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Integration of Nursing Informatics Skills and Competencies

Week 1: Integration of Nursing Informatics Skills and Competencies

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Reflect on your own practice. Discuss how informatics is used in your practice. What is your primary area where you would use informatics? From completing the Pre-TANIC TIGER assessment for this week, what do you plan to achieve in this course? How did you feel your competency level was compared to the assessment?

please just answer these two question  Discuss how informatics is used in your practice. What is your primary area where you would use informatics?

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Course Announcements

Discussion 1

With the information presented in Chapter 1 of Ball et al. in mind, consider the following:

· By Day 1 of this week, you will be assigned a new patient profile by your Instructor for this Discussion. Note: Please see the “Course Announcements” section of the classroom for your new patient profile assignment.

· How would your communication and interview techniques for building a health history differ with each patient?

· How might you target your questions for building a health history based on the patient’s social determinants of health?

· What risk assessment instruments would be appropriate to use with each patient, or what questions would you ask each patient to assess his or her health risks?

· Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration.

· Select one of the risk assessment instruments presented in Chapter 1 or Chapter 5 of the Seidel’s Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient.

· Develop at least five targeted questions you would ask your selected patient to assess his or her health risks and begin building a health history.

Post a summary of the interview and a description of the communication techniques you would use with your assigned patient. Explain why you would use these techniques. Identify the risk assessment instrument you selected, and justify why it would be applicable to the selected patient. Provide at least five targeted questions you would ask the patient.

New Patients profile

Patient Profiles:

#1: 26-year-old Lebanese female living in graduate-student housing:

Assigned to Last names starting with A-H

#2: 14-year-old biracial male living with his grandmother in a high-density public housing complex

Assigned to Last names starting with I-Q

#3:  38-year-old Native American pregnant female living on a reservation

Assigned to Last names starting with R-Z

Resources for reference

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

  • Chapter 1, “The History and      Interviewing Process”

This chapter explains the process of developing relationships with patients in order to build an effective health history. The authors offer suggestions for adapting the creation of a health history according to age, gender, and disability.

  • Chapter 5, “Recording      Information”

This chapter provides rationale and methods for maintaining clear and accurate records. The authors also explore the legal aspects of patient records.

Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.

  • Chapter 2, “The Comprehensive History and      Physical Exam” (pp. 19–29)

Deckx, L., van den Akker, M., Daniels, L., De Jonge, E. T., Bulens, P., Tjan-Heijnen, V. C. G., … Buntinx, F. (2015). Geriatric screening tools are of limited value to predict decline in functional status and quality of life: Results of a cohort study. BMC Family Practice, 16, 1–12. 

Wu, R. R., & Orlando, L. A. (2015). Implementation of health risk assessments with family health history: Barriers and benefits. Postgraduate Medical Journal, (1079), 508–513. 

Lushniak, B. D. (2015). Surgeon general’s perspectives: Family health history: Using the past to improve future health. Public Health Reports, (1), 3. 

Jardim, T. V., Sousa, A. L. L., Povoa, T. I. R., Barroso, W. K. S., Chinem, B., Jardim, L., … Jardim, P. C. B. V. (2015). The natural history of cardiovascular risk factors in health professionals: 20-year follow-up. BMC Public Health, 15(1111), 1–7. 

Discussion 2

Pharmacokinetics describes what the body does to the drug through absorption, distribution, metabolism, and excretion, whereas pharmacodynamics describes what the drug does to the body.

When selecting drugs and determining dosages for patients, it is essential to consider individual patient factors that might impact the patient’s pharmacokinetic and pharmacodynamic processes. These patient factors include genetics, gender, ethnicity, age, behavior (i.e., diet, nutrition, smoking, alcohol, illicit drug abuse), and/or pathophysiological changes due to disease.

For this Discussion, you reflect on a case from your past clinical experiences and consider how a patient’s pharmacokinetic and pharmacodynamic processes may alter his or her response to a drug.

To Prepare

· Review the Resources for this module and consider the principles of pharmacokinetics and pharmacodynamics.

· Reflect on your experiences, observations, and/or clinical practices from the last 5 years and think about how pharmacokinetic and pharmacodynamic factors altered his or her anticipated response to a drug.

· Consider factors that might have influenced the patient’s pharmacokinetic and pharmacodynamic processes, such as genetics (including pharmacogenetics), gender, ethnicity, age, behavior, and/or possible pathophysiological changes due to disease.

· Think about a personalized plan of care based on these influencing factors and patient history in your case study.

Resources for reference

Rosenthal, L. D., & Burchum, J. R. (2018). Lehne’s pharmacotherapeutics for advanced practice providers. St. Louis, MO: Elsevier.

  • Chapter 1, “Prescriptive      Authority” (pp. 1–3)
  • Chapter 2, “Rational Drug      Selection and Prescription Writing” (pp. 5–9)
  • Chapter 3, “Promoting      Positive Outcomes of Drug Therapy” (pp. 11–16)
  • Chapter 4,      “Pharmacokinetics, Pharmacodynamics, and Drug Interactions” (pp. 17–40)
  • Chapter 5, “Adverse Drug      Reactions and Medical Errors” (pp. 41–49)
  • Chapter 6, “Individual Variation in Drug      Response” (pp. 51–56)

American Geriatrics Society 2019 Beers Criteria Update Expert Panel. (2019). American Geriatrics Society 2019 updated AGS Beers criteria for potentially inappropriate medication use in older adults. Journal of the American Geriatrics Society, 67(4), 674–694. doi:10.1111/jgs.15767

American Geriatrics Society 2019 updated AGS Beers criteria for potentially inappropriate medication use in older adults by American Geriatrics Society, in Journal of the American Geriatrics Society, Vol. 67/Issue 4. Copyright 2019 by Blackwell Publishing. Reprinted by permission of Blackwell Publishing via the Copyright Clearance Center.

This article is an update to the Beers Criteria, which includes lists of potentially inappropriate medications to be avoided in older adults as well as newly added criteria that lists select drugs that should be avoided or have their dose adjusted based on the individual’s kidney function and select drug-drug interactions documented to be associated with harms in older adults.

Drug Enforcement Administration. (n.d.-a). Code of federal regulations. Retrieved February 1, 2019, from https://www.deadiversion.usdoj.gov/21cfr/cfr/1300/1300_01.htm

This website outlines the code of federal regulations for prescription drugs.

Drug Enforcement Administration. (n.d.-b). Mid-level practitioners authorization by state. Retrieved May 13, 2019 from http://www.deadiversion.usdoj.gov/drugreg/practioners/index.html

This website outlines the schedules for controlled substances, including prescriptive authority for each schedule.

Drug Enforcement Administration. (2006). Practitioner’s manual. Retrieved from http://www.deadiversion.usdoj.gov/pubs/manuals/pract/index.html

This manual is a resource for practitioners who prescribe, dispense, and administer controlled substances. It provides information on general requirements, security issues, recordkeeping, prescription requirements, and addiction treatment programs.

Drug Enforcement Administration. (n.d.-c). Registration. Retrieved February 1, 2019, from https://www.deadiversion.usdoj.gov/drugreg/index.html

This website details key aspects of drug registration.

Fowler, M. D. (2015). Guide to the code of ethics for nurses with interpretive statements: Development, interpretation, and application. Silver Spring, Maryland: American Nurses Association, 2015. 

This resource introduces the code of ethics for nurses and highlights critical aspects for ethical guideline development, interpretation, and application in practice.

Institute for Safe Medication Practices. (2017). List of error-prone abbreviations, symbols, and dose designations. Retrieved from https://www.ismp.org/recommendations/error-prone-abbreviations-list

This website provides a list of prescription-writing abbreviations that might lead to misinterpretation, as well as suggestions for preventing resulting errors.

Ladd, E., & Hoyt, A. (2016). Shedding light on nurse practitioner prescribing. The Journal for Nurse Practitioners, 12(3), 166–173. doi:10.1016/j.nurpra.2015.09.17

This article provides NPs with information regarding state-based laws for NP prescribing.

Sabatino, J. A., Pruchnicki, M. C., Sevin, A. M., Barker, E., Green, C. G., & Porter, K. (2017). Improving prescribing practices: A pharmacist‐led educational intervention for nurse practitioner students. Journal of the American Association of Nurse Practitioners, 29(5), 248–254. doi:10.1002/2327-6924.12446

The authors of this article assess the impact of a pharmacist‐led educational intervention on family nurse practitioner (FNP) students’ prescribing skills, perception of preparedness to prescribe, and perception of pharmacist as collaborator.

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throes of an opioid epidemic,

Opioid” Paper Guidance:”The United States is in the throes of an opioid epidemic, as more than 2 million Americans have become dependent on or abused prescription pain pills and street drugs” (CNN,2018). This is a health crisis that APN’s are a part of.Research and write a 3-page paper (not counting the cover and reference page) on the use of Opioids in the US.Define the problem including statistics related to the national impact as well as statistics related to your particular state.Include any personal experience with this national crisis.How is the role of the Nurse Practitioner impacted by this issue?What alternatives does the literature suggest for providers in lieu of prescribing Opioids for pain management?This paper should follow APA format. (90 points).

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patient-care technologies

In the role of a nurse leader, describe the effective use of  patient-care technologies across the care continuum in a chosen health  care system.

Preparation

Choose any type of health care system, for example, acute, ambulatory, or home health or telehealth.

Directions

Submit the following for this assessment:

Technology Across the Care Continuum

Include the following in your 3–4-page description:

  • A brief overview of the care continuum in your selected health care system.
  • Describe the types of patient-care technologies and how they are  used across the care continuum in your system. Be sure to include  communication and information systems.
  • Identify strengths and weaknesses in the systems and describe how to manage change and technology to improve patient outcomes.
  • Support your description of effective patient care with current nursing and informatics theoretical ideas.
Executive Summary

Based on the description above, add a 1-page executive summary that captures the following points:

  • Current state of technology across the care continuum in your system.
  • Proposed improvements.
  • Risks of making or not making changes or improvements.
  • Recommended next steps.

Additional Requirements

  • Written communication: Ensure written communication is free of errors that detract from the overall message.
  • APA formatting: Format resources and citations according to current APA style and formatting guidelines.
  • Number of resources: Cite a minimum of four peer-reviewed resources.
  • Length: Submit 4–5 typed, double-spaced pages.
  • Font and font size: Use Times New Roman, 12 point.

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Leadership

This assignment will assess knowing of the following CAHIIM Competencies:

Domain VI. Leadership

VI.H. Ethics

  1. Evaluate the culture of a department.
  2. Create programs and policies that support a culture of diversity.

Assignment Instructions

Part 1: Evaluate the culture of City Hospital HIM Department:

Background: City Hospital HIM Department employs 17 people. Only 1 employee is male, Ralph, and he is 74 years old and processes the disclosure documentation for the department. He keeps to himself because he feels that the other employees think he is slow and they have nothing in common. Seventeen-year-old Celine is a recent high school graduate who is going to school at night and enjoys social media and has a best friend who is getting married to his boyfriend this summer and it’s all Celine talks about. Teal is a 27-year-old hard worker who is always 7 minutes late for work in the morning and spends the first 15 minutes at her desk putting on her make-up for the day. When she does finally start working she gets a lot done and out performs the others in her department. Teal speaks English as a second language and is very hard for others in the department to understand. David is a 54-year-old department manager who is putting in his time before his retirement in 4 months. David is a family man who believes strongly in the beliefs of his church and often shares his church doctrine with his employees during their annual evaluations.

Name of Employee

Potential Bias/prejudices

What training could help the department and the employee with cultural awareness

Ralph

Generational differences

Sample answer: Ralph should receive competency training on generational differences

Celine

Celine and David may have conflicts because of their difference beliefs

Teal

Others may think she is not as intelligent or able because of the language barrier

David

Religious beliefs

Part 2: List the key points that you would include in a diversity training for the departmental staff.  Include EEOC and ADA requirements in the training. I need the answer to this Question What training could help the department and the employee with cultural awareness? For celine teal and david and answer part 2.

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Discussing End-of-Life Care

Discussion: Discussing End-of-Life Care
There is a human tendency to postpone uncomfortable or unpleasant tasks.

—Nancy Kummer, geriatric patient

This human tendency to avoid the unpleasant makes end-of-life care and hospice decisions difficult for many patients to discuss with their families. Kummer is a former social worker who used to counsel patients with terminal illnesses, yet she avoided discussing her own end-of-life wishes with her children. While many Americans, like Kummer, agree that these discussions need to take place, few have actually had these conversations with their families (Lazar, 2012). Although initiating conversations about end-of-life care and hospice might be difficult for patients, as an advanced practice nurse, facilitating these conversations is an integral part of your geriatric nursing practice. For this Discussion, consider how you would facilitate care conversations with the patients and families in the following case studies:

Case Study 1
Mrs. Sloan, a 69-year-old widow, is about to enter the hospital for an elective cholecystectomy; she is being medically cleared by her primary care provider. During the discussion, she requests to be placed on a no code status during her hospitalization. Mrs. Sloan claims that besides her gallbladder problem, her general health status is good. She wishes to have the surgery to avoid any further attacks, which have been very painful. She states, however, that if during surgery or her postoperative period, she undergoes a cardiac arrest, she would prefer not to be resuscitated. She has read about the chances of successful resuscitation, and has determined that the risk of brain damage is too high. For this reason, she is requesting a no code status.

Case Study 2
Ms. Stearns is an 83-year-old nursing home resident with hypertension, coronary artery disease, arthritis, renal insufficiency, hearing impairment, and a previous history of stroke. She also has a foot deformity from childhood polio. She is disoriented at times. She has lived in the nursing home for 10 years and rarely leaves the chair beside her bed. She has recently developed urinary incontinence, but has refused a bladder catheterization to determine postvoid residual urine or possible bladder infection. She does not have a diagnosis of dementia; however, current testing reveals that she performs poorly on a standardized mental status examination. She can, however, identify all the staff in the nursing home, and she can describe each patient who has been in the bed next to hers over the past 10 years. When asked to explain why she does not want bladder catheterization, she gives several reasons. She states that the incontinence does not bother her, and that she has always been a very private person. She particularly dislikes and objects to any examination of her pelvic organs; in fact, she has never had a pelvic examination nor has she ever had sexual intercourse. She realizes that she has a number of medical problems and that any one of them could worsen at any time. She states she is not willing to undergo any treatment for any of her current problems should they become worse.

Case Study 3
Mr. Marley, age 91, is admitted to the intensive care unit following a stroke. The stroke progressed from mild hemiparesis and difficulty speaking to complete unresponsiveness and an inability to swallow. His daughter feels certain, based on prior explicit conversations with her father, that he would not want to have any treatment that would prolong his life and leave him in a severely disabled state. Mr. Marley’s oldest son disagrees with his sister’s assessment of their father. The son claims that their father still has a strong desire to live, and that he has been very active in his church until this stroke. Because Mr. Marley cannot swallow, he cannot be fed. The family is asked about insertion of a feeding tube. It is explained to the family that without food and fluids, their father will die fairly quickly. There are no existing advance directives or a designated health care decision maker noted for Mr. Marley.

To prepare:

Review Chapter 14 of the Holroyd-Leduc and Reddy text.
Reflect on the role of the advanced practice nurse in facilitating the discussion of end-of-life care with patients and their families.
Think about how you, as an advanced practice nurse, would approach a family who wants “everything” done for a patient with only a limited time to live.
Consider when it is appropriate to involve hospice and how to approach patients and/or families who refuse hospice services.
Select one of the three provided case studies related to the end-of-life care of the frail elderly. Reflect on potential patient outcomes and how you would facilitate the discussion of care with this patient’s family.
By Day 3
Post an explanation of the role of the advanced practice nurse in facilitating the discussion of end-of-life care with patients and their families. Explain how you would approach a family who wants “everything” done for a patient with only a limited time to live. Then, explain when it is appropriate to involve hospice and how to approach patients and/or families who refuse hospice services. Finally, explain potential outcomes of the patient in the case study you selected and how you would facilitate the discussion of end-of-life care with this patient’s family.

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legal or ethical issue

  •   Create a 12–20-slide PowerPoint presentation for teaching a legal or ethical issue pertinent to nurse educators.
    As nurses we are all, no doubt, very aware of the myriad of legal  and ethical issues in any health care setting. We are familiar with  licensing for health care professionals, perhaps, carry our own  malpractice insurance, and have been cautioned by our employing  institutions to always follow policy and procedures. Nursing education  is no different; there are specific legal and ethical issues that are of  concern to nurse educators.
    Show More
  • Toggle Drawer  Context
    As nurses we are all, no doubt, very aware of the myriad of legal  and ethical issues in any health care setting. We are familiar with  licensing for health care professionals, perhaps carry our own  malpractice insurance, and have been cautioned by our employing  institutions to always follow policy and procedures.
    Nursing education is no different; there are specific legal and  ethical issues that are of concern to nurse educators. Following are  some of the specific areas of which nurses working in education need to  be well aware:
  • Faculty rights and responsibilities.
  • Student rights.
  • Clinical evaluation of students.
  • Academic dishonesty.
  • Family Education Rights and Privacy Act (FERPA).
  • In addition, it is also important to understand the responsibility  of faculty regarding information about students. This is important for  both academic faculty and clinical faculty supervising students in  clinical areas.
    As in clinical practice, documentation of concerns and issues that arise in educational settings can be very important.
  • Toggle Drawer  Questions to Consider
    As you prepare to complete this assessment, you may want to think  about other related issues to deepen your understanding or broaden your  viewpoint. 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. Note that these  questions are for your own development and exploration and do not need  to be completed or submitted as part of your assessment.
  • How does the FERPA impact the work of a professor in a university-based nursing program?
  • How would you handle plagiarism in the nursing classroom?
  • Toggle Drawer  Resources
    Required Resources
    MSN Program Journey
    Please review this guide for your degree program. It can help you  stay on track for your practicum experience, so you may wish to bookmark  it for later reference.
  • MSN Program Journey | Transcript.
  • The following resources are required to complete the assessment.
    Capella Multimedia
  • Nursing Education Legal and Ethical Scenarios | Transcript.
  • Show More
  •  Assessment Instructions
    Preparation
    In this assessment, you will create a PowerPoint presentation of  12–20 slides that you could use to teach a group about a legal or  ethical issue related to nursing or nursing education. To do so, you  will select a case from the Nursing Education Legal and Ethical  Scenarios media piece, linked in the Resources under the Capella  Multimedia heading to focus on.
  • Review the case and take time to reflect on the change that needs to occur and the group that you will be addressing.
  • Research what the group needs to know to improve the legal or ethical situation that has occurred.
  • Use a minimum of seven references, of which at least five should come from peer-reviewed sources.
  • As you conduct research, synthesize information that will be needed to evoke a change in the situation.‹
    Instructions
    Create a 12–20 slide PowerPoint presentation that you would use to  teach about the legal or ethical situation and to create change related  to that situation.
    Note: You must include 2–4 context slides. These  are additional slides that provide contextual information for this  assessment. Follow the guidelines for the two types of slides below.
    Presentation Slides
    For your 12–20 slide presentation:
  • Choose an appropriate theme and style.
  • Include an introductory slide that identifies the problem and your role.
  • Use slides to convey the important information and understandings to the group.
  • Provide a summary slide that reiterates the important points of the presentation.
  • Provide a slide that offers resources for the group after the teaching/learning experience.
  • Include a slide with any references used in preparing the PowerPoint.
  • Use the speaker’s notes feature to provide any additional  information that you would include in the presentation. This should  include any cultural sensitivity aspects and how the content is expected  to make a change regarding the issue being addressed.
  • Context Slides
    For the 2–4 contextual slides (which are not considered part of the  actual presentation but rather should contain information that you as a  presenter would need to consider in your preparation and presentation):
  • Discuss any specific cultural and/or diversity aspects of the  presentation that could be significant in the learning process. Include  references and sources used to inform this.
  • Analyze how the presentation may result in a significant change in the identified environment. Cite any relevant sources.
  • Develop specific plans for how you might stay informed about the  legal or ethical issue that was your focus. What resources could you use  to learn about changes or developments that would impact your work?
  • Additional Requirements
    Your presentation should meet the following requirements:
  • Presentation: Create a professional-looking PowerPoint presentation, using speaker notes throughout.
  • Written communication: Written communication should be free of grammar and spelling errors that distract from the content.
  • APA format: Use correct APA format for all citations and references.
  • Length: 12–20 slides for teaching presentation plus 2–4 additional contextual slides. Be sure to include the references slide.
  • Teaching About Legal and Ethical Issues
    View Scoring Guide Use the scoring guide to enhance your learning. How to use the scoring guide
  • Submit Assessment
    This button will take you to the next available assessment attempt tab, where you will be able to submit your assessment.

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LGBTQ health.

Describe three political actions nurses could take to strengthen their role in policymaking as it relates to advocacy for improving LGBTQ health. Correlate your discussion to the AACN MSN Essentials, identify one that most pertains to this topic and elaborate on your selection.

Attached below is additional information regarding providing adequate care for the LGBTQ community as outlined by Joint Commission and the CDC:

Joint Commission & LGBTQ Community.pdf

Lesbian, Gay, Bisexual and Transgender Health: https://www.cdc.gov/lgbthealth/

Minimum of 250 words, double space, word document, and must include minimum of 2 scholarly resources published within the past 5-7 years. PLAGIARISM FREE

APA (6th) . Rule of thumb for all DQ responses is the 3-3 rule; 3 paragraphs minimum, 3 sentences per paragraph minimum.

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Informatics in Healthcare

4. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.

Signature Assignment Title: Informatics in Healthcare

Signature Assignment Description/Directions:

Beginning in Module 1 of this course you have been researching a healthcare informatics topic of your choice. Now you will present your findings in a 7 to 12 minute recorded presentation complete with PowerPoint slides (no length requirement).

  • Discuss your topic and its relationship to your current (or future) practice. Discuss why the topic is important in healthcare informatics.
  • What research have you have found on the topic? Describe how each scholarly article relates to the topic and your current (or future) practice. Describe what conclusions you have drawn based on your research of the topic.
  • What ethical or legal issues does this topic present?
  • Create a plan for implementing a change (or justify the need for no change). Who needs to be involved? What training programs are needed? Is there a need for on-going training? Discuss how you would evaluate the success of the change (or the continued success of what you are currently doing). What is the cost to implement or maintain this change? Who will be financially responsible? How feasible is this change?
  • Finally, identify how changes in public policy and technological advances in the future could impact this topic. What would those changes mean to the healthcare industry?

Assignment Expectations

Length: Recorded presentation between 7 and 12 minutes in length. The presentation should include a PowerPoint and oral presentation of the slides. There is no slide number requirement. Answer all questions thoroughly with the allotted time. Use a recording platform of your choice and either upload as an mp4 or share the link directly to the video in the dropbox.

Structure: Include a title slide, objective slide, content slides, reference slide in APA format.

References: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least three (3) scholarly sources to support your claims.

Rubric: This assignment uses a rubric for scoring. Please review it as part of your assignment preparation and again prior to submission to ensure you have addressed its criteria at the highest level.

Format: Save your assignment as an mp4 document (.mp4) or share the link to the recording

File name: Name your saved file according to your first initial, last name, and the module number (for example, “RHall Module 1.mp4”)

Presentation: Use presentation software (ex. PowerPoint, Google Slides) to create a visual presentation. Then use a recording program to record a 7 and 12 minutes in length presentation. ***Please do not record as voice-over PowerPoint because this cannot be saved in mp4 format or a link.*** If you submit your assignment as a PowerPoint with voice over recording you will not receive credit for your assignment (or partial credit as you did not meet the full requirements of the assignment.)

Total Point Value of Assignment: 500 points

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Social media

Social media plays a significant role in the lives of nurses in both their professional and personal lives. Additionally, social media is now considered a mainstream part of the process for recruiting and hiring candidates. Inappropriate or unethical conduct on social media can create legal problems for nurses as well as the field of nursing.

Login to all social media sites in which you engage. Review your profile, pictures and posts. Based on the professional standards of nursing, identify items that would be considered unprofessional and potentially detrimental to your career and that negatively impact the reputation of the nursing field.

In 500-750 words, summarize the findings of your review. Include the following:

Describe the posts or conversations in which you have engaged that might be considered inappropriate based on the professional standards of nursing.
Discuss why nurses have a responsibility to uphold a standard of conduct consistent with the standards governing the profession of nursing at work and in their personal lives. Include discussion of how personal conduct can violate HIPAA or be considered unethical or unprofessional. Provide an example of each to support your answer.
Based on the analysis of your social media, discuss what areas of your social media activity reflect Christian values as they relate to respecting human value and dignity for all individuals. Describe areas of your social media activity that could be improved.
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.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

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