AMP-450V Module 5 Connected Health and the Digital Age of Medicine

Leadership and Vocation – Data-Driven Decision Making: Incorporating the Evidence

Grand Canyon University

Explore the technology systems offered by Nanthealth, a provider of “telehealth” and health management services via the following link:

http://nanthealth.com/

Prepare a brief (8-10 slides) PowerPoint presentation in which you do the following:

Presentations must include speakers’ notes on each slide, as well as references for the presentation. A minimum of three academic references from credible sources are required for this assignment. The slide count (8-10 slides) does not include the introduction and References slide(s).

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

Prior to class, and after reading/viewing the module assignment, select one of the following and conduct an assessment.

Musculoskeletal System
Neurological System
You may conduct the assessment on a fellow student, friend, or family member. Remember to secure their permission.

Collect both subjective and objective data using the process described in the textbook.

Then, document your findings and bring them to class.

Your instructor may ask that you submit your documentation. If so,

Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.

Save your assignment as a Microsoft Word document. (Mac users, please remember to append the “.docx” extension to the filename.) The name of the file should be your first initial and last name, followed by an underscore and the name of the assignment, and an underscore and the date. An example is shown below

Prompt: Lincoln, Ch. 21, 22, & 23

Ch. 21

A welcoming environment

In what way does your institution send the message “you are welcome here”?
Do you see any barriers that might send another message?
Is the mission statement visible?
What languages are spoken and by whom?
Are staff, professional and ancillary, reflective of the community?
What would you add to make it even more welcoming?
Decision making/Spokesperson

How were decisions made in your family of origin?
Is that different from your family of today?
How is your decision-making mode different from that of your patients?
Where do you find common ground?
How do you include family members?

In outpatient settings?
During procedures or treatments?
In the emergency room?
In the Intensive Care Unit?
In the Pediatric Unit?
In the Obstetrical Unit?
During end-of-life?
Role of the Sick Person

What was the role of the sick person in your family of origin?
How is it different from that of your patients and their families?
Where do you find common ground?
In what ways do you encourage the patient’s family to participate in the patient’s care?
From your perspective…

Where is it difficult to provide balance between patient and HCP?
Which element would pose the greatest obstacle?
How would you incorporate cultural beliefs and practices into a plan of care?
Ch. 22

Creating a vision

What is your vision of a culturally competent healthcare organization?
How does it address values of cultural diversity?
How does it address a welcoming environment?
Dignity for all who enter?
Do we reflect our community demographics?

Administrators, do they reflect the community demographics?
Professional staff, do they reflect the community demographics?
Ancillary staff, do they reflect the community demographics?
Patient demographics, if not reflective of community demographics, could this lead to health disparities?
Orienting to a new department

Does your departmental orientation program address cultural diversity?
Is there a policy addressing language spoken in the workplace?
Are cultural styles of communication and conflict resolution reviewed and discussed?
Is there discussion of the cultural values, beliefs, and health practices of your patient population?
Are standards of care and Practice reviewed?
What else needs to be added to the program?
Ch.23

Trends over time…the benefits and challenges

What demographics changes have you seen in the student population?
In the faculty population?
What are the challenges of teaching in a culturally diverse student population?
How does faculty address those challenges?
What are the benefits?
Barriers for whom…

Which of those themes resonate immediately with your experience?
Have you observed or heard these mentioned by your students?
From faculty?
Do you treat all students the same?
Can you see where changes could be made?
Student learning outcomes

Who accredits your institution?
What are the student learning outcomes specific to your department?
How are cultural learning styles addressed in the development of curricula and testing?
Do you see any biases?
Self and department cultural assessment

Have you ever completed a cultural self-awareness assessment tool?
What were the results, were they what you expected?
Did you find it helpful?
Were you involved in the decision-making process to do this exercise?
Did new programs, new teaching strategies, better communication emerge?
Five Teaching patterns

Which pattern is most reflective of your teaching style?
Which style intrigues you?
What resources are available to enrich your cultural teaching strategies?
In the classroom setting

What are some of the resources you currently use?
What teaching strategies have you used in the classroom?
Are they effective?
Does faculty work collaboratively to develop these programs?
Are they part of your overall mission statement, goals, and objectives of the department?
Summary: The purpose of the weekly reflective journal exercises is to allow for analysis, synthesis and evaluation of nursing theory using guided questions. Reflection has been referred to as a process that happens internally, privately or in isolation (Hill & Watson, 2011). Also a useful definition of reflection has been referred to as the examination of an issue of concern, as a consequence of experience, creating clarity and meaning in terms of self, and which results in a change of perspective ( Boyd & Fales, 1983).

Directions: Complete the Reflective Journal questions presented in your Lincoln (Weeks 1-6) and Dayer-Berenson (Weeks 6-8) text as defined in the course outline. Post the responses to the questions in the D2L dropbox. The assignment in due on Monday by 11:59 PM PST

AnaAnatomy and Physiology of the Digestive System
Objectives
Identify the anatomical structures of the digestive system and their functions
Explain the physiology of digestion through the system
Assignment Overview
This exercise helps students understand the anatomical structures of the digestive system

Deliverables
Annotated diagram of the digestive system

Step 1 Draw a diagram. (It is OK to take a diagram from the internet and label it.)

Using the drawing tools provided by your word-processing program, draw a diagram that traces the pathway and physiological processes of a bite of food through the digestive system. Annotate each step in the digestive process with a brief paragraph describing what happens in the step.

Be sure to include ALL the following topics:

The organs of the digestive system (This includes the alimentary canal AND the accessory organs of digestion)
The actions of the digestive system
Propulsion
Absorption
Chemical digestion
Mechanical dtomy and Physiology of the Digestive System
Objectives
Identify the anatomical structures of the digestive system and their functions
Explain the physiology of digestion through the system
Assignment Overview
This exercise helps students understand the anatomical structures of the digestive system

Deliverables
Annotated diagram of the digestive system

Step 1 Draw a diagram. (It is OK to take a diagram from the internet and label it.)

Using the drawing tools provided by your word-processing program, draw a diagram that traces the pathway and physiological processes of a bite of food through the digestive system. Annotate each step in the digestive process with a brief paragraph describing what happens in the step.

Be sure to include ALL the following topics:

The organs of the digestive system (This includes the alimentary canal AND the accessory organs of digestion)
The actions of the digestive system
Propulsion
Absorption
Chemical digestion
Mechanical d

Application 1: Nursing Informatics Pioneers

One of the major drivers in recent health care reform legislation is the American Reinvestment and Recovery Act’s (ARRA) HiTech Incentive. This act, passed in 2009, earmarked $22 billion for the adoption of electronic health records (EHRs), with a goal of 100% adoption in all practice settings by the year 2014. The HiTech Act provides an example of the pivotal role that health information technology plays in the delivery of quality health care services. Yet, health information technology is a relatively new field. This Application Assignment provides an opportunity for you to examine the contributions of pioneers in this arena and consider how their contributions have influenced health informatics and nursing practice today.

To prepare:

• Visit the AMIA Video Library 1: Nursing Informatics Pioneers webpage listed in the Learning Resources.
• Review the biographies and video presentations of pioneers who are of interest to you, or may hold a position that you aspire to achieve.
• Select two nursing informatics pioneers and conduct further research on their contributions.
• Consider how their contributions have influenced health information technology and nursing practice today.

By Thursday 09/07/17, Write a scholarly 3- to 4-page paper comparing two nursing informatics pioneers in APA format with a minimum of 4 references from the list below which include the level one headings as numbered below:

1)     What are the professional accomplishments of each individual?

2)     How have their contributions influenced nursing practice?

3)     How have their contributions shaped the field of nursing informatics?

4)     What lessons can you take away from their experiences?

5)     What skills or ideas demonstrated by these leaders might you apply to your professional practice?

Required Readings

Course Text: Ball, M. J., Douglas, J. V., Hinton Walker, P., DuLong, D., Gugerty, B., Hannah, K. J., . . . Troseth, M. R. (Eds.) (2011). Nursing informatics: Where technology and caring meet (4th ed.). London, England: Springer-Verlag.

Chapter 1, “Nursing Informatics: Transforming Nursing”

Chapter 12, “The Evolving National Informatics Landscape”

Chapter 1 introduces the need for health care reform by detailing cost concerns and future needs of the nursing profession. A look at the beginning stages of the TIGER collaborative is also given, detailing its start at the 2006 Uniformed Services University of Health Sciences in Bethesda, Maryland. Chapter 12 provides an overview of technology’s emergence into the health care industry.

Course Text: American Nurses Association. (2008). Nursing informatics: Scope and standards of practice. Silver Spring, MD: Author.

“Introduction” (pp. 1–2)

“Informatics Competencies” (pp. 33–40)

The 2-page excerpt from the introduction offers a brief description of the field of informatics and presents the rationale for referring to the scope and standards throughout your nursing career. The excerpt from the “Informatics Competencies” section uses research and matrices to correlate informatics competencies with the education and roles of nursing professionals.

Cesnik, B., & Kidd, M. R. (2010). History of health informatics: A global perspective. Studies in Health Technology and Informatics, 151, 3–8.

Retrieved from the Walden Library databases.

The authors of this article begin by summarizing the rise of computer development and use. They then examine how technology will build the capabilities of future businesses.

Hovenga, E. J., Kidd, M. R., Garde, S., & Hullin Lucay Cossio, C. (2010). Health informatics: An introduction. Studies in Health Technology and Informatics, 151, 9–15.

Retrieved from the Walden Library databases.

A brief explanation of informatics principles is given in this article.

Ozbolt, J. G., & Saba, V. K. (2008). A brief history of nursing informatics in the United States of America. Nursing Outlook, 56(5), 199–205.

Retrieved from the Walden Library databases.

Examine the initiatives and technological developments that have informed the field of informatics by using this article as a guide.

Technology Informatics Guiding Education Reform (TIGER). (n.d.). The TIGER Initiative: Informatics competencies for every practicing nurse: Recommendations from the TIGER collaborative. Retrieved from: http://www.mhsinformatics.org/CI-Fellowship/Workforce-Development/Competencies/Tiger.Report_Competencies_final.pdf

For this week, focus on the executive summary and Appendix A, B, and C for review of the TIGER initiative and resulting competencies.

Required Media

Laureate Education, Inc. (Executive Producer). (2011). Transforming nursing and healthcare through technology: What is health informatics? Baltimore, MD: Author.

Note:  The approximate length of this media piece is 13 minutes.

In this week’s media presentation, the presenters discuss the extensive applications, implications, and benefits of health informatics for patients, practitioners, and health care organizations as a whole.

HIMSS/AMDIS Physician Community Podcast Series. (Producer). (2009). Episode #15: TIGER initiative – technology informatics guiding education reform. [Audio podcast]. Retrieved from http://podbay.fm/show/popout.php?id=285132709&e=1246544022

Joyce Sensmeier, vice president of informatics at the Healthcare Information and Management Systems Society (HIMSS), presents the Technology Informatics Guiding Education Reform (TIGER) initiative that is aimed at educating nurses on new digital technologies. This podcast also highlights the organizational accomplishments and future informatics goals of the TIGER initiative. To access the podcast, scroll through the page linked above to find Episode #15.

American Medical Informatics Association. (2011). Video Library 1: Nursing informatics pioneers.

Retrieved from http://www.amia.org/programs/working-groups/nursing-informatics/history-project/video-library-1

The AMIA developed a Nursing Informatics History Project, aimed at documenting and preserving the history of nursing informatics. This project consists of two video libraries. Video Library 1 portrays the viewpoints and accomplishments of those recognized as pioneers in the informatics field.

Optional Resources

Gugerty, B. Delaney, C. (August, 2009). Technology Informatics Guiding Educational Reform (TIGER). TIGER Informatics Competencies Collaborative (TICC) Final Report. Retrieved from http://tigercompetencies.pbworks.com/f/TICC_Final.pdf

Technology Informatics Guiding Education Reform (TIGER). (n.d.). Evidence and Informatics Transforming Nursing: 3-Year Action Steps toward a 10-Year Vision. Retrieved from http://www.aacn.nche.edu/education-resources/TIGER.pdf

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