(Application of Technology in Nursing and Patient Education)

Each student will select one technology application and describe its use within nursing in general or in patient education. Address the significance of the selected technology, attributes of the selected technology (i.e., accuracy, cost, accessibility, etc.), and provide specific examples with rationale of situations in which the technology application as an educational tool would provide advantages as well as disadvantages. In addition, relate the use of the selected technology application to the appropriate professional standards and competencies.

This assignment may be completed in one of the following formats (with quantitative criteria) listed below:

1.APA-formatted paper (1,000-1,250 words)  (Select That )

2.PowerPoint presentation with comprehensive speakers’ notes (12-15 slides)

3.Podcast (10-15 minutes)

4.Blog or Web page (1,000-1,250 words)

5.Any other technology application as approved by the instructor

In addition to the course materials, you are required to use a minimum of three current scholarly, peer-reviewed resources (less than 5 years old).

After you have completed this assignment, you will further post the assignment to the Topic 4 Discussion Forum as specified by the instructor. Within the Topic 4 forum, select and review four technology applications that are new to you in that you have not experienced them in the nursing environment. Explain how each of the four reviewed applications may be modified or adapted for your specific field or to a specific patient population. Ask questions as needed to each classmate about the application. In addition to providing constructive feedback to your peers, your posts should include responses to any questions asked, as well as replies.

APA format is required for essays only. Solid academic writing is always expected. For all assignment delivery options, documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

Critical thinking is a key skill that nurses need to employ to improve the care they provide and anticipate providing. Developing critical thinking skills is part of what helps a nurse move from novice to expert in their area.

In my experience in the ICU, I began as a staff nurse with other medical and surgical experience, yet I was a novice. The many devices used to monitor patients, the ventilator, the assessment standards and observational skills were all new to me. I was oriented by a nurse would be considered a proficient nurse as described by Kaminski (2010) of Benner’s Stages of Clinical Competence. She was fluent in the role of Cardiothoracic ICU nurse; she knew what needed to be done as far as tasks and could accomplish them, but also was closely monitoring the patients’ vitals. She could sense when something was wrong, even before the vitals reflected it. The way she interpreted the data and ‘just what the patient looked like’ and rightly relayed this information to the providers made her someone that others would go to for advice and help. The SGNA describes a proficient nurse as one who “perceives situations as wholes rather than in terms of chopped up parts or aspects” (n.d.)

Critical thinking supports clinical competence by cueing the nurse to question: ‘what caused this?’ ‘how could this be prevented?’ and ‘what is the treatment?’. These help the nurse process the things that happen to a patient and apply these reflections on the next situation they encounter. “The proficient nurse learns from experience what typical events to expect in a given situation and how plans need to be modified in response to these events” (SGNA, n.d.).

Nurses should be motivated to achieve the level of expert in their area. This takes courage, as we need to push ourselves out of our comfort zones and advance our knowledge on our own at times. “The true expert must take this risk and continue to move up the ladder of skill and knowledge acquisition despite potential conflict within the nursing workplace” (Kaminski, 2010).

I also thought it was interesting that “Nurse managers skilled in the use of critical thinking may be better able to create positive practice environments that are conducive to job satisfaction and thus the retention of staff RNs” (Zori, Nosek, & Musil, 2010) and I agree with this sentiment. My nurse manager was an expert in the ICU as a charge nurse, then a nursing supervisor, and then she became a nurse manager. I think her experience in each of those roles attributes to what makes her so effective.

In my own practice, I employ many of the practices mentioned above. Between self-reflection, learning from each new patient situation, and questioning my peers and providers on their expertise, I have moved from novice to advanced beginner to competent to proficient. I would not consider myself an expert yet, but in pursuing higher education, I hope to advance to that level.

References:

Kaminski, J. (2010). Theory applied to informatics – Novice to Expert. Canadian Journal of Nursing Informatics, 5(4). Retrieved from http://cjni.net/journal/?p=967

SGNA (n.d.) Expanded content level definitions. Retrieved April 3, 2017 from https://www.sgna.org/Expanded-Content-Level-Defini…

Zori, S., Nosek, L., & Musil, C. (2010). Critical Thinking of Nurse Managers Related to Staff RNs’ Perceptions of the Practice Environment. Journal Of Nursing Scholarship, 42(3), 305-313. doi:10.1111/j.1547-5069.2010.01354.x

Assignment 2: Teaching Plan Project

As part of the teaching plan you began in Week 3, this week you will create a 10-page paper (excluding the title page, references, and Appendices) considering a specific population and topic to be taught to the learners on a patient safety initiative from the IOM and QSEN competencies. This can be for a group of patients in a hospital setting, staff education, or a group of clients in a community setting (such as Planned Parenthood, adult education).

Lesson Planning and Teaching Strategies

In this section of the teaching plan, you are asked to research and discuss your selected teaching strategies taking into consideration the learning needs, learning styles, and cultural diversity of your target audience. Incorporate a variety of teaching strategies that includes innovative teaching strategies to promote an active learning environment. Integrate appropriate technology-based teaching strategies and evidence-based techniques into your teaching plan. In the Appendix, include the handouts that will be distributed and any other additional teaching aids.

Evaluation

In this section, you will create an assignment using technology in nursing education that is designed to evaluate students’ learning on the achievement of the objectives stated in your teaching plan.

To get started, visit:

http://www.cmu.edu/teaching/assessment/assesslearning/creatingassignments.html

This web page provides information on how to create effective assignments. Also, at the bottom of the page there is a checklist which can be used as a guide to ensure that you include all of the necessary components in the assignment you create.

Be sure to include the following:

• The purpose of the evaluative assignment that uses technology in nursing education
• A written description of the assignment (not a test, an evaluative assignment)
• The assignment instructions, as they will appear to learners
• Clear expectations regarding format and presentation, required citation style, due dates, and consequences for late submissions
• Evaluation criteria (how you plan to grade the assignment, i.e., rubric)
• Points or percentage value to pass

As you create your paper, be sure that you follow APA guidelines for writing style, spelling and grammar, and citation of sources. Submit this assignment to the W4: Assignment 2 Dropbox .

Part 2 – Teaching Project Grading Criteria	Maximum Points
Teaching strategies are appropriate and discussion addressed all required elements.	15
Included additional teaching aids/handouts in the Appendix.	15
Created an assignment using technology in nursing education aimed at evaluating learners on the achievement of the learning objectives stated in the teaching plan.	15
Provided a written description of the evaluative assignment that uses technology in nursing education.	15
Specified the purpose of the assignment.	15
Articulated the assignment instructions in precise and unambiguous language.	15
Provided information about the appropriate format and presentation.	15
Indicated special instructions, such as a particular citation style or headings.	15
Specified the due date and the consequences for submitting the assignment late.	15
Articulated evaluation/grading criteria clearly (i.e., rubric).	15
Indicated the assignment’s grade point value or percentage to pass.	15
Followed APA guidelines for writing style, spelling, and grammar, and citation of sources.	10
Total:

What nursing interventions are appropriate for Mrs. J. at the time of her admission? Drug therapy is started for Mrs. J. to control her symptoms. What is the rationale for the administration of each of the following medications?

1. IV furosemide (Lasix) – Lasix is a diuretic that will help to reduce the fluid overload symptoms associated with CHF. Although I would advise to use extreme caution considering Mrs. J’s Blood pressure is documented at 90/58
2. Enalapril (Vasotec) – Helps improve heart function targeting ventricles for smoother blood flow. Monitor BP
3. Metoprolol (Lopressor) Tachycardia(HR 118) can cause increased workload on your heart. Monitor BP
4. IV morphine sulphate (Morphine) – Helps relax smooth muscles, it’ll help with her pain but it will greatly reduce her anxiety and respiration considering the statement that she cannot get enough air.

Describe four cardiovascular conditions that may lead to heart failure and what can be done in the form of medical/nursing interventions to prevent the development of heart failure in each condition.

1. Atrial Fibrillation + RVR – medication use for rate control and/or cardioversion if not contraindicated.

2. Hypertension – lifestyle modifications and changes most importantly diet and exercise. Stress reduction. Reduced if not even better, eliminated salt intake. Medication treatment and management.

3. Obesity – Encouragement of diet and exercise for weight loss!!

4. Smoking – First and foremost … QUIT!! … Medical interventions can include education, therapy and nicotine patches/gum/meds.

Taking into consideration the fact that most mature adults take at least six prescription

medications, discuss four nursing interventions that can help prevent problems caused by multiple drug interactions in older patients. Provide rationale for each of the interventions you recommend.

Four nursing interventions that can help with multiple drug interactions include education of all realms

1. Close monitoring – When patients require help and assistance with medications, it is important to offer teaching and education. This may include preparing medications in medisets for exact medication/dose/time to take the.

2. consider nonpharmacologic treatments – Optimally it would be beneficial to reduce the amount of medications taking. Providing alternatives would be beneficial such as diet, exercise and lifestyle modifications (stress reduction would be an example).

3. Review of all medications – as with close monitoring, reviewing the medications to ensure that they are correct. Polypharmacy is also a concern. Ensure right dose, right med and that they are correct for treatment.

4. easier dosing — Many times medication doses can taken once a day which can be easier for compliance than multiple times a day. Also consider when is the best time for the patient to take the medications. Easier can definitely ensure compliance and reduce errors.

Assignment Part 1, Readings:

As a graduate student, research is a focal point of your education; therefore, it is important for you to understand how to search for and to use only credible sources in the variety of scholarly papers that you will be expected to write. You will begin this Assignment by reading about the kind of research sources you are expected to use at this level of your education. Next, you will read about compiling an annotated bibliography, and then you will learn what a literature review is. It is important that graduate students know the difference between a reference page, an annotated bibliography, and a literature review. Read the following three handouts from the KU Writing Center before you go any further with this Assignment.

• Academic Research Sources for Graduate Students. Retrieved fromhttps://kucampus.kaplan.edu/MyStudies/AcademicSupportCenter/WritingCenter/WritingReferenceLibrary/GraduateStudentWritingResource/ResearchSourcesGradStu.aspx
• How to Write an Annotated Bibliography. Retrieved fromhttps://kucampus.kaplan.edu/MyStudies/AcademicSupportCenter/WritingCenter/WritingReferenceLibrary/GraduateStudentWritingResource/WritingAnAnnotatedBibliography.aspx
• Writing a Literature Review. Retrieved fromhttps://kucampus.kaplan.edu/MyStudies/AcademicSupportCenter/WritingCenter/WritingReferenceLibrary/GraduateStudentWritingResource/WritingALiteratureReview.aspx

Assignment Part 2, Annotated Bibliography:

Your program culminates in a capstone project in MN 600 where you bring together what you have learned and present a project to the academic community. This Assignment gives you the skills and knowledge to begin collecting credible information needed for future assignments and experience with APA citation by creating your own annotated bibliography. As you read in the annotated bibliography handout, an annotated bibliography contains two main parts: bibliographic information (in APA format) and an annotation. Annotations vary, and for this Assignment, your annotations should provide a:

• Summary of the book, article, white paper, website, or other resource
• Evaluation of resource. Is the source research related? If so, is it a qualitative or quantitative study or mixed?
• Fully assess the sources and offer comments or criticisms of it. Is it a reliable source? Is the article current? Is this source scholarly or popular? Can this source be used in a final paper?
• Application to your program or future research

For your annotated bibliography, you will annotate 10 sources with at least five scholarly (peer-reviewed, evidence-based), three articles from professional and credible websites (i.e., NIH, CDC, etc.), and the remaining two your personal choice, although still credible sources. The topic should be related to your program of study (nursing education, nursing administration, nursing informatics, or advance nursing practice).

Assignment Part 3, Reflection:

After you have compiled your annotated bibliography, reflect on the sources you used for this Assignment. For example, consider the following questions.

• What difficulties did you encounter when evaluating the credibility of your sources?
• What questions do you have about the differences between a reference page, annotated bibliography, and a literature review?
• When do you think it would be helpful or when do you think you will use a literature review in your graduate studies?

Week 2 Assignment Description

Literature Search-Needs Assessment Paper

 

1. Perform a search in the Herzing Library journal databases for three current (2005 or later) peer reviewed journals articles discussing the results of a needs assessment in program development for staff or basic nursing education programs.
2. Construct a 5 pages’ word paper using APA format. Proofread to reduce spelling and grammar errors
   1. Summarizing the results of the needs assessment in each article.
   2. Describing the influence of the results of the needs assessment on the curriculum design.

 

Support the paper with literature and use at least 3 journal articles in addition to your text books.

Provide in-text citations throughout the paper. Include a reference page. References must adhere to APA format (6th ed.).

Grading Criteria

Week 2 Assignment

Literature Search-Needs Assessment Paper

 

Criteria	Possible Points	Earned Points/Comments
The introduction clearly provide context to the reader about the topic of the paper and includes a purpose statement “the purpose of this paper is to …” and is supported by a reference.	4
Provide brief description of the peered reviewed journal articles search process and results using Herzing Library. Note: you may want to get assistance in your search by a librarian. Please plan a head for an appointment for assistance.	6
Provide clear and elaborate description of the results of the needs assessment in each article.	13
Provide thorough description of the influence of the results of the needs assessment on the curriculum design.	13
References/Citation/Literature support: Support the paper with literature and use at least 3 journal articles in addition to your text books. Provide citations throughout the paper.	7
Writing style is neat and consistent with the Herzing University “grading rubric for written assignment” as described in this syllabus. -Follow APA format -5 pages excluding, cover page, and reference page. -No abstract needed. -Use at least level-one headings.	7
Total (50 points)		/50

 

 

The implementation of the Affordable Care Act (2010) has changed the focus of community health care to disease prevention. Now persons who would otherwise not seek health care services can access safe, quality, continuity of care. Many from this population are identified as at-risk. They have a strong need to become more educated about their illnesses and learn how to prevent disease progression. The key is promoting health and wellness.

Questions to consider:

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.

• What are the demographics of your community in terms of the at-risk population?
• What resources are already in place for this population?
• What is the best method to approach the intervention with this population?

Instructions:

PREPARATION

• Read the scenario below.
• Reflect on your community and review the literature to obtain recent demographic information regarding population, age, gender, socio-economic status, education, ethnic distribution, types of diseases, and morbidity and mortality rates.
• Once you have gathered this data you should be able to determine what the greatest health care needs are in your community and select an at-risk population that could benefit from a health education program.

Scenario

The Patient Outreach department where you work has asked you to create an education plan for an at-risk population that is underserved in your community.

As an active member of your community you are aware of several health disparities among the population; some members have difficulty accessing care, others have little knowledge of their chronic disease process, and often cultural issues influence medical care.

Patient Outreach would like you to select a group and create a lesson plan that will help educate them and help them better understand how to manage or prevent illness or disease. Consider characteristics of culture, ethnicity, and social background that might affect the target group.

The population you choose could be a subset such as the elderly, an ethnic minority, a lower socio-economic group, or one that you have identified from your own observations. Some examples might be producing a lesson plan on how to manage diabetes or how to decrease the transmission of sexually transmitted diseases.

DIRECTIONS

Create a lesson plan for your selected population. Be sure you identify the population your lesson is meant for. As you develop your lesson plan, keep in mind the comprehension level of your target audience and the information you want them to take away. Include the following:

• Explain why a specific population in your community qualifies as at-risk.
• Recommend evidence-based strategies to improve health outcomes for this at-risk group.
• Describe health care resources that serve this vulnerable population.
• Explain appropriate nursing interventions that will provide quality care to this vulnerable population.
• Create strategies to support plan implementation, addressing characteristics of culture, ethnicity, and social background that could affect the plan.

ADDITIONAL REQUIREMENTS

• Write between 1000 and 1250 words (4–5 pages).
• Include a title page and reference page.
• Provide adequate documentation of ideas and appropriate APA citations of relevant literature.
• Use a minimum of 4 references. (These must be recent, from within the past five years.)
• Double space, and use Times New Roman font, 12 point.

Develop a 3–4-page educational plan to help improve the health and welfare needs of a vulnerable population in your community. In your plan, include the demographics of your community and the health care needs of the selected vulnerable population.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Evaluate scholarly nursing literature that supports evidence-based nursing practice
  • Explain appropriate evidence-based nursing interventions that will provide quality care to vulnerable populations.
• Competency 2: Explain ways to promote safe, quality, evidence-based care to populations and communities in health care environments.
  • Describe health care resources that serve vulnerable populations.
  • Explain why a specific population in a community qualifies as at-risk.
  • Create an evidence-based plan to promote health and wellness in an at-risk population.
• Competency 4: Communicate in a manner that is consistent with expectations of nursing professionals.
  • Write content clearly and logically, with correct use of grammar, punctuation, and mechanics.
  • Correctly format citations and references using APA style

  Internet Resources

  Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.

  • U.S. Department of Health and Human Services, Indian Health Service (IHS). (n.d.). Community health. Retrieved from https://www.ihs.gov/communityhealth/
  • U.S. Department of Health and Human Services, National Institutes of Health (NIH). (n.d.). Science-based health and wellness resources for your community. Retrieved from http://www.nih.gov/health-information/science-base…
  • Centers for Disease Control and Prevention. (n.d.). Division of Community Health (DCH): Making healthy living easier. Retrieved from http://www.cdc.gov/NCCDPHP/dch/index.htm

  I live in Miami, FL if that will help with writing the paper.

Discussion: HITECH Legislation

In order for organizations to receive the incentives offered through the HITECH legislation, they must be able to demonstrate that they are using the technology in meaningful ways. The following criteria for meaningful use must be evident to qualify for EHR incentives (U.S. Department of Health & Human Services, 2012). The technology must:

• Improve quality, safety, and efficiency, and reduce health disparities
• Engage patients and families
• Improve care coordination
• Improve population and public health
• Ensure adequate privacy and security protections for personal health information

For this Discussion you consider the impact of the meaningful use criteria of the HITECH legislation on the adoption of health information technology.

To prepare:

• Review the Learning Resources on the HITECH legislation and its primary goals.
• Reflect on the positive and negative impact this legislation has had on your organization or one with which you are familiar.
• Consider the incentives to encourage the use of EHRs. Focus on the definition of meaningful use and how it is measured.
• Reflect on how the incentives and meaningful use impact the quality of patient care.
• Find an article in the Walden Library dealing with one of the criteria to qualify for meaningful use and how it has been successfully met.

BY DAY 3

Post a description of how HITECH legislation has positively or negatively impacted your organization. Address how its related incentives influence the adoption of health information technology in health care and impact the quality of patient care. Provide a summary of the article you identified and explain how it demonstrates the ability of health information technology to meet the requirements of meaningful use.

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

REQUIRED READINGS

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

• Chapter 9, “Legislative Aspects of Nursing Informatics: HITECH and HIPAA”

  This chapter explores two pieces of legislation that dramatically impact nursing informatics: the Health Information Technology for Economic and Clinical Health Act of 2009 and the Health Insurance Portability and Accountability Act of 1996.

Arlotto, P. (2010). 7 strategies for improving HITECH readiness. hfm(Healthcare Financial Management), 64(11), 90–96.
Retrieved from the Walden Library databases.
This article reviews seven strategies to help prepare for the implementation of the Health Information Technology for Economic and Clinical Health Act (HITECH). The central point of the article focuses on demonstrating meaningful use of electronic health records.

Begum, R., Smith Ryan, M., Winther, C. H., Wang, J. J., Bardach, N. S., Parsons, A. H., & … Adams Dudley, R. (2013). Small Practices’ Experience With EHR, Quality Measurement, and Incentives. American Journal Of Managed Care, 19eSP12–8.
This article presents a study of clinician’s attitudes toward the use of financial incentives for the implementation of electronic health records in small practices.

Brown, B. (2010). The final rules for meaningful use of EHRs. Journal of Health Care Compliance, 12(5), 49–50.
Retrieved from the Walden Library databases.
In this article, the author poses four questions pertaining to the EHR system in the United States. In particular, the article examines Medicare and Medicaid incentive payments and the ways the meaningful use of certified EHRs will be verified.

Classen, D. C., & Bates, D. W. (2011). Finding the meaning in meaningful use. New England Journal of Medicine, 365(9), 855–858.
Retrieved from the Walden Library databases.
This article details the challenges of meeting the meaningful use standards in order to receive the benefits legislated under the HITECH Act. The authors specify the requisites for achieving benefits with EHRs, the relationship between meaningful use and commercial EHRs, and the tools needed to evaluate EHRs after implementation.

Kempfert, A. E., & Reed, B. D. (2011). Health care reform in the United States: HITECH Act and HIPAA privacy, security, and enforcement Issues. FDCC Quarterly, 61(3), 240–273.
Retrieved from the Walden Library databases.
The authors of this article examine HITECH, in addition to the impact of the privacy rules under the Health Insurance Portability and Accountability Act (HIPAA). The article details the potential negative repercussions of failing to comply with HIPAA and HITECH.

Murphy, J. (2010b). Nursing informatics. The journey to meaningful use of electronic health records. Nursing Economic$, 28(4), 283–286.
Retrieved from the Walden Library databases.
This article reviews HITECH and the background leading up to its passage. The author also details the financial incentives intended to assist health care providers in purchasing and implementing HIT and EHR systems.

OPTIONAL RESOURCES

U.S. Department of Health & Human Services. (2011). Health IT home. Retrieved from http://www.healthit.gov/

U.S. Department of Health & Human Services. (2012). Regulations and guidance. Retrieved from http://www.healthit.gov/policy-researchers-implementers/health-it-rules-regulations

INSTRUCTIONS:

1 Describe the mission, assumptions and objectives for the upcoming budget year for the departments involved. (Nursing, Laboratory, Pharmacy & Radiology)

2 Establish statistics volume projections for the budget year 2015 for all four (4) departments.

3 Establish a position control plan for the new Psychiatric Unit. (Part of Nursing)

4 Establish a position control plan for nursing and laboratory.

5 Complete expense item for laboratory & radiology for 2015.

6 Project the expected net revenue for all Medicare, HMO, and all Other Insurance patients.

The percentage breakdown of patients by payor mix is as follows:

Medicare  51%

Blue Cross  16%

Medical Asst  08%

HMO  10%

Commercial INS  07%

Other  05%

Self Pay  03%

Total    100%

In the new fiscal year, the hospital plans to:

1  Establish a separate distinct 15-bed inpatient psychiatric unit.

2  Install new equipment in the laboratory to enable the hospital to do 35% more tests in-house rather than send them to a reference lab.

3  Recruit a general surgeon and a Internist.

4  Purchase an additional CT scanner which is expected to increase current radiology volumes by 3.25%.

THREE DEPARTMENTS ARE INVOLVED IN OUR BUDGET EXERCISE.  THEY ARE NURSING, LABORATORY, PHARMACY AND OUTPATIENT/AMBULATORY SERVICES.

STATISTICAL DATA

      2012 – 2013        2013-  2014        2014- 2015

Admissions In Pt (Nursing)                      7,395                7,400                7,370

Laboratory Test                                      399,330              411,810            421,564

Pharmacy Rx                                         99,832                100,011            99,642

Radiology Exams                                   68,222                69,124               68,950

LABORATORY  EXPENSES

2012                   2013               2014

Supplies                                           $79,866               $86,480           $96,959

RADIOLOGY EXPENSES

Supplies                                          $395,205              $405,222         $410,100

 

PARIENT REVENUE

Gross Revenue Projected for the 2014-2015 budget year is as follows:

In Patient            $30,675,000

Out Patient         $36,878,000

Total                  $67,553,000

Current Reimbursement Formulas:

In Patient                          Out Patient

Medicare                              $5760/case                    38% of Charge

HMO                                    $1215.00/pat day           31% of Charge

Other Insurance                     $7655.00/discharge     42.5% of Charge