Benchmark – Electronic Health Record Implementation Paper
This benchmark assignment assesses the following programmatic competencies:
2.3: Develop leadership skills to collaborate on interprofessional teams in the provision of evidence-based, patient-centered care.
5.2: Apply professional, ethical, and regulatory standards of practice in the provision of safe, effective health care.
One way informatics can be especially valuable is in capturing data to inspire improvements and quality change in practice. The Agency for Healthcare Research and Quality (AHRQ) collects data related to adverse events and safety concerns. If you are working within a practice setting to implement a new electronic health record (EHR) system, this is just one of the many considerations your team would need to plan for during the rollout process.
In a paper of 1,250-1,500 words, address the following questions related to the advanced registered nurse’s role during this type of scenario:
1) What key information would be needed in the database that would allow you to track opportunities for care improvement?
2) What role does informatics play in the ability to capture this data?
3) Which systems and staff members would need to be involved in the design and implementation process and team?
4) What professional, ethical, and regulatory standards must be incorporated into the design and implementation of the system?
5)How would the EHR team ensure that all order sets are part of the new record?
6) How would you communicate the changes, including any kind of transition plan?
7) What measures and steps would you take to evaluate the success of the EHR implementation from a staff, setting, and patient perspective?
8) What leadership skills and theories would facilitate collaboration with the interprofessional team and provide evidence-based, patient-centered care?
You are required to cite five to 10 sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Respiratory System Anatomy and Physiology
Objectives
Identify the anatomical structures of the respiratory system and their functions
Explain the mechanics of breathing
Explain internal and external respiration
Assignment Overview
This practice exercise helps students understand the anatomical structures of the respiratory system.
Deliverables
A one- to two-page (250- to 500-word) paper
Step 1 Explain three difficult concepts.
As you review the information presented in this lesson and the textbook, identify the three most difficult concepts (or parts of a concept) in respiratory anatomy and respiration for most anatomy and physiology students. Select one difficult concept from each of these topic areas:
Anatomy of the Respiratory System
Mechanics of Breathing
Respiration
Step 2 Write an explanation of each concept.
Write a clear one-paragraph explanation of each of these three concepts. Use images from the Internet or those that you scan into the document, if possible. At a minimum, submit a one- to two-page (250- to 500-word) pa

The medical interview serves several functions. It is used to collect information to assist in diagnosis of the present illness, to understand the patient’s values, to assess and communicate prognosis, to establish a therapeutic relationship and to reach agreement with the patient about further diagnostic procedures and therapeutic options. The interview also offers an opportunity to influence patient behaviors.
Discuss the following:
Please answer the following questions and include your rationale and evidence-based research to support your written work.
What does it means to document accurately and appropriately?
What are the documenting guidelines? When is it appropriate to use abbreviations?
What is the difference between subjective and objective data?
What does it mean to demonstrate clinical reasoning skills?
How can you use clinical reasoning to plan the organization of a comprehensive exam?
How will you document variations of normal and abnormal assessment findings?
What factors influence appropriate tools and tests necessary for a comprehensive assessment?
Reflect on personal strengths, limitations, beliefs, prejudices, and values.
How will these impact your ability to collect a comprehensive health history?
How can you develop strong communication skills.
What interviewing techniques will you use to interview the patient to elicit subjective health information about their health history?
What relevant follow-up questions will you use to evaluate patient condition?
How will you demonstrate empathy for patient perspectives, feelings, and sociocultural background?
What opportunities will you take to educate the patient?

Identify your MSN Specialty Track
Describe the practice concern/problem.
Why is this concern/problem important to nursing and healthcare?
What is the scope of the concern?
What evidence is there for the need for change?
Include a minimum of two scholarly sources.
Define each element of your PICOT question
P-Population and problem – What is the nursing practice concern or problem and whom does it affect?
I-Intervention – What evidence-based solution for the problem would you like to apply?
C-Comparison – what is another solution for the problem? Note that this is typically the current practice, no intervention at all, or an alternative solutions.
O-Outcome – Very specifically, how will you know that the intervention worked? Think about how you will measure the outcome.
T-Time frame – For the purpose of the EBP project, keep the timeframe within 6-8 weeks.
Write your PICOT question in the standard PICOT question format
Identify the key search terms and phrases for your literature search.
Identify a theoretical framework/nursing theory that will guide your EBP project.

The Spanish flu killed somewhere between 20-50 million people. It is cited as the worst epidemic in recorded world history, killing more people than World War I. One of the most terrifying aspects of this virus was that it targeted healthy people age 20-40 which is highly unusual. Most deadly pandemic outbreaks affect those in the population with under developed or weak immune systems, the very young and the very old. Although rare, some victims died within hours or days after appearance of symptoms. Most people died within 7-10 days. Many died from a secondary infection of bacterial pneumonia. As the cells of respiratory tract were destroyed by the virus, it allowed bacterial infections to run rampant.
The unusual nature of this influenza virus is attributed to a surface protein, hemagglutinin (HA) which resembled avian influenza HA receptors. These receptors help the virus gain entry into their host cell. As humans have no prior exposure to an avian influenza strain, they have very little immunity, thus if it gains entry into human cells, it can be very deadly. Fortunately, avian HA receptors are not adapted to bind to human cells and usually do not cause illness in humans. It was previously theorized that the avian influenza strain must pass into an intermediately host, such as a pig, recombine, then be passed to humans. This is no longer the predominant theory after the H5N1 influenza outbreak in Hong Kong in 1997. This strain passed directly from birds to humans without an intermediate host. H5N1 is highly pathogenic with an 60- 80% mortality rate. That being said, the strain is still not adapted to humans and fortunately does not transmit from person to person. All of the infected individuals were in contact with infected poultry. This strain reemerged in 2003 and 2004 in China, spreading from Asia to Europe to Africa.
What made the Spanish flu so deadly was high person-to-person transmission. Another influenza pandemic could occur if an avian flu strain mutated to cause infection in humans combined with high transmission between people. We would have little to no immunity against the virus. With the high rates of travel and commerce around the world, a local outbreak would quickly transform into a pandemic with little time for preparation.
It is important to note influenza viruses are RNA viruses and possess rather “sloppy” replication. There are eight RNA segments. When two different strains of influenza infect the same organism, these RNA molecules can combine to form a novel strain. This is called antigenic shift and it occurs rapidly. Influenza also undergoes antigenic drift, where one strain of the virus mutates within itself. This gradual evolution is very common, but occurs much more slowly, thus the name drift.
Dr. Robert Webster, a renowned virologist warns us “All the genes of all influenza viruses in the world are being maintained in aquatic birds, and periodically they transmit to other species. . . The 1918 viruses are still being maintained in the bird reservoir. So even though these viruses are very ancient, they still have the capacity to evolve, to acquire new genes, new hosts. The potential is still there for the catastrophe of 1918 to happen again.”
Most scientists agree it’s not IF a pandemic will occur, it’s WHEN. Based on this information, do you think influenza will be the next pandemic or do you think it may be another virus? What other types of transmission could cause a pandemic? Could influenza virus be used a biological weapon?