure format.

2) Provide an analysis of whether (and how) the work breakdown structures meet the assigned criteria for clarity.

3) Provide a rationale for your response.

Required Readings

Biafore, B. (2010). Microsoft Project 2010: The missing manual. Sebastopol, CA: O’Reilly.

• Chapter 4, “Breaking Work Into Task-Sized Chunks” (pp. 77–100)
  This chapter explains how to create a work breakdown structure and how to import a work breakdown structure into Microsoft Project.Coplan, S., & Masuda, D. (2011). Project management for healthcare information technology. New York, NY: McGraw-Hill.

• Chapter 3, “Project Management”
  • “Prepare Work Breakdown Structure and WBS Dictionary” (pp. 53–56)This section of Chapter 3 reviews the core processes of preparing a work breakdown structure (WBS). The chapter provides an example of a WBS and details its essential components.Project Management Institute. (2013). A guide to the project management body of knowledge (PMBOK guide) (5th ed.). Newtown Square, PA: Author.

• Chapter 5, “Project Scope Management”
  • 5.3, “Create WBS” (pp. 125–132)
    This section of Chapter 5 reviews the process of creating a work breakdown structure. Specifically, the chapter examines how to determine inputs, WBS tools and techniques, and outputs.Kendrick, T. (2009). Identifying & managing project risk: Essential tools for failure-proofing your project(2nd ed., Ebrary version). New York, NY: AMACOM.
    Retrieved from the Walden Library databases.

Chapter 3, “Identifying Project Scope Risk” (pp. 40–69)
This chapter examines methods of identifying scope risks and the types of scope risks pertaining to project deliverables. The chapter highlights a variety of sources of scope risk as well.

Shirey, M. R. (2008). Project management tools for leaders and entrepreneurs. Clinical Nurse Specialist, 22(3), 129–131.
Retrieved from the Walden Library databases.

The author of this article introduces project management tools that clinical nurse specialists may use to coordinate team work. The article highlights the usage of one such tool, the Gantt chart.

Thomas, M., Jacques, P. H., Adams, J. R., & Kihneman-Wooten, J. (2008). Developing an effective project: Planning and team building combined. Project Management Journal, 39(4), 105–113.
Retrieved from the Walden Library databases.
This article analyzes project planning and control and the process of developing a project plan. The article also reports the results of research that sought to determine 137 organizations’ approaches to establishing projects.

U.S. Government Accountability Office. (2009, March 2). Work breakdown structure. GAO Reports, 65–78. 
Retrieved from the Walden Library databases.
This article examines the importance of a work breakdown structure (WBS) in project management. The chapter demonstrates how a WBS assists in resource identification, cost estimation, and risk determination.

Wu, Z., Schmidt, L. P., & Wigstrom, M. S. (2010). Product development workflow management based on work breakdown structure. IIE Annual Conference. Proceedings, 1–5.
Retrieved from the Walden Library databases.
The authors of this article highlight the usage of WBS in managing complex product development projects. The authors examine how a WBS helps represent and manage the intricacies of tasks and activity relationships.

Mathis, M. (n.d.). Work breakdown structure: Purpose, process and pitfalls. Retrieved March 13, 2013, from http://www.projectsmart.co.uk/work-breakdown-structure-purpose-process-pitfalls.html
This article provides a general review of the WBS. The author focuses on the purpose, process, and pitfalls of a WBS.

Document: Work Breakdown Structure Formats (PDF) (See ATTACHED PDF IN FILE AREA)
This document presents a scenario and three corresponding work breakdown structures that you will use for your Discussion this week.

Required Media
Laureate Education (Producer). (2013c). Planning, part I: Defining project scope and activities [Video file]. Retrieved from /orders/class.waldenu.edu 
 
Note: The approximate length of this media piece is 6 minutes.
In this presentation, the participants discuss defining project scope and project activities, using the work breakdown structure, and managing project risk through SWOT analysis.

NURS 6640 week 7 Assignment 2: Practicum – Assessing Client Progress

NURS 6640 week 7 Assignment 2

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS: ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT ON NURS 6640 week 7 Assignment 2: Practicum – Assessing Client Progress

Assignment 2: Practicum – Assessing Client Progress. To prepare:

· Reflect on the client you selected for the Week 3 (See the attached case study for client selected in week 3) Practicum Assignment.
· Review the Cameron and Turtle-Song (2002) article in this week’s Learning Resources for guidance on writing case notes using the SOAP format (See attached resource).

The Assignment
Part 1: Progress Note
Using the client from your Week 3 Assignment, address the following in a progress note (without violating HIPAA regulations): (See sample paper)

Treatment modality used and efficacy of approach

Progress and/or lack of progress toward the mutually agreed-upon client goals (reference the Treatment plan—progress toward goals)

Modification(s) of the treatment plan that were made based on progress/lack of progress

Clinical impressions regarding diagnosis and/or symptoms

Relevant psychosocial information or changes from original assessment (i.e., marriage, separation/divorce, new relationships, move to a new house/apartment, change of job, etc.)

Safety issues

Clinical emergencies/actions taken

Medications used by the patient (even if the nurse psychotherapist was not the one prescribing them)

Treatment compliance/lack of compliance

Clinical consultations

Collaboration with other professionals (i.e., phone consultations with physicians, psychiatrists, marriage/family therapists, etc.)

Therapist’s recommendations, including whether the client agreed to the recommendations

Referrals made/reasons for making referrals

Termination/issues that are relevant to the termination process (i.e., client informed of loss of insurance or refusal of insurance company to pay for continued sessions)

Issues related to consent and/or informed consent for treatment

Information concerning child abuse, and/or elder or dependent adult abuse, including documentation as to where the abuse was reported

Information reflecting the therapist’s exercise of clinical judgment

Note:  Be sure to exclude any information that should not be found in a discoverable progress note.
Part 2: Privileged Note
Based on this week’s readings, prepare a privileged psychotherapy note that you would use to document your impressions of therapeutic progress/therapy sessions for your client from the Week 3 Practicum Assignment.
The privileged note should include items that you would not typically include in a note as part of the clinical record.

Explain why the items you included in the privileged note would not be included in the client’s progress note.

Explain whether your preceptor uses privileged notes, and if so, describe the type of information he or she might include. If not, explain why.

References
Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.
· Chapter 5, “Supportive and Psychodynamic Psychotherapy” (pp. 238–242)
· Chapter 9, “Interpersonal Psychotherapy” (pp. 347–368)
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

Note: You will access this text from the Walden Library databases.
Abeles, N., & Koocher, G. P. (2011). Ethics in psychotherapy. In J. C. Norcross, G. R. VandenBos, D. K. Freedheim, J. C. Norcross, G. R. VandenBos, & D. K. Freedheim (Eds.), History of psychotherapy: Continuity and change (pp. 723–740). Washington, DC: American Psychological Association. doi:10.1037/12353-048

Note: You will access this resource from the Walden Library databases.
Cameron, S., & Turtle-Song, I. (2002). Learning to write case notes using the SOAP format. Journal of Counseling and Development, 80(3), 286–292. Retrieved from the Academic Search Complete database. (Accession No. 7164780)

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

Nicholson, R. (2002). The dilemma of psychotherapy notes and HIPAA. Journal of AHIMA, 73(2), 38–39. Retrieved from http://library.ahima.org/doc?oid=58162#.V5J0__krLZ4http://library.ahima.org/doc?oid=58162#.V5J0__krLZ4

U.S. Department of Health & Human Services. (n.d.). HIPAA privacy rule and sharing information related to mental health. Retrieved from http://www.hhs.gov/hipaa/for-professionals/special-topics/mental-health/

Required Media
Sommers-Flanagan, J., & Sommers-Flanagan, R. (2013). Counseling and psychotherapy theories in context and practice [Video file]. Mill Valley, CA: Psychotherapy.net.

NURS 6052 Evidence-Based

NURS 6052 Evidence-Based

Evidence-Based Project, Part 3: Advanced Levels Of Clinical Inquiry And Systematic Reviews. 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 an 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 for the Assignment.
• Use the key words from the PICO(T) question you developed and search at least four different databases in the Library to identify at least four relevant peer-reviewed articles at the systematic-reviews level related to your research question.
• Reflect on the process of creating a PICO(T) question and searching for peer-reviewed research.

I recreate a different PICOT question: This is my discussion
In my observation, the practice problem is nurses are focused on administering medications, completing paperwork and working on care plans resulting in lack of engagement with their patients. The scope of this issue is nursing needs to educate themselves and find therapeutic ways to engage patients. The need for change arose in my practice related to increase violent incidents on staff, nurses and patients.
Psych patients become extremely bored when they are not engaged. An idle mind is a playground for negative and unconstructive thoughts and actions. When mentally ill patients are admitted to hospitals; the goal along with maintaining safety is to provide a therapeutic environment so patient can learn or enhance positive coping skills when dealing with the symptoms of their mental illness. According to Melnyk & Fineout-Overholt, 2015, “ The type of study that would provide the best answer to an intervention or treatment question would be systematic reviews or meta-analyses, which are regarded as the strongest level of evidence on which to base treatment decisions.
“One of the most challenging aspects of EBP is to actually identify the answerable question. This ability to identify the question is fundamental to then locating relevant information to answer the question”(Davies, 2015). An unstructured collection of keywords can retrieve irrelevant literature, which wastes time and effort in eliminating inappropriate information. Successfully retrieving relevant information begins with a clearly defined, well-structured question.
My scenario is for inpatient psychiatric hospital patients with a lot of therapeutic activities within the hospital and outside hospital activities. The organization is now concerned about increased violent behaviours if there are lack of therapeutic activities over hospital stay.
PICOT question:  In inpatient psychiatric Hospitals, does the lack of therapeutic activities and or groups increase violent behaviors over a 2-week period?
P– (Patient, population, or problem): All Inpatient psychiatric patients
I– (Intervention): Increase groups and structured activities to engage patients to decrease boredom when patients have downtime
C– (Comparison with other treatment/current practice): Compare patient behaviors during the week and day shift when groups are provided vs patient behaviors on evening shifts and weekends
O– (Desired outcome): Decrease violent incidents among patients and staff and increase patient engagement during hospitalization
T– (Time Frame): 2 weeks
After formulating a proper PICOT question, the search begins by using the most appropriate database. The University Library (n.d.-a.) has specific databases that contain several nursing-related journals that will definitely be helpful in my research. Database search defines essential aspects based on the underlying issue as well as how the information is searched.  Therefore different approaches can help manage inpatient psychiatric patients. The leading search terms that were included were preventing violent incidents among patients, and staff and increasing patient engagement during hospitalization. Where more than  500 search results were returned.
Increasing the accuracy of the findings is essential and provides a unique emphasis on significant changes which help define a strong focus on research outcomes. Therefore growing efficacy of the results will focus on the reduced year of publication to understand the latest publications that provide information on the research issue. Another approach would be to focus on the identified interventions individually to achieve positive outcomes. The main databases that were involved are Medline and Ebsco Host. These databases contain peer-reviewed research which is of high quality.

References
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. Retrieved from /orders/ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144
Melnyk, B., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing (4th ed.). Philadelphia, PA: Wolters Kluwer.
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. Retrieved from /orders/journals.lww.com/ajnonline/Fulltext/2010/03000/Evidence_Based_Practice,_Step
University Library. (n.d.-b).  Keyword searching: Finding articles on your topic: Boolean terms. Retrieved from http://academicguides.waldenu.edu/library/keyword/booleanI
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 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.
•  

Rubric:

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.

NURS 6531 FINAL EXAM (2 VERSIONS) & NURS 6531 MIDTERM EXAM (2 VERSIONS) (100 CORRECT Q & A IN EACH VERSION, TOTAL: 400 Q & A)

NURS 6531 FINAL EXAM

NURS 6531 FINAL EXAM (2 VERSIONS) & NURS 6531 MIDTERM EXAM (2 VERSIONS) (100 CORRECT Q & A IN EACH VERSION, TOTAL: 400 Q & A). NURS 6531 Final Exam / NURS6531 Final Exam (Latest): Walden University

Walden NURS 6531 Final Exam / Walden NURS6531 Final Exam (Latest)
· Question 1

When   completing this quiz, did you comply with Walden University’s Code of Conduct   including the expectations for academic integrity?
· Question 2

Central obesity, “moon” face, and dorsocervical fat pad   are associated with:

A.
Metabolic     syndrome

B.
Unilateral     pheochromocytoma

C.
Cushing’s     syndrome

D.
None     of the above

· Question 3

An elderly man is started on lisinopril and   hydrochlorhiazide for hypertension. Three days later, he returns to the   office complaining of left great toe pain. On exam, the nurse practitioner   notes an edematous, erythematous tender left great toe. The likely   precipitant of this patient’s pain is:

A.
Trauma

B.
Tight     shoes

C.
Arthritis     flare

D.
Hydrochlorothiazide

· Question 4

The most effective treatment of non-infectious bursitis   includes:

· Question 5

What conditions must be met for you to bill “incident to”   the physician, receiving 100% reimbursement from Medicare?

Answers:
You must initiate the plan     of care for the patient

The physician must be     on-site and engaged in patient care

You must be employed as an     independent contractor

You must be the main health     care provider who sees the patient

· Question 6

Which of the following is not a risk factor associated   with the development of syndrome X and type 2 diabetes mellitus?

· Question 7

Which of the following is not a common early sign of   benign prostatic hyperplasia (BPH)?
A.   Nocturia
B. Urgency incontinence
C. Strong urinary stream flow
D. Straining to void

· Question 8

Steve, age 69, has gastroesophageal reflux disease (GERD).   When teaching him how to reduce his lower esophageal sphincter pressure,   which substances do you recommend that he avoid?
§ Food that is very hot or very cold
§ Fatty or fried foods
§ Peppermint or spearmint, including flavoring
§ Coffee, tea, and soft drinks that contain caffeine
§ Spicy, highly seasoned foods
§ Fried foodDT caffeine, chocolate and anticholinergics

· Question 9

Which drug category contains the drugs that are the first   line Gold standard therapy for COPD?

· Question 10

The most commonly recommended pharmacological treatment   regimen for low back pain (LBP) is:

· Question 11

Which of the following is not appropriate suppression   therapy for chronic bacterial prostatitis?

· Question 12

A patient presents with dehydration, hypotension, and   fever. Laboratory testing reveals hyponatremia, hyperkalemia, and   hypoglycemia. These imbalances are corrected, but the patient returns 6 weeks   later with the same symptoms of hyperpigmentation, weakness, anorexia,   fatigue, and weight loss. What action(s) should the nurse practitioner take?
.A Obtain a   thorough history and physical, and check serum cortisol and ACTH levels.
B. Perform a diet history and check CBC and FBS.
C. Provide nutritional guidance and have the patient return in one month.
D. Consult home health for intravenous administration

· Question 13
The nurse practitioner diagnoses epididymitis in a 24 year old sexually active male patient. The drug of choice for treatment of this patient is:
· Question 14
How do you respond when Jessica, age 42, asks you what constitutes a good minimum cardiovascular workout?
· Question 15

The intervention known to be most effective in the   treatment of severe depression, with or without psychosis, is:
· Question 16

You are assessing a patient after a sports injury to his   right knee. You elicit a positive anterior/posterior drawer sign. This test   indicates an injury to the: he
A. lateral meniscus
B. cruciate ligament
C. medial meniscus
D. collateral ligament.

· Question 17

A 32 year old female patient presents with fever, chills,   right flank pain, right costovertebral angle tenderness, and hematuria. Her   urinalysis is positive for leukocytes and red blood cells. The nurse   practitioner diagnoses pyelonephritis. The most appropriate management is:

· Question 18

A 21-year-old female presents to the office   complaining of urinary frequency and urinary burning. The nurse practitioner   suspects a urinary tract infection when the urinalysis reveals
· Question 19

A middle-aged man presents to urgent care complaining of   pain of the medial condyle of the lower humerus. The man works as a carpenter   and describes a gradual onset of pain. On exam, the medial epicondyle is   tender and pain is increased with flexion and pronation. Range of motion is   full The most likely cause of this patient’s pain is:

NURS 6051 Module 2 Week 3 Assignment

NURS 6051 Module 2 Week 3 Assignment

Click here  to ORDER an A++ paper from our  Erudite WRITERS:NURS 6051 Module 2 Week 3 Assignment

NURS 6051 Assignment 2 Due March 6. To Prepare:

• Review the concepts of technology application
• Reflect on how emerging technologies such as artificial intelligence may help fortify nursing informatics as a specialty by leading to increased impact on patient outcomes or patient care efficiencies.

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

• Describe the project you propose.
• Identify the stakeholders impacted by this project.
• Explain the patient outcome(s) or patient-care efficiencies this project is aimed at improving and explain how this improvement would occur. Be specific and provide examples.
• Identify the technologies required to implement this project and explain why.
• Identify the project team (by roles) and explain how you would incorporate the nurse informaticist in the project team.

Rubric

Name: NURS_6051_Module02_Week03_Assignment_Rubric

• Grid View
• List View

ExcellentGoodFairPoorIn a 4- to 5-page project proposal written to the leadership of your healthcare organization, propose a nursing informatics project for your organization that you advocate to improve patient outcomes or patient care efficiency. Your project proposal should include the following:
·   Describe the project you propose.
·   Identify the stakeholders impacted by this project.
·   Explain the patient outcome(s) or patient-care efficiencies this project is aimed at improving, and explain how this improvement would occur. Be specific and provide examples.
·   Identify the technologies required to implement this project and explain why.
·   Identify the project team (by roles) and explain how you would incorporate the nurse informaticist in the project team.77 (77%) – 85 (85%)The response accurately and thoroughly describes in detail the project proposed.
The response accurately and clearly identifies the stakeholders impacted by the project proposed.
The response accurately and thoroughly explains in detail the patient outcome(s) or patient-care efficiencies that the project proposed is aimed at improving, including an accurate and detailed explanation, with sufficient supporting evidence of how this improvement would occur.
The response accurately and clearly identifies the technologies required to implement the project proposed with a detailed explanation why.
The response accurately and clearly identifies the project team (by roles) and thoroughly explains in detail how to incorporate the nurse informaticist in the project team.68 (68%) – 76 (76%)The response describes the project proposed.
The response identifies the stakeholders impacted by the project proposed.
The response explains the patient outcome(s) or patient-care efficiencies that the project proposed is aimed at improving, including an explanation, with some supporting evidence of how this improvement would occur.
The response identifies the technologies required to implement the project proposed with an explanation why.
The response identifies the project team (by roles) and explains how to incorporate the nurse informaticist in the project team.60 (60%) – 67 (67%)The response describing the project proposed is vague or inaccurate.
The response identifying the stakeholders impacted by the project proposed is vague or inaccurate.
The response explaining the patient outcome(s) or patient-care efficiencies the project proposed is aimed at improving, including an explanation of how this improvement would occur, is vague or inaccurate, or includes little to no supporting evidence.
The response identifying the technologies required to implement the project proposed with an explanation why is vague or inaccurate.
The response identifying the project team (by roles) and an explanation of how to incorporate the nurse informaticist in the project team is vague or inaccurate.0 (0%) – 59 (59%)The response describing the project proposed is vague and inaccurate, or is missing.
The response identifying the stakeholders impacted by the project proposed is vague and inaccurate, or is missing.
The response explaining the patient outcome(s) or patient-care efficiencies the project proposed is aimed at improving, including an explanation of how this improvement would occur, is vague and inaccurate, includes no supporting evidence, or is missing.
The response identifying the technologies required to implement the project proposed with an explanation why is vague and inaccurate, or is missing.
The response identifying the project team (by roles) and an explanation of how to incorporate the nurse informaticist in the project team is vague and inaccurate, or is missing.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 punctuation5 (5%) – 5 (5%)Uses correct grammar, spelling, and punctuation with no errors.4 (4%) – 4 (4%)Contains a few (1-2) grammar, spelling, and punctuation errors.3.5 (3.5%) – 3.5 (3.5%)Contains several (3-4) grammar, spelling, and punctuation errors.0 (0%) – 3 (3%)Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.5 (5%) – 5 (5%)Uses correct APA format with no errors.4 (4%) – 4 (4%)Contains a few (1-2) APA format errors.3.5 (3.5%) – 3.5 (3.5%)Contains several (3-4) APA format errors.0 (0%) – 3 (3%)Contains many (≥ 5) APA format errors.Total Points: 100

HEALTH INFORMATICS 2

Discussion Week 1

Within the contemporary mental healthcare sector within the psychiatric unit in hospitals, professionals have realized the importance of availability a wide range of information in regards to patients so as to identify the best approach to treatment. This notion explains the main reason behind the increased changing roles for nursing information specialists whereby healthcare centers seek to improve the quality of care while at the same time reducing the rising healthcare expenditures and increased risk of chronic disease incidences during healthcare (Nagle et al., 2017 p.215).

Some of the important data within the evidence based patient care practice involves the patient background, family history, and the patient’s mental health history which is normally conducted using tools like the Mental status Examination during diagnosis (Forrest & Blenenfeld, 2020). The data could be used to provide personalized or individualized treatment plan since mental problems are usually described as unique to every patient within the psychiatry health sector. This information could be collected via electronically recorded interviews with the patients as well as simple questionnaires that could be sent to the respective family members for filling. However, accessibility to this information requires an integrative information system of recording and reporting crucial information related to the patient.

Some of the important information that could be derived from the data involves the origin of the patient’s mental problems such as delinquent behavior whereby a history of family violence could help establish the main reason behind the morally backward behaviors. This notion also provides a platform for development of a treatment plan, for example, whereby a nurse leader could use the information to determine the most prevalent reason behind the mental problems being exhibited by a variety of patients. The statistical analysis of the data could help back the clinical reasoning by nursing leaders about the best mode of treatment for mental health patients exhibiting the same problems such as juvenile delinquents. It is worth noting that the work of healthcare professionals involves making sure that the informatics are effectively used to facilitate effective time management and not slow the treatment process hence faster identification of the patient needs, as well as the most effective framework to use during treatment aligns with the main purpose of incorporating informatics into the healthcare system (Sweeney & Julianne, 2017 p.3).

References

Forrest, J. S., Shortridge, A. B., Talavera, F., & Bienenfeld, D. (2020). History and mental status examination: Overview, patient history, mental status examination. Medscape. /orders/emedicine.medscape.com/article/293402-overview

Nagle, Sermeus, W., Junger, A., & Bloomberg. (2017). Evolving Role of the Nursing Informatics Specialist. Forecasting Informatics Competencies for Nurses in the Future of Connected Health, 212-221. /orders/doi.org/10.3233/978-1-61499-738-2-212

Sweeney, J. (Feb, 2017). Healthcare Informatics. Online Journal of Nursing Informatics (OJNI), 21( 1), Available at http://www.himss.org/ojni

Feedback

Karen Robson WALDEN INSTRUCTOR MANAGER

RE: Discussion – Week 1

Top of Form

Hi Ariel, thank you for your initial post including the information describing the role of data and clinical reasoning.  Technology may support clinical reasoning among healthcare professionals, including nurse leaders.  Chon et al. (2019) describes the use of technology, specifically gaming, to support sound clinical reasoning and decision making in healthcare education.  Chon et al. (2019) reminds the reader educational, serious games support simulation of clinical workflows and provide an opportunity for one to acquire knowledge.  The gaming experience described by Chon et al. (2019) included a simulation exercise in an emergency department setting and evaluated knowledge before and after participation in the gaming experience.  Overall, the study had a significant impact on knowledge retention and the overall impression among the medical students (who volunteered to participate) was positive.   Chon et al. (2019) concluded serious gaming is an effective learning strategy in addition to formal teaching to gain knowledge.

Does anyone have any thoughts regarding this?  Do you think innovative technology (such as gaming) supports clinical reasoning in healthcare?

Chon, S. H., Timmermann, F., Dratsch, T., Schuelper, N., Plum, P., Berlth, F., … & Kleinert, R. (2019). Serious games in surgical medical education: a virtual emergency department as a tool for teaching clinical reasoning to medical students. Journal of Medical Internet Research Serious Games, 7(1), e13028.

ARIEL CORDOVA Lopez 

RE: Discussion – Week 1

Top of Form

Dr. Robson,

I believe technology has an effective method of providing a safe and risk free environment to support the development of skills and knowledge of nurses and physicians mainly because the simulation provides a real—time depiction of the events that happens within the Emergency room, or example. Thus, I think that the fact that a person can redo their mistakes helps develop their skills by identifying errors and subsequently learning how to handle them. This notion also supports clinical reasoning mainly because the best practices can be identified from the simulation. An example of this involves a simulation of the theater whereby the best strategies for coordinating the activities to save on time can be identified from the simulation.

Karen Robson WALDEN INSTRUCTOR MANAGER

RE: Discussion – Week 1

Top of Form

Hi Ariel.  Thanks so much for your insight and continued discussion.  Simulation is an effective learning strategy, especially if an experienced facilitator guides the simulation experience.  Pre/post test scores evaluating knowledge retention is one form of data collection and analysis that can be used to improve teaching strategies.

Thanks again for your discussion.

Dr. Robson

Click here  to ORDER an A++ paper from our  Erudite WRITERS:NURS 6051 Module 2 Week 3 Assignment

Order a Different One   Get Quote   Urgent Paper

WhatsApp

Your assignment woes end here!

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 in your coursework.

Do you handle any type of coursework?

Yes. We have posted over 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 Order Now 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.

100% Reliable Site. Make this your Home of Academic Papers.

SCORE A+ WITH HELP FROM OUR PROFESSIONALS: ORDER NOW FOR AN ORIGINAL PAPER –

 Always Order High-Quality Academic Papers from here 

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.

Looking for a Similar Assignment? Order a custom-written, plagiarism-free paper

 WhatsApp

Your assignment woes end here!

NURS 6541 MIDTERM EXAM / NURS6541 MIDTERM EXAM / NURS 6541N MIDTERM EXAM (2 VERSIONS) (100 CORRECT Q & A IN EACH VERSION, TOTAL: 200 Q & A)

NURS 6541 MIDTERM EXAM

NURS 6541 MIDTERM EXAM / NURS6541 MIDTERM EXAM / NURS 6541N MIDTERM EXAM (2 VERSIONS) (100 CORRECT Q & A IN EACH . Question 1

When completing this   quiz, did you comply with Walden University’s Code of Conduct including the   expectations for academic integrity?

· Question 2

Miguel, age 14, was hit in   the eye with a baseball and developed eye pain, decreased visual acuity, and   injection of the globe. Upon exam you note blood in the anterior chamber and   confirm diagnosis of hyphema. What treatment do you recommend while Miguel is   waiting to see the ophthalmologist

· Question 3

The father of a   3-year-old is concerned because the child stutters. What should your approach   be?

· Question 4

A 2-day-old   newbornwith conjunctivitis is likely due to

· Question 5

You see a 13-year-old who   reports she is learning some basic geometry (areas, volume etc.). The ability   to successfully master these concepts occurs during which Piaget   developmental stage?

· Question 6

For adolescent   girls, peak height velocity should occur by Tanner Stage (SMR):

· Question 7

Which is the correct   order for introduction of solid foods to an infant?

· Question 8

I can walk well on tiptoes,   my speech is 50% understandable, I know six body parts, but I cannot balance   on one foot for 1 second. I am:

· Question 9

You receive a phone call from   the mother of a 2-year-old. She states her child has sleep refusal. You   suggest the child should be able to:

· Question 10

A   15-month-old  boy says “mama” and “dada,” points and gestures if he   wants things, and follows simple one-step commands. Your best response is   which of the following?

· Question 11

At what age would a child   be expected to remember a string of numbers and repeat them backwards?

· Question 12

A 13-month-old child is noted   to be at the 25th percentile for weight, the 10th percentile for height, and   less than the 5th percentile for head circumference. She was   born at term. She was noted to have a small head at birth, to be   developmentally delayed throughout her life, and to have required cataract   surgery shortly after birth. She currently takes phenobarbital for seizures.   Which of the following would most likely explain this child’s small size?

· Question 13

A child’s head   circumference is routinely measured on each well visit until what age?

· Question 14

A 14-year-old female comes   into the office for an urgent visit after taking 10 valium tablets.    Following the initial emergent care and stailization, the most important part   of the management is:

· Question 15

All of the   following are consistent with peritonsillar abscess except:

b.
Trismus
· Question 16

Which of the   following complication of strep pharyngitis cannot be prevented with   antibiotics?

b.
Glomerulonephritis
· Question 17

A 4-year-old   believes there is more juice in a tall, thin glass than a shorter, wider one.   The child has not yet achieved which of the principles of Piaget?

b.
Conservation
· Question 18

Josh, age 13, has   some enlargement of the scrotum and testes, a reddened scrotal sac, and some   hair texture alteration. His penis is not enlarged. He is in Tanner stage

d.
II
· Question 19

A breastfed infant   is expected to have a lower incidence of which of the following?

e.
Diarrhea
· Question 20

A 12-year-old male   states he noticed an enlargement of his testes and scrotum. When counseling   him about the next step in pubertal development, you state:

d.
The penis will grow in length and width.
· Question 21

You see a 7-year-old   with complaints of “having accidents at night.” Physical exam and   history are unremarkable. Urinalysis, urine culture, and specific gravity are   normal. His parents ask about the best treatment for this problem. The best   response is

a.
Fluid restriction and voiding prior to the night may be effective.
· Question 22

Chelsea, age 8,   complains that she feels as if something is stuck in her ear. What action is   contraindicated?

c.
Flushing the ear with water.
· Question 23

By what age should most   children be able to sit well without support?

a.
9 months
· Question 24

A typically   developing 8-year-old girl will have which of the following genital   development?

a.
No pubic hair at all
· Question 25

John is diagnosed   with allergic conjunctivitis. What type of discharge do you expect to see   upon exam?

c.
Serous and clear
· Question 26

Which of the following   vaccines is routinely recommended at 4 months of age?

a.
Diphtheria, tetanus, acellular pertussis (DTaP)
· Question 27

An 8-year-old female   has an edematous, mildly erythematous right upper eyelid for 2 days with a   fever of 102.9 (F). Which important eye assessment do you need to consider?

d.
Ocular mobility
· Question 28

Role-play with equipment during the course of the physical exam   would be the most beneficial with which age group?

b.
Preschoolers
· Question 29

Conductive hearing   loss can be caused by

c.
Serous otitis
· Question 30

You see a 30-month-old who   speaks in mixed Spanish and English. The child’s vocabulary is normal but at   the low end of the normal language spectrum. The parent is worried the   child’s development will not be normal because she mixes up the two   languages. You respond:

d.
“Your child’s speech is normal and bilingual children commonly     intermix the words from both languages until about 3 years of age.”

NURS 6050 Week 9 Discussion: Legal and Ethical Conduct

NURS 6050 Week 9 Discussion: Legal and Ethical Conduct

As emphasized in this week’s media presentation, all nurses need to be familiar with the laws and regulations that govern their practice: their state’s Nurse Practice Act, ANA’s Nursing: Scope and Standards of Practice, specialty group standards of practice, etc. In addition, basic ethical principles guide nurses’ decision-making process every day. ANA’s Code of Ethics and ANA’s Social Policy Statement are two important documents that outline nurses’ ethical responsibilities to their patients, themselves, and their profession. This said, there is a dilemma: The laws are not always compatible with the ethical positions nurses sometimes take. This week’s Discussion focuses on such a dilemma.
To prepare:
Review this week’s Learning Resources, focusing on the information in the media presentation about the relationship between the law and ethics.
Consider the ethical responsibility of nurses in ensuring patient autonomy, beneficence, non-malfeasance, and justice.
Read the following scenario:
Lena is a community health care nurse who works exclusively with HIV-positive and AIDS patients. As a part of her job, she evaluates new cases and reviews confidential information about these patients. In the course of one of these reviews, Lena learns that her sister’s boyfriend has tested HIV positive. Lena would like to protect her sister from harm and begins to consider how her sister can find out about her boyfriend’s health status.
Consult at least two resources to help you establish Lena’s legal and ethical position. These resources might include your state’s Nurse Practice Act, the ANA’s Code of Ethics, ANA’s Nursing: Scope and Standards of Practice, and internal or external standards of care.
Consider what action you would take if you were Lena and why.
Determine whether the law and the ANA’s standards support or conflict with that action.
Post a description of the actions you would take in this situation, and why. Justify these actions by referencing appropriate laws, ethical standards, and professional guidelines.
Required Readings
Milstead,  J. A. (2019). Health policy and politics: A nurse’s guide (6th ed.).  Burlington, MA: Jones and Bartlett Publishers.
Chapter 4, “Government Response: Regulation” (pp. 56-81)
This chapter explains the major concepts of the regulation of health professionals, with emphasis on advanced practice nurses (APN) and the process of licensure and credentialing.
ANA’s Foundation of Nursing Package – (Access this resource from the Walden Library databases through your NURS 6050 Course Readings List)
Guide to the Code of Ethics: Interpretation and Application
This guide details the history, purpose and theory, application, and case studies of this must-have Code of Ethics.
Nursing Social Policy Statement
The Nursing Social Policy Statement provides an understanding of the social framework and obligations of the nursing profession.
Nursing: Scope & Standards of Practice
This book contains several national standards of practice that can be used to inform the decision-making process, development, implementation, and evaluation of several functions and aspects of advanced practice nursing.

Assignment 2: Middle Range or Interdisciplinary Theory Evaluation

Assignment 2: Middle Range or Interdisciplinary Theory Evaluation

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS: ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT ON Assignment 2: Middle Range or Interdisciplinary Theory Evaluation

Middle Range Or Interdisciplinary Theory Evaluation. Assignment 2: Middle Range or Interdisciplinary Theory Evaluation

As addressed this week, middle range theories are frequently used as a framework for exploring nursing practice problems. In addition, theories from other sciences, such as sociology and environmental science, have relevance for nursing practice. For the next few weeks you will explore the use of interdisciplinary theories in nursing.
This Assignment asks you to evaluate two middle range or interdisciplinary theories and apply those theories to a clinical practice problem. You will also create a hypothesis based upon each theory for an evidence-based practice project to resolve a clinical problem.
Note: This Assignment will serve as your Major Assessment for this course.

To prepare:

• Review strategies for evaluating theory presented by Fawcett and Garity in this week’s Learning Resources (see under list of Required Readings and attached pdf file)
• Select a clinical practice problem that can be addressed through an evidence-based practice project. Note: You may continue to use the same practice problem you have been addressing in earlier Discussions and in Week 7 Assignment 1.
• Consider the middle range theories presented this week, and determine if one of those theories could provide a framework for exploring your clinical practice problem. If one or two middle range theories seem appropriate, begin evaluating the theory from the context of your practice problem.
• Formulate a preliminary clinical/practice research question that addresses your practice problem. If appropriate, you may use the same research question you formulated for Assignment #4.

Write a 10- to 12-page paper (including references) in APA format and a minimum of 8 references or more, using material presented in the list of required readings to consider interdisciplinary theories that may be appropriate for exploring your practice problem and research question (refer to the sample paper attached as “Assignment example”). Include the level one headings as numbered below:
1)       Introduction with a purpose statement (e.g. The purpose of this paper is…)
2)       Briefly describe your selected clinical practice problem.
3)       Summarize the two selected theories. Both may be middle range theories or interdisciplinary theories, or you may select one from each category.
4)       Evaluate both theories using the evaluation criteria provided in the Learning Resources.
5)       Determine which theory is most appropriate for addressing your clinical practice problem. Summarize why you selected the theory. Using the propositions of that theory, refine your clinical / practice research question.
6)       conclusion
MY PRACTICE PROBLEM IS AS FOLLOWED:
 
P: Patients suffering from Type 2 Diabetes Mellitus
 
I:  Who are involved in diabetic self-care programs
 
C: Compared to those who do not participate in self-care programs
 
O: Are more likely to achieve improved glycemic control

THE THEORIES USED FOR THIS MODEL ARE:
Dorothea Orem Self-Care Theory and The Self-Efficacity in nursing Theory by Lenz & Shortridge-Baggett, or the Health Promotion Model by Pender, Murdaugh & Parson (Pick 2)

Required Readings

McEwin, M., & Wills, E.M. (2014). Theoretical basis for nursing. (4th ed.). Philadelphia, PA: Wolters Kluwer Health.

• Chapter 10, “Introduction to Middle Range Nursing Theories”

Chapter 10 begins the exploration of middle range theories and discusses their development, refinement, and use in research.

• Chapter 11, “Overview of Selected Middle Range Nursing Theories”

Chapter 11 continues the examination of middle range theories and provides an in-depth examination of a select set of theories
·         Chapter 15, “Theories from the Biomedical Sciences”
Chapter 15 highlights some of the most commonly used theories and principles from the biomedical sciences and illustrates how they are applied to studies conducted by nurses and in nursing practice.
·         Chapter 16, “Theories, Models, and Frameworks from Administration and Management”
Chapter 16 presents leadership and management theories utilized in advanced nursing practice.
·         Chapter 18, “Application of Theory in Nursing Practice”
Chapter 18 examines the relationship between theory and nursing practice. It discusses how evidence-based practice provides an opportunity to utilize research and theory to improve patient outcomes, health care, and nursing practice.

Gray, J.R., Grove, S.K., & Sutherland, S. (2017). Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (8th ed.). St. Louis, MO: Saunders Elsevier.

• Chapter 6, “Objectives, Questions, Variables, and Hypotheses”

Chapter 6 guides nurses through the process of identifying research objectives, developing research questions, and creating research hypotheses.
·         Review Chapter 2, “Evolution of Research in Building Evidence-Based Nursing Practice”
·         Chapter 19, “Evidence Synthesis and Strategies for Evidence-Based Practice”
This section of Chapter 19 examines the implementation of the best research evidence to practice.

Fawcett, J., & Garity, J. (2009). Chapter 6: Evaluation of middle-range theories. Evaluating Research for Evidence-Based Nursing. Philadelphia, Pennsylvania: F. A. Davis.
Note: You will access this article from the Walden Library databases.
This book chapter evaluates the use and significance of middle-range theories in nursing research and clinical practice.

DeSanto-Madeya, S., & Fawcett, J. (2009). Toward Understanding and Measuring Adaptation Level in the Context of the Roy Adaptation Model. Nursing Science Quarterly, 22(4), 355–359.
Note: You will access this article from the Walden Library databases.
This article describes how the Roy Adaptation Model (RAM) is used to guide nursing practice, research, and education in many different countries.
Jacelon, C., Furman, E., Rea, A., Macdonald, B., & Donoghue, L. (2011). Creating a professional practice model for postacute care: Adapting the Chronic Care Model for long-term care. Journal of Gerontological Nursing, 37(3), 53–60.
Note: You will access this article from the Walden Library databases.
This article addresses the need to redesign health care delivery to better meet the needs of individuals with chronic illness and health problems.

Murrock, C. J., & Higgins, P. A. (2009). The theory of music, mood and movement to improve health outcomes. Journal of Advanced Nursing, 65 (10), 2249–2257. doi:10.1111/j.1365-2648.2009.05108.x
Note: You will access this article from the Walden Library databases.
This article discusses the development of a middle-range nursing theory on the effects of music on physical activity and improved health outcomes.

Amella, E. J., & Aselage, M. B. (2010). An evolutionary analysis of mealtime difficulties in older adults with dementia. Journal of Clinical Nursing, 19(1/2), 33–41. doi:10.1111/j.1365-2702.2009.02969.x
Note: You will access this article from the Walden Library databases.
This article presents findings from a meta-analysis of 48 research studies that examined mealtime difficulties in older adults with dementia.

Frazier, L., Wung, S., Sparks, E., & Eastwood, C. (2009). Cardiovascular nursing on human genomics: What do cardiovascular nurses need to know about congestive heart failure? Progress in Cardiovascular Nursing, 24(3), 80–85.
Note: You will access this article from the Walden Library databases.
This article discusses current genetics research on the main causes of heart failure.

Mahon, S. M. (2009). Cancer Genomics: Cancer genomics: Advocating for competent care for families. Clinical Journal of Oncology Nursing, 13(4), 373–3 76.
Note: You will access this article from the Walden Library databases.
This article advocates for nurses to stay abreast of the rapid changes in cancer prevention research and its application to clinical practice.

Mayer, K. H., Venkatesh, K. K. (2010). Antiretroviral therapy as HIV prevention: Status and prospects. American Journal of Public Health, 100(10), 1867–1 876. doi: 10.2105/AJPH.2009.184796
Note: You will access this article from the Walden Library databases.
This article provides an in-depth examination of potential HIV transmission prevention.

Pestka, E. L., Burbank, K. F., & Junglen, L. M. (2010). Improving nursing practice with genomics. Nursing Management, 41(3), 40–44. doi: 10.1097/01.NUMA.0000369499.99852.c3
Note: You will access this article from the Walden Library databases.
This article provides an overview of genomics and how nurses can apply it in practice.

Yao, L., & Algase, D. (2008). Emotional intervention strategies for dementia-related behavior: A theory synthesis. The Journal of Neuroscience Nursing, 40(2), 106–115.
Note: You will access this article from the Walden Library databases.
This article discusses a new model that was developed from empirical and theoretical evidence to examine intervention strategies for patients with dementia.

Fineout-Overholt, E., Williamson, K., Gallagher-Ford, L., Melnyk, B., & Stillwell, S. (2011). Following the evidence: Planning for sustainable change. The American Journal Of Nursing, 111(1), 54–60.
This article outlines the efforts made as a result of evidence-based practice to develop rapid response teams and reduce unplanned ICU admissions.

Kleinpell, R. (2010). Evidence-based review and discussion points. American Journal of Critical Care, 19(6), 530–531.
This report provides a review of an evidence-based study conducted on patients with aneurismal subarachnoid hemorrhage and analyzes the validity and quality of the research.

Koh, H. (2010). A 2020 vision for healthy people. The New England Journal Of Medicine, 362(18), 1653–1656.
This article identifies emerging public health priorities and helps to align health-promotion resources, strategies, and research.

Moore, Z. (2010). Bridging the theory-practice gap in pressure ulcer prevention. British Journal of Nursing, 19(15), S15–S18.
This article discusses the largely preventable problem of pressure ulcers and the importance of nurses being well-informed of current prevention strategies.

Musker, K. (2011). Nursing theory-based independent nursing practice: A personal experience of closing the theory-practice gap. Advances In Nursing Science, 34(1), 67–77.
This article discusses how personal and professional knowledge can be used in concert with health theories to positively influence nursing practice.

Roby, D., Kominski, G., & Pourat, N. (2008). Assessing the barriers to engaging challenging populations in disease management programs: The Medicaid experience. Disease Management & Health Outcomes, 16(6), 421–428.
This article explores the barriers associated with chronic illness care and other factors faced by disease management programs for Medicaid populations.

Sobczak, J. (2009). Managing high-acuity-depressed adults in primary care. Journal of the American Academy of Nurse Practitioners, 21(7), 362–370. doi: 10.1111/j.1745-7599.2009.00422.x
This article discusses a method found which positively impacts patient outcomes used with highly-acuity-depressed patients.

Thorne, S. (2009). The role of qualitative research within an evidence-based context: Can metasynthesis be the answer? International Journal of Nursing Studies, 46(4), 569–575. doi: 10.1016/j.ijnurstu.2008.05.001
The article explores the use of qualitative research methodology with the current evidence-based practice

Nurs 6051C Transforming Nursing

Nurs 6051C Transforming Nursing

CORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS: ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT ON Nurs 6051C Transforming Nursing and Healthcare through Technology Using the Data-information-knowledge-wisdom Continuum

Using The Data/Information/Knowledge/Wisdom Continuum. PLEASE SEE THE ATTACHED DOCUMENT. IT IS A PAPER I HAD SUBMITTED & GOT 50/100. ON THE LAST PAPER IS THE INSTRUCTOR’S COMMENTS. PLEASE REVIEW IT.

Using the Data/Information/Knowledge/Wisdom Continuum

Assignment: Application:
Using the Data/Information/Knowledge/Wisdom Continuum

Have you ever gone online to search for a journal article on a specific topic? It is amazing to see the large number of journals that are available in the health care field. When you view the library in its entirety, you are viewing untapped data. Until you actually research for your particular topic, there is little structure. Once you have narrowed it down, you have information and once you apply the information, you have knowledge. Eventually, after thoughtful research and diligent practice, you reach the level of wisdom—knowledge applied in meaningful ways.

Are there areas in your practice that you believe should be more fully explored? The central aims of nursing informatics are to manage and communicate data, information, knowledge, and wisdom. This continuum represents the overarching structure of nursing informatics. In this Assignment, you develop a research question relevant to your practice area and relate how you would work through the progression from data to information, knowledge, and wisdom.
To prepare:

• Review the information in Figure 6–2 in Nursing Informatics and the Foundation of Knowledge.
• Develop a clinical question related to your area of practice that you would like to explore.
• Consider what you currently know about this topic. What additional information would you need to answer the question?
• Using the continuum of data, information, knowledge, and wisdom, determine how you would go about researching your question.
  • Explore the available databases in the Walden Library. Identify which of these databases you would use to find the information or data you need.
  • Once you have identified useful databases, how would you go about finding the most relevant articles and information?
  • Consider how you would extract the relevant information from the articles.
  • How would you take the information and organize it in a way that was useful? How could you take the step from simply having useful knowledge to gaining wisdom?

By Day 7 of Week 4

Write a 4-page paper that addresses the following: MUST BE APA FORMAT

• Summarize the question you developed, and then relate how you would work through the four steps of the data, information, knowledge, wisdom continuum. Be specific.
  • Identify the databases and search words you would use.
  • Relate how you would take the information gleaned and turn it into useable knowledge.
• Can informatics be used to gain wisdom? Describe how you would progress from simply having useful knowledge to the wisdom to make decisions about the information you have found during your database search.

Your paper must also include a title page, an introduction, a summary, and a reference page ( YOU CAN ONLY USE THE REFERENCES LISTED BELOW).

American Nurses Association. (2015). Nursing informatics: Scope & standards of practice (2nd ed.). Silver Springs, MD: Author.

• “Metastructures, Concepts, and Tools of Nursing Informatics”This chapter explores the connections between data, information, knowledge, and wisdom and how they work together in nursing informatics. It also covers the influence that concepts and tools have on the field of nursing.

McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning.

• Chapter 6, “Overview of Nursing Informatics”This chapter defines the foundations of nursing informatics (NI). The authors specify the disciplines that are integrated to form nursing informatics, along with major NI concepts.

Brokel, J. (2010). Moving forward with NANDA-I nursing diagnoses with Health Information Technology for Economic and Clinical Health (HITECH) Act Legislation: News updates. International Journal of Nursing Terminologies & Classifications, 21(4), 182–185.
Retrieved from the Walden Library databases.

In this news brief, the author describes the initiatives that NANDA-I will implement to remain abreast of the HITECH legislation of 2009. The author explains two recommendations for the federal government’s role in managing vocabularies, value sets, and code sets throughout the health care system.

Matney, S., Brewster, P. J., Sward, K. A., Cloyes, K. G., & Staggers, N. (2011). Philosophical approaches to the nursing informatics data-information-knowledge-wisdom framework. Advances in Nursing Science, 34(1), 6–18.
Retrieved from the Walden Library databases.

This article proposes a philosophical foundation for nursing informatics in which data, information, and knowledge can be synthesized by computer systems to support wisdom development. The authors describe how wisdom can add value to nursing informatics and to the nursing profession as a whole.

Rutherford, M. A. (2008). Standardized nursing language: What does it mean for nursing practice? OJIN: The Online Journal of Issues in Nursing, 13(1). Retrieved from http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/vol132008/No1Jan08/ArticlePreviousTopic/StandardizedNursingLanguage.html

The author of this article provides justification for the use of a standardized nursing language, which will be necessary for incorporating electronic documentation into the health care field. The author defines standardized language in nursing, describes how such a language can be applied in a practice setting, and discusses the benefits of using a standardized language.

Westra, B. L., Subramanian, A., Hart, C. M., Matney, S. A., Wilson, P. S., Huff, S. M., … Delaney, C. W. (2010). Achieving “meaningful use” of electronic health records through the integration of the Nursing Management Minimum Data Set. The Journal of Nursing Administration, 40(7–8), 336–343.
Retrieved from the Walden Library databases.

This article explains the nursing management minimum data set (NMMDS), which is a research-based minimum set of standard data for nursing management and administration. The article describes how the NMMDS can be used to minimize the burden on health care administrators and increase the value of electronic health records within the health care system.

Running head:                                                                                                                                                                  NURSING TECHNOLOGY PAPER

NURSING TECHNOLOGY PAPER

Nursing Technology Paper

Name: Zoeleni Kamara

Course: Nursing 6051-01

Transforming Nursing and Healthcare through Information Technology

September 25, 2016

Introduction

Like in any field, technology plays a crucial role in the field of nursing. Clinical question for this assignment is; has the use of electronic medication administration (eMAR) (Kelley, 2016) in any way improved the safety of medication in the healthcare setting? .Technology ensures that information is processed first and delivered to the right department or personnel. Data in any field is important because from these raw data important information can be derived. Such data is important for the study and control of diseases (epidemiology).Management of chronic diseases across the world has been so difficult, the situation is even worse when it comes to developing countries. For this reason therefore, having concrete data is important in the management of these diseases. It is from these data that important control and disease management can be implemented. The main role of nursing informatics is to ensure that patients get the best medical services.

Nursing informatics as an innovation over the social insurance framework stays in its outset phase of advancement and has not been generally used or boosted to its fullest potential by most healthcare facilities . Nursing informatics in the social insurance framework is an apparatus that underlines wellbeing and quality consideration results, which are devices that pioneers in medicinal services ought to unequivocally consider. Nursing informatics permits attendants to enter and get to patient data in a practical time period that matches individualized desires for every patient.

The use of electronic in the administration in the health sector across the world has not been that simple. It has been faced with a number of challenges some of which can be overcome within a short duration while others take a long time. Apart from the challenges facing the management of most diseases, having the data is the key strategy in its management. To work through the four steps of data, information, knowledge, and wisdom continuum, it should first of all ensure that I determine the pressure of the patient in the case of data. For instance, if the result will give 130/70 then this is the data. After having this data I will ensure that I also ask the patient if he or she has a history of blood pressures of about 150/100 for the last few years, this will lead me to information. This information will be necessary n the diagnosis of the condition. For example if in one way or the other the patient the patient has a well-known history of cardiac arrest and he or she is currently having a chest pain. The drastic drop in the blood pressure in some way can indicate an onset of serious myocardial infarction. This is what is referred as to knowledge. This is the right time that the patient should be given an oxygen, aspirin, and nitrates. That is wisdom.

The databases I would use in the search Allied Health Literature CINAHL and Nursing databases. I used the Walden University website to access the databases and the search words. From the website, I would narrow down the search engines to the field “Nursing” this is to ensure that the databases I would obtain are relevant to my field. Some of the search words I would use includes readmission, critical access hospital(CAH)( United States,2010), challenges, litigation, rural, cost, staff, joint commission, patients, ratio, Illinois, Wisconsin, trauma, hypertension, fatigue, fat deposition, narrowing of the blood vessels among others. These are the words are mostly used in the nursing and health profession.

To transform information into knowledge, I should first ensure that I am clear on my findings; this should be a guiding principle towards the transformation. I would determine the information understand the topic. Next, I would ensure that I gather all the necessary materials and sources to help me gather the information I require. I would then do an evaluation of the information obtained to ensure that the information is relevant to my field of study. I would then organize this information removing and eliminating those that are irrelevant; this will ensure that I don’t possess information that is not helpful to my field. The next step is to ensure that the piece of work is free of any plagiarism and spelling mistakes, this can be done by pro-reading. The last bid is to do an evaluation of what I have obtained from the whole exercise. By doing this would have gleaned and turned the information into knowledge.

Informatics can be used to gain wisdom. This is because wisdom in its early stage exists as data from which it graduates to information then to knowledge and finally to wisdom. All the information collected from the different sources cannot be useful, the useful ones can be assessed we learn something (knowledge).Wisdom guides us to either accept or reject some of this information. Without wisdom, some fake information can be taken to be true yet they are not. This can let to wrong decision making, in the hospital setting it can also lead to the wrong diagnosis, the wrong treatment which might, in turn, lead to more complications and eventually leading to the death of the patient. It is the role of any doctor or nurse to protect life, wrong judgments can cause lives and therefore having the right information is a key thing.

Summary

Data is very important, this is so because it is from here that meaningful information and conclusion can be made. A collection of these data should be done carefully or less information that is not relevant to a particular area or field would be collected. Information obtained should be able to address the clinical question; other information not relevant to the area should be eliminated. If this information is collected in the wrong database, the whole data, information, knowledge, and wisdom continuum will be affected. This will lead to wrong decision making. Nursing involves handling lives and therefore any mess can lead to loss of lives. Sharing of information in the health profession is important because it enables medical practitioners to communicate and share information. Creating knowledge in the nursing has been on the front line to empower the medical caretaker professionals to commission their parts successfully. It begins with the establishment of the requirements of data. The idea of the data-information-knowledge-wisdom (DIKW) continuum is the conversion of data into wisdom through subjective procedures important in nursing practice.

RESPONSE FROM MY INSTRUCTOR ON THIS PAPER

I enjoyed reading your paper, yet you did not appear to understand the instructions. Your introduction of the clinical question and your connection of the question to your area of practice were good. In your paper you delineated how you would work through some of the four steps of the data, information, knowledge, and wisdom continuum. You did not explain how the question could be answered at each level of the continuum. You identified databases, resources, and search terms used to investigate the question. Your explanation of how information can be synthesized to form knowledge and your evaluation of how the information gleaned from research could be converted into useableknowledge was missing. You did not explain how you would progress from simply having useful knowledge to the wisdom to make clinical decisions about the problem you identified. You provided an analysis of whether nursing informatics can be used to gain wisdom.

Your paper integrated 2 or more credible sources and no course resources, followed writing standards, and contained APA errors. You could improve your papers by substantially addressing all of the required topics, integrating 2 or more credible sources and 3 or more course resources, and applying correct APA format. You might want to consult the Writing Center’s APA document “Common Reference List Examples” and the course announcements. You might want to use the shells of the papers provided in an email, as a course announcement, and in “Doc Sharing” As this was the first paper, I added 10 points to everyone’s grade. I appreciate the effort you put into this assignment.

Reference

In Hannah, K. J., In Hussey, P., In Kennedy, M. A., & In Ball, M. J. (2015). Introduction to nursing informatics.

Information Resources Management Association. (2011). Clinical technologies: Concepts, methodologies, tools and applications. Hershey, PA: Medical Information Science Reference.

Kelley, T. (2016). Electronic health records for quality nursing & health care / Tiffany Kelley.

United States. (2010). Critical access hospital replacement process. Rockville, MD: U.S. Dept. of Health and Human Services, Health Resources and Services Administration, Office of Rural Health Policy.