Devry NR361 Week 1 Discussion DQ 1 & DQ 2

Devry NR361 Week 1 Discussion DQ 1 & DQ 2 Latest 2016 Jan. DQ1 Moving Data to Wisdom (graded) Reflect on the content from your readings and this week’s lesson. Then, think of a recent experience, and describe how you mentally moved data through the stages of information and knowledge to wisdom. What information system/s helped you move from data to wisdom? Keep this short like assessing a patient for congestive heart failure. How did you evaluate and combine the various pieces of data? What was the outcome of this process? DQ 2 AACN Essentials Self-Assessment Results (graded) Complete your Self-Assessment of the AACN Essentials located in Doc Sharing (Week 1). Note your total score. If you are willing, please share your total score with your classmates. Identify areas where your knowledge is lacking. Keep in mind we are all “knowledge workers.” What areas of inquiry do you have as they relate to the essentials? Devry NR361 Week 2 Discussion DQ 1 & DQ 2 Latest 2016 Jan. DQ 1 Experiences With Healthcare Information Systems (graded) Share your experiences with healthcare information systems, past or present. Has it been an easy transition or difficult? Why do you believe your experience has been positive or negative? If you are currently not working, how has the medical record exposure in nursing school impacted your current knowledge? DQ 2 Explaining the EHR to Your Patient (graded) You are a nurse or nursing student in a hospital and using a computer on wheels to perform an admission assessment. Your patient is 87 years old, alert, oriented, and asking questions. The first question is “Why do you have that box with you? I don’t have time to play games”. As the nurse in the room with the patient, how would you explain that the “box” is a computer and why you have it in the room? What can you do to help her understand the need for the computer? Devry NR361 Week 3 Discussion DQ 1 & DQ 2 Latest 2016 Jan. DQ 1 Opportunities for Improvement with Usability and Interoperability (graded) Usability and interoperability are major issues to consider in the development of Healthcare Information Systems (HIS). How does your organization address these issues? Does the transfer of information occur smoothly, or do you need to re-enter data from one application to the next, e.g., patient information from the emergency room does not transfer along with the patient who is admitted to the critical care unit? Or, the patient is discharged and the home care nurses have to “start from scratch” as they prepare the patient’s plan of care. DQ 2 Library Search for Telenursing Resources (graded) This week’s lesson points out key concepts in searching the National Library of Medicine’s PubMed/MEDLINE database, the Chamberlain Library’s EBSCO/CINAHL database, and Google Scholar. The lesson this week directs you to links and resources on the basics of searching these three information sources. The tutorials are very helpful. You are strongly urged to view them prior to posting. Locate one article in each of the data sources to prepare your scholarly paper due during Week 4, Telenursing…Is It in Your Future? Briefly summarize each article in your post. Devry NR361 Week 4 Discussion DQ 1 & DQ 2 Latest 2016 Jan. DQ 1 Meaningful Use in Your Workplace (graded) Let’s say you are the only nursing information expert in your small hospital. The Chief Nursing Officer (CNO) relies on you to translate major developments in policy and reimbursement that have direct implications for the facility. How would you explain the relationship between standardized terminologies and financial rewards related to meaningful use? Remember to cite your resources that you will use to provide information. DQ 2 Your Patient has a PHR (Personal Health Record)… Now What? (graded) Patient portals and patient health records (PHRs) are common place now. You might not have been exposed to them in nursing school or even in your own medical office appointments. However, the portals and PHR are something to be familiar with! What are the pros and cons of having a PHR? Would you prefer a patient portal, and why? Devry NR361 Week 5 Discussion DQ 1 & DQ 2 Latest 2016 Jan. DQ 1 Uses of Standardized Nursing Terminology (graded) From your practice standpoint, what have you read this week in your text or in the lesson that offered a new view or appreciation for standardized terminology? Be specific. DQ 2 Documentation and Reimbursement (graded) What is the impact of Centers for Medicare and Medicaid Services (CMS) payment denial on the healthcare system and what are the implications for our nursing practice related to documentation? Devry NR361 Week 6 Discussion DQ 1 & DQ 2 Latest 2016 Jan. DQ 1 Nursing Gains Visibility (graded) Ever since the introduction of the Centers for Medicare and Medicaid Services (CMS) refusal of payment for hospital acquired poor outcomes, nursing has gained visibility because these outcomes are nurse sensitive. Locate an article or website that refers to these nurse-sensitive outcomes and describe its findings. DQ 2 Distractors in our Environment (graded) Distractors are everywhere. Our cellphones in the pocket, the alarms sounding for multiple different reasons, the ward clerk overhead paging, IV pumps and ECG monitors beeping; how are we to cope and be able to decipher what is alarming? The repeated sound of an alarm can be annoying to the patient, family, and staff. This can lead to someone shutting off the alarm. Give an example of an ethical or legal issue that may arise if a patient has a poor outcome or sentinel event because of a distractor. What does research show on alarm fatigue and cellphone distraction when it comes to patient safety?. Devry NR361 Week 7 Discussion DQ 1 & DQ 2 Latest 2016 Jan. DQ 1 Use of Personal Communication Devices in Patient Care Settings (graded) How can the use of the nurse’s personal communication device(s) impact patient care either positively and/or negatively? Are there ethical and legal implications? Does your facility or school have a policy on personal use of cellphones while at work/school? Locate an article, and share a brief summary of that article with your classmates. DQ 2 Safe Nursing Care…Is There an App for That? (graded) Andrea was working in the cardiac catheterization lab when a young woman undergoing a cardiac ablation started to have small seizures. The nurse noticed these and asked the physician to look at the patient. The physician asked Andrea to get his smart phone and film the seizures. This video message was sent to a neurologist and he could tell from the video the part of the brain from which the seizures were emanating. This is one example of using technology. Does this connote safe care? Is there an app (application) for that? If you could develop an app to enhance safe nursing care, what would it be like? week 8 Reflective and Projected Practice (graded) Prior to posting, complete the Week 8 AACN Essentials Self-Assessment located in Doc Sharing. Compare your scores from Week 1 to Week 8. How far have you come? How much further do you wish to go in furthering your competencies during the next two years of practice? Devry NR361 Week 2 Assignment Latest 2016 Jan. Patient Guide to the WWW: Guidelines and Grading Rubric Purpose The purpose of this assignment is to demonstrate the skills of the professional nurse as a teacher and educator. You are to prepare a guide that will serve as ahandoutto assist a specific patient that you identify. Your guide or handout should help this patientfind and evaluatereliable and accurate information on the Internet (websites)related to his or herdisease process or diagnosis. Youwilldeveloptheguideusing Microsoft PowerPoint. PowerPoint is a versatile application that lets you design slideshows and handouts. For this assignment, you will be using PowerPoint to create a guide or handoutthat you may print and give to patientsand families. You will be submitting this PowerPoint file to the Dropbox. Course Outcomes This assignment enables the student to meet the following Course Outcome. CO #8: Discuss the value of best evidence as a driving force to institute change in delivery of nursing care. (PO #8) Points This assignment is worth a total of 175 points. Due Date The Patient Guide to the WWWPowerPoint assignment is due at the end of Week 2. Submit your completed assignment to the Patient Guide to the WWW basket in the Dropbox by Sunday;11:59 p.m. mountain time.You may consult the Policies, under the Course Home tab, for details regarding late assignments.Late assignments will result in loss of points. Post questions about this assignment in the weekly Q&A Forum. Directions A. Use Microsoft PowerPoint to createfour slides, which will be the basis of the guide or handout. You are encouraged to cite your source(s) as it relates to your criteria slide. Other citations are permitted, but this is not a requirement for the assignment. 1)Scenario Slide: This slide should include your name. Next, outline a brief scenario, then identify a patient who is seeking information about a specific disease process or diagnosis. Be sure to include the nurse’s assessment of learning needs and the patient or family member’s readiness to learn. Be specific. Example: Scenario for Mr. Jones Jane Doe (your name here) · Mr. Jones is a 54-year-old male recently diagnosed with pancreatic cancer. · His wife has accompanied him to the oncologist’s office. · Both have a high school education. · Mr. Jones has no interest in his diagnosis; his father died at an early age from pancreatic cancer, and he thinks nothing can be done. · Mrs. Jones is greatly interested in any treatment; she has been searching on the Internet for alternative cures. · Mrs. Jones has asked the nurse for help on how to determine whether a website is credible. 2)Criteria Slide: This slide should address at least fourcriteriaused to evaluate websites. View Evaluating Internet Health Information: A Tutorial from the National Library of Medicine at.nlm.nih.gov/medlineplus/webeval/webeval_start.html”>http://www.nlm.nih.gov/medlineplus/webeval/webeval_start.html, your text, and other references. The task is to explain how to determinethe credibility of websites andteach it to the patient and/or caregiver described in the Scenario Slide.Concentrate on evaluation of information, not how to search. Assume that the patient or caregiver has basic Internet searching skills, a computer in the home, and can enter words in the query box in a search engine,such as Google, Bing, Yahoo,and so forth.The idea is to teach your patients how to evaluate websites (suspect and credible) as they relate to a specific disease process or diagnosis. The format of the criteria shouldbe logical and easy to read, for example, a table, checklist, or Q & A.Be creative! Language should be appropriate for the educational level of the audience, in other words, the patient and/or caregiver as described in the Scenario Slide.Note: This is the only slide that requires a citation. 3)Suspect Site Slide:This slide should give the name and description of a suspect website. The suspect website must berelated to the disease or diagnosis identified in the scenario. However, the site does not meet the criteria for a credible site, for example, gives inaccurate information, and so forth. You must provide a working link to the site. Wikipedia is not acceptable! Explain why the site is suspect based on the criteria you outlined in the Criteria Slide. 4)Credible Site Slide:This slide should give the name and description of a credible website that you would recommend to the patient and/or caregiver/family member. The website must be appropriate for the general public and address the disease process or diagnosis identified in the Scenario Slide. Avoid sites that are aimed at healthcare professionals. Explain why the site is credible based on criteriathat you outlined in the Criteria Slide. B. If you need assistance using PowerPoint, search tutorials about how to use PowerPoint on the Microsoft Office site. C. The following are the scholarly writing requirements for this assignment. a. Your name appears on the Scenario Slide. b. Four slides should be submitted. Points will be deducted for additional slides. c. The four slides pertain to the I. scenario; II. criteria for selection of credible sites; III. suspect site; and IV. credible site. d. The linksfor the suspect and credible sites are working and formatted correctly. e. Punctuation and sentence structure are correct with no spelling or grammatical errors. f. Graphics, colored slides, and interesting backgrounds are welcome; however, they are not part of the criteria for this assignment and are not considered for grading purposes. D. Review the section on Academic Honesty found in the RNBSN Policies. All work must be original (in your own words) unless properly cited. Grading Criteria Category Points % Description Scenario Slide 35 20% Scenario is clear and concise, including a disease process or diagnosis as well as the nurse’s assessment of learning needs and readiness to learn. Criteria Slide 40 23% Format of criteria is logical and easy to read, for example, a table, checklist, or Q&A.Criteria for websites are clear and concise. Specific citation for criteria is noted. Suspect Website Slide 40 23% Suspect site is not appropriate for general public, gives inaccurate information, or does not address identified needs of patient/caregiver or the diagnosis/disease indicated. Suspect Website Slide Working Link 5 2.5% Link to the suspect site is operational. Credible Website Slide 40 23% Credible website selected is appropriate for general public. Site addresses disease or diagnosis and offers general information for the public. Credible Website Working Link 5 2.5% Link to recommended site is operational. Scholarly Writing and Formatting 10 6% · Name of student appears on Scenario Slide or Cover Slide · Four slides are provided. o Scenario o Criteria o Suspect Site o Credible Site · Punctuation and sentence structure are correct. · Evidence of spell and grammar check Total 175points 100% A quality assignment will meet or exceed all of the above requirements. Grading Rubric Assignment Criteria A Outstanding or Highest Level of Performance B Very Good or High Level of Performance C Competent or Satisfactory Level of Performance F Poor or Failing or Unsatisfactory Level of Performance Scenario Slide 35 points Scenario is a clear and concise description of patient with a specific disease or diagnosis who is seeking information,including the nurse’s assessment of learning needs and readiness to learn. 32–35 points Scenario is not clear and concise with description of patient with specific disease or diagnosis.Scenario does not describe the nurse’s assessment of learning needs OR does not include readiness to learn. 30–31 points Scenario exceeds more than one slide. Scenario does not describe assessment of learning needs and readiness to learn. Description of disease process or diagnosis is missing. 27–29 points Scenario exceeds more than one slide. Description of disease process or diagnosis is missing. Learning needs and/or readiness to learn are not addressed. Demographic information is missing. 0–26 points Criteria Slide 40 points At least four criteria are included and are logical and easy to read; for example, a table, checklist, or Q&A. Citation is provided. 37–40 points Three criteria are included and are not logical or easy to read. Formatting is not apparent.Citation is missing. 34–36 points Two criteria are included and are not logical or easy to read. Formatting is incorrect. Citation is missing. 30–33 points Only one criterion is included. Formatting is incorrect. Citation is missing. 0–29 points Suspect Website Slide 40 points Suspect website is appropriate for general public and clearly identifies areas of concern based on Criteria Slide. 37–40 points Suspect website is appropriate for general public but areas of concern related to Criteria Slide are difficult to determine. 34–36 points Suspect website is not appropriate for general public but areas of concern related to Criteria Slide are apparent. 30–33 points Suspect website is not appropriate for general public and areas of concern related to Criteria Slide are NOT apparent. 0–29 points Suspect Website SlideWorking Link 5 points Link to suspect site is operational and leads to indicated site. 5 points Link to suspect site is nonoperational but placing URL in browser leads to indicated site. 4 points Link to suspect site is nonoperational and placing URL in browser does NOT lead to indicated site. 3 points Link for suspect site is not provided. 0–2 points Credible Website Slide 40 points Credible website is appropriate for general public. Site is directly related to disease process or diagnosis and offers appropriate information. It clearly identifies areas of concern based on Criteria Slide. 37–40 points Credible website is geared to the healthcare provider rather than the general public. It addresses disease process or diagnosis but does offer appropriate information for the general public. Does not identify areas of concern based on Criteria Slide. 34–36 points Credible website is geared to the healthcare provider rather than the general public. It addresses disease process or diagnosis but does not offer any appropriate information for the general public. Areas of concern based on Criteria Slide are not apparent. 30–33 points Website chosen is not credible and the evaluationdoes not relate to the criteria indicated on Criteria Slide. 0–29 points Credible Website Slide Working Link 5 points Link to credible site is operational and leads to indicated site. 5 points Link to credible site is nonoperational but placing URL in browser leads to indicated site. 4 points Link to credible site is nonoperational and placing URL in browser does NOT lead to indicated site. 3 points Link for credible site is not provided. 0–2 points Scholarly Writing and Formatting 10 points · Name of student appears on Scenario Slide or Cover Slide. · Four slides are provided. o Scenario o Criteria o Suspect Website o Credible Website · Grammar, punctuation, and sentence structure are correct. · Evidence of spell and grammar check. 9–10 points · No student identification noted. · Minimal errors in grammar, punctuation, and/or sentence structure noted. · Minimal indicators of spelling or grammar errors (red or green wavy lines). 8 points · No student identification noted. · Several errors in grammar, punctuation, and/or sentence structure noted. · Severalindicators of spelling or grammar errors (red or green wavy lines). 7 points · No student identification noted. · Multiple typos noted. · Multiple grammar and punctuation errors noted. · No evidence of proofreading prior to submitting assignment. 0–6 points Total Points Possible