Tag Archive for: nursing

Non-Performance

/0 Comments/in /by

This job was done; overall it was a great job. However, the instructor wanted me to provide some information I missed. I just need to add some info, nothing is wrong with the piece.

Competence:

Recommend evidence-based ways to expand the scope of interventions to target a critical health care issue.

This is the instructor feedback:

Criterion: Recommend evidence-based ways to expand the scope of interventions to target a critical health care issue.
Non-Performance
Does not recommend ways to expand the scope of interventions to target a critical health issue.

Faculty Comments:“

Your paper does not recommend ways to expand the scope of interventions to target a critical health issue. To earn a distinguished grade, you need to recommend evidence-based ways to expand the scope of interventions to target a critical health issue in terms of cost, efficiency and access, and effectiveness. You also need to classify the interventions as conventional or unconventional interventions.

For this part, refer back to current interventions, and then determine what else needs to be done in Hawaii to expand on these current practices in order to address obesity. Please reach out to the course tutor is you have any questions.

Creating a Culture of Evidence-Based Practice

/0 Comments/in /by

Discussion: Creating a Culture of Evidence-Based Practice

An abundance of evidence can be found on almost any medical issue or health topic. Often, the availability of information is not the concern, but rather nurses struggle with how to convey the evidence to others and change practices to better reflect the evidence. Deep-rooted organizational cultures and policies can make some resistant to change, even to changes that can vastly improve the quality, effectiveness, and efficiency of health care. However, there are many strategies that nurses can employ to bring about changes to practice.

In this Discussion, you focus on how to create an organizational culture that supports evidence-based practice.

To prepare:

Review the information in this week’s Learning Resources. Examine the various suggestions for promoting an organizational culture that embraces the use of EBP.

Reflect on your own organization’s (or one in which you have worked) support of evidence-based practice. Examine how culture and policies impact the adoption of changes to practice based on evidence. What barriers exist?

Consider the models and suggestions for promoting evidence-based practice featured in this week’s Learning Resources. Identify models and suggestions that would work well in your organization.

Reflect on the significance of evidence-based practice in health care. What responsibility do nurses have to promote EBP and change practices to better reflect evidence and research findings?

Reflect on how nurses can disseminate findings from evidence-based practice research.

Post an evaluation of your organization’s use of EBP and how it is furthered or hindered by organizational culture and policies. Describe how you could disseminate the findings. Propose a strategy for strengthening the culture of EBP within the organization. Discuss a nurse’s responsibility to further the use of EBP, providing a rationale supported by specific information from the Learning Resources.

Read a selection of your colleagues’ responses.

Respond to at least two of your colleagues on two different days using one or more of the following approaches:

Ask a probing question, substantiated with additional background information, and evidence.

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

Offer and support an alternative perspective using readings from the classroom or from your own review of the literature in the Walden Library.

Validate an idea with your own experience and additional sources.

Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

Required Readings

Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 30, “Disseminating Evidence: Reporting Research Findings”

In this chapter, the focus is on actually reporting on the research findings and how to determine the best approach for reaching the desired audience. The chapter also includes tips on how to organize the information and describes what is usually included in such reports.

Aitken, L. M., Hackwood, B, Crouch, S., Clayton, S., West, N., Carney, D., & Jack, L. (2011). Creating an environment to implement and sustain evidence based practice: A developmental process. Australian Critical Care, 24(4), 244–254.

Retrieved from the Walden Library databases.

This article describes a multi-dimensional EBP program designed to generate sustainable improvement in patient care and patient outcome. The text details the program’s strategies for implementation along with achievements and lessons learned.

Barnsteiner, J. H., Reeder, V. C., Palma, W. H., Preston, A. M., & Walton, M. K. (2010). Promoting evidence-based practice and translational research. Nursing Administration Quarterly, 34(3), 217–225.

Retrieved from the Walden Library databases.

In this text, the authors highlight established systems and structures designed to supply staff with resources to translate research and deliver EBP. Additionally, the article explicates a multitude of initiatives designed to disseminate evidence to the point of care.

Cullen, L., & Adams, S. L. (2012). Planning for implementation of evidence-based practice. Journal of Nursing Administration, 42(4), 222–230.

Retrieved from the Walden Library databases.

This article provides several models for implementing evidence-based practice within an organization. It introduces four different phases through which an implementation should progress, and provides examples of each.

Estrada, N. (2009). Exploring perceptions of a learning organization by RNs and relationship to EBP beliefs and implementation in the acute care setting. Worldviews on Evidence-Based Nursing, 6(4), 200–209.

Retrieved from the Walden Library databases.

In this article, the authors detail a survey design study conducted to determine the relationship between a learning organization’s characteristics and the beliefs of registered nurses with respect to EBP. In addition, the study examines the impact of EBP beliefs on registered nurses’ implementation of EBP.

Fineout-Overholt, E., Williamson, K. M., Kent, B., & Hutchinson, A. M. (2010). Teaching EBP: Strategies for achieving sustainable organizational change toward evidence-based practice. Worldviews on Evidence-Based Nursing, 7(1), 51–53.

Retrieved from the Walden Library databases.

The authors of this text suggest multiple strategies for integrating the EBP paradigm at the organizational level. The text provides rationale for why educators should also consider change at the individual level as an effective conduit for disseminating the EBP paradigm at the organizational level.

Munten, G. van den Bogaard, J., Cox, K., Garretsen, H., & Bongers, I. (2010). Implementation of evidence-based practice in nursing using action research: A review. Worldviews on Evidence-Based Nursing, 7(3), 135–157.

Retrieved from the Walden Library databases.

This text reviews 21 action research studies to determine what is known about using action research to implement evidence-based practice. The authors explicate the promising features and flaws that were common across the action research studies they used.

Satterfield, J. M., Spring, B., Brownson, R. C., Mullen, E. J., Newhouse, R. P., Walker, B. B., & Whitlock, E. P. (2009). Toward a transdisciplinary model of evidence-based practice. The Milbank Quarterly, 87(2), 368–390.

Retrieved from the Walden Library databases.

This article presents the primary issues and challenges in EBP across numerous health disciplines. The authors then posit a transdisciplinary EBP model designed to incorporate the strengths and diminish the flaws of each discipline’s EBP model.

Steurer, L. M.(2010). An evidence-based practice scholars program: One institution’s journey toward excellence. Journal of Continuing Education in Nursing, 41(3), 139–143.

Retrieved from the Walden Library databases.

The author of this article details the efforts of an EBP scholars program that was designed to teach an overview of EBP, along with the skills necessary to improve patient outcomes. In addition to the program’s development and implementation, the article highlights lessons learned.

Media

Laureate Education (Producer). (2012k). Translating evidence into practice. Baltimore, MD: Author.

Note: The approximate length of this media piece is 9 minutes.

Dr. Kristen Mauk discusses the outcomes of her DNP project in this video. She explains how nurses in the rehabilitation unit where she conducted her project used the results of her project to improve their practices.

Accessible player

Laureate Education (Producer). (2012c). Disseminating findings. Baltimore, MD: Author.

Note: The approximate length of this media piece is 2 minutes.

In this video, Dr. Kristen Mauk offers advice for nursing students and practitioners in disseminating the findings of their research and evidence-based practice projects. She identifies many options for dissemination that are available to nurses.

important to consider when selecting a team?

/0 Comments/in /by

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. Be sure to include a title slide, objective slide, content slides, reference slide in APA format. Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least three (3) scholarly citations to support your claims. 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. Save your assignment as an MP4 document (.mp4) or link.

You are a project manager assigned to implementing a new computer system in an organization:

  • Why is it important to understand usability, configurability, and interoperability? Should these concepts outweigh the underlining cost of the new system? Which system do you recommend and why?
  • During phase one, you are selecting a team. What characteristics are important to consider when selecting a team?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. Be sure to include a title slide, objective slide, content slides, reference slide in APA format. Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least three (3) scholarly citations to support your claims. 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. Save your assignment as an MP4 document (.mp4) or link.

    You are a project manager assigned to implementing a new computer system in an organization:

    • Why is it important to understand usability, configurability, and interoperability? Should these concepts outweigh the underlining cost of the new system? Which system do you recommend and why?
    • During phase one, you are selecting a team. What characteristics are important to consider when selecting a team?
    • During phase two the following principle was discussed, “lead with culture, determining where the resistance is,” and then, engage all levels of employees (Sipes, 2019, p. 161). What does this principle mean to you and how can you implement this principle?
    • How will you handle physician and other key professionals’ resistance to change and using the new system?
    • Discuss possible pitfalls during the implementation phase and how you can avoid them?
    • Describe your personal experience with automation and new information systems.

    Assignment Expectations:

    Length: Recorded presentation between 7 and 12 minutes in length. The presentation should include a Power Point and oral presentation of the slides. There is no slide number requirement. Answer all questions thoroughly with the allotted time. Use www.screencast-o-matic.com or other software to record your presentation as an mp4.

    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 link

    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 a presentation software (PowerPoint, Google Slides) to create a visual presentation. Then use screencast-o-matic or other screen recording program to record an mp4 presentation between 7 and 12 minutes in length. ***Please do not record as voice-over PowerPoint because this cannot be saved in mp4 format.*** 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.)

  • During phase two the following principle was discussed, “lead with culture, determining where the resistance is,” and then, engage all levels of employees (Sipes, 2019, p. 161). What does this principle mean to you and how can you implement this principle?
  • How will you handle physician and other key professionals’ resistance to change and using the new system?
  • Discuss possible pitfalls during the implementation phase and how you can avoid them?
  • Describe your personal experience with automation and new information systems.

Assignment Expectations:

Length: Recorded presentation between 7 and 12 minutes in length. The presentation should include a Power Point and oral presentation of the slides. There is no slide number requirement. Answer all questions thoroughly with the allotted time. Use www.screencast-o-matic.com or other software to record your presentation as an mp4.

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 link

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 a presentation software (PowerPoint, Google Slides) to create a visual presentation. Then use screencast-o-matic or other screen recording program to record an mp4 presentation between 7 and 12 minutes in length. ***Please do not record as voice-over PowerPoint because this cannot be saved in mp4 format.*** 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.)

Prescription Drug abuse

/0 Comments/in /by

Utilize the Change Management Plan Outline as a guide for developing your Change Management Plan. Incorporate the work you completed in previous weeks into your final plan.

Look for health policy issue that is of national concern that you will use as the subject for a change management plan.

Health policy issue is: Prescription Drug abuse

Develop a 1,150- to 1,600-word Change Management Plan using John Kotter’s eight-step change model from Week 3.

Include the following in your plan;

1. What current health policy issue exist that are of national concern that affect the NP?

2. What evidence is there to support the need to address the policy? Does the evidence indicate a sense of urgency regarding the issue?

3. How is the policy issue represented in the media and what type of influence does this have on you implementing change in this area?

4. What are the ethical consequences if changes aren’t implemented?

5. Identify stakeholders that will assist you in implementing the change, including opportunities for inter professional relationships.

6. Develop a plan for how and where you see the policy issue making an impact. 7. Identify potential barriers that will hinder you from implementing change in this area and how you will face them to keep the change process progressing.

8. Create a strategy that will gain the support of your congressional representative or of one your senators and drive them to introduce legislation that will address the policy issue.

9. How can you use Kurt Lewin’s change management model to solidify change in this area?

Cite and reference using APA guidelines.

Discussion Question Rubric

/0 Comments/in /by

For this week’s discussion, you should focus on the vulnerable population group that you choose during Week 1 for your paper. Select one of the following topics and respond to the thread corresponding to the question/discussion, utilizing at least three scholarly references to support your post. As a class, please make sure that all topics are addressed.

Analyze how you could motivate the vulnerable population that you chose in Week 1 ( Transgender) to make changes What is your primary health concern for this group and what theory might you utilize to encourage them to make behavior changes?

Grading Rubric

 

Discussion Question Rubric

Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.

Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.

Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.

All instruction requirements noted.

40 pointsComponents are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.

Meets all requirements within the discussion instructions.

Cites two references.

35 pointsComponents are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.

Is missing one component/requirement of the discussion instructions.

Cites one reference, or references do not clearly support content.

Most instruction requirements are noted.

31 pointsAbsent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.

Demonstrates incomplete understanding of content and/or inadequate preparation.

No references cited.

Missing several instruction requirements.

Submits post late.

27 points40Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.

All instruction requirements noted.

40 pointsEvidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post.

Response is supported by course content and a minimum of one scholarly reference per each peer post.

All instruction requirements noted.

35 pointsLacks clarification or new information. Scholarly reference supports the content in the peer post without adding new information or insight.

Missing reference from one peer post.

Partially followed instructions regarding number of reply posts.

Most instruction requirements are noted.

31 pointsPost is primarily a summation of peer’s post without further synthesis of course content.

Demonstrates incomplete understanding of content and/or inadequate preparation.

Did not follow instructions regarding number of reply posts.

Missing reference from peer posts.

Missing several instruction requirements.

Submits post late.

27 points40Frequency of DistributionInitial post and peer post(s) made on multiple separate days.

All instruction requirements noted.

10 pointsInitial post and peer post(s) made on multiple separate days.

8 pointsMinimum of two post options (initial and/or peer) made on separate days.

7 pointsAll posts made on same day.

Submission demonstrates inadequate preparation.

No post submitted.

6 points10OrganizationWell-organized content with a clear and complex purpose statement and content argument. Writing is concise with a logical flow of ideas

5 pointsOrganized content with an informative purpose statement, supportive content, and summary statement. Argument content is developed with minimal issues in content flow.

4 pointsPoor organization and flow of ideas distract from content. Narrative is difficult to follow and frequently causes reader to reread work.

Purpose statement is noted.

3 pointsIllogical flow of ideas. Prose rambles. Purpose statement is unclear or missing.

Demonstrates incomplete understanding of content and/or inadequate preparation.

No purpose statement.

Submits assignment late.

2 points5APA, Grammar, and SpellingCorrect APA formatting with no errors.

The writer correctly identifies reading audience, as demonstrated by appropriate language (avoids jargon and simplifies complex concepts appropriately).

Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions.

There are no spelling, punctuation, or word-usage errors.

5 pointsCorrect and consistent APA formatting of references and cites all references used. No more than two unique APA errors.

The writer demonstrates correct usage of formal English language in sentence construction. Variation in sentence structure and word usage promotes readability.

There are minimal to no grammar, punctuation, or word-usage errors.

4 pointsThree to four unique APA formatting errors.

The writer occasionally uses awkward sentence construction or overuses/inappropriately uses complex sentence structure. Problems with word usage (evidence of incorrect use of thesaurus) and punctuation persist, often causing some difficulties with grammar. Some words, transitional phrases, and conjunctions are overused.

Multiple grammar, punctuation, or word usage errors.

3 pointsFive or more unique formatting errors or no attempt to format in APA.

The writer demonstrates limited understanding of formal written language use; writing is colloquial (conforms to spoken language).

The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented.

Grammar and punctuation are consistently incorrect. Spelling errors are numerous.

Submits assignment late.

2 points5Total Points100

RESULTS OF DECISION POINT ONE

/0 Comments/in /by

Decision Point One

Savella  12.5 mg once daily on day 1; followed by 12.5 mg BID on day 2 and 3;  followed by 25 mg BID on days 4-7; followed by 50 mg BID thereafter

RESULTS OF DECISION POINT ONE

  • Client returns to clinic in four weeks
  • Client comes into the office to without crutches but is limping a  bit. The client states that the pain is “more manageable since I started  taking that drug. I have been able to get around more on my own. The  pain is bad in the morning though and gets better throughout the day”.  On a pain scale of 1-10; the client states that his pain is currently a  4. When asked what pain level would be tolerable on a daily basis, the  client states, “I would rather have no pain but don’t think that is  possible. I could live with a pain level of 3.”. When questioned  further, the PMHNP asks what makes the pain on a scale of 1-10 different  when comparing a level of 9 to his current level of 4?”. The client  states that since using this drug, I can get to a point on most days  where I do not need the crutches. ” The client is also asked what would  need to happen to get his pain from a current level of 4 to an  acceptable level of 3. He states, “If I could get to the point everyday  where I do not need the crutches for most of my day, I would be happy.”
  •  Client states that he has noticed that he frequently (over the  past 2 weeks) gets bouts of sweating for no apparent reason. He also  states that his sleep has “not been so good as of lately.” He does  complain of nausea today
  •  Client’s blood pressure and pulse are recorded as 147/92 and 110  respectively. He also admits to experiencing butterflies in his chest.   The client denies suicidal/homicidal ideation and is still future  oriented

Decision Point Two

 Continue with current medication but lower dose to 25 mg twice a day  

RESULTS OF DECISION POINT TWO

  • Client returns to clinic in four weeks
  • Client comes to office today with use  of crutches. He states that his current pain is a 7 out of 10. “I do not  feel as good as I did last month.”
  • Client states that he is sleeping at night but woken frequently from pain down his right leg and into his foot
  • Client’s blood pressure and heart rate recorded today are 124/85 and 87 respectively. He denies any heart palpitations today
  • Client denies suicidal/homicidal ideation but he is discouraged about the recent slip in his pain management and looks sad

Decision Point Three

 Change Savella to 25 mg orally in the MORNING and 50 mg orally at BEDTIME 

Guidance to Student
The client has a complex neuropathic  pain syndrome that may never respond to pain medication. Once that is  understood, the next task is to explain to the client that pain level  expectations need to realistic in nature and understand that he will  always have some level of pain on a daily basis. The key is to manage it  in a manner that allows him to continue his activities of daily living  with as little discomfort as possible. Next, it is important to explain  that medications are never the final answer but a part of a complex  regimen that includes physical therapy, possible chiropractic care, heat  and massage therapy, and medications. Savella is a SNRI that also  possesses NMDA antagonist activity which helps in producing analgesia at  the site of nerve endings. It is specifically marketed for fibromyalgia  and has a place in therapy for this gentleman. Tramadol is never a good  option along with other opioid type analgesics. Agonists at the Mu  receptors does not provide adequate pain control in these types of  neuropathic pain syndromes and therefore is never a good idea. It also  has addictive properties which can lead to secondary drug abuse.  Reductions in Savella can help control side effects but at a cost of  uncontrolled pain. It is always a good idea to start with dose  reductions during parts of the day that pain is most under control. The  addition of Celexa with Savella needs to be done cautiously. Both  medications inhibit the reuptake of serotonin and can, therefore, lead  to serotonin toxicity or serotonin syndrome.

Nursing Management of Clients Health

/0 Comments/in /by

Pathophysiology and Nursing Management of Clients Health -Genetic Alterations and Cancer

Write a paper (1,000-1,500 words) describing the approach to care of cancer. In addition, include the following in your paper:

Describe the diagnosis and staging of cancer.

Describe at least three complications of cancer, the side effects of treatment, and methods to lessen physical and psychological effects.

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.

planning and development stages

/0 Comments/in /by

While the implementation plan prepares students to apply their research to the problem or issue they have identified for their capstone change proposal project, the literature review enables students to map out and move into the active planning and development stages of the project.

A literature review analyzes how current research supports the PICOT, as well as identifies what is known and what is not known in the evidence. Students will use the information from the earlier PICOT Statement Paper and Literature Evaluation Table assignments to develop a 750-1,000 word review that includes the following sections:

  1. Title page
  2. Introduction section
  3. A comparison of research questions
  4. A comparison of sample populations
  5. A comparison of the limitations of the study
  6. A conclusion section, incorporating recommendations for further research

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. Please refer to the directions in the Student Success Center.

historical concepts

/0 Comments/in /by

ASSESSMENT Brief (specific)

Summative (final) assessment comprises of a 4,000 words (3 parts):

Part 1 (1,000 words) – historical concepts

Using two examples, critically analyse historical and contemporary approaches to mental health.

Discuss one example of socio-economic influences on mental health

Part 2 – Case study (specific) (2,000words)

Select one of the case studies provided Place this in the appendix in your assessment).

· Analyse the case study, and identify a possible diagnosis from the description provided, justifying reasons for selecting the type of mental health problem. Link with available literature.

· Discuss the possible forms of treatment and intervention and how the person can be supported, taking into considerations the available mental health services in the U.K..

· Discuss the implications of this diagnosis for the person concerned, including any potential risks.

· Critically reflect on how current policy and legislation would define best practice to meet the holistic needs of this service user.

Part 3 – Reflection (1,000 words)

Using Gibbs’ Model, reflect on how the case study you have discussed could develop and inform your practice when working and /or caring for individuals with mental health issues. What have you learned from undertaking this case study?

Specific Assessment Criteria:

(Please note that the General Assessment Criteria will also apply. Please see section 15)

Secondary Research Level HE6 – it is expected that your reference list will contain 15-20 relevant sources. As a MINIMUM the reference list should include 3 refereed academic journal articles and 5 academic books.

nurse informaticists

/0 Comments/in /by

In the Discussion for this module, you considered the interaction of nurse informaticists with other specialists to ensure successful care. How is that success determined?

Patient outcomes and the fulfillment of care goals is one of the major ways that healthcare success is measured. Measuring patient outcomes results in the generation of data that can be used to improve results. Nursing informatics can have a significant part in this process and can help to improve outcomes by improving processes, identifying at-risk patients, and enhancing efficiency.

To Prepare:

  • Review the concepts of technology application as presented in the Resources.
  • Reflect on how emerging technologies such as artificial intelligence may help fortify nursing informatics as a specialty by leading to increased impact on patient outcomes or patient care efficiencies.

The Assignment: (4-5 pages)

In a 4- to 5-page project proposal written to the leadership of your healthcare organization, propose a nursing informatics project for your organization that you advocate to improve patient outcomes or patient-care efficiency. Your project proposal should include the following:

  • Describe the project you propose.
  • Identify the stakeholders impacted by this project.
  • Explain the patient outcome(s) or patient-care efficiencies this project is aimed at improving and explain how this improvement would occur. Be specific and provide examples.
  • Identify the technologies required to implement this project and explain why.
  •  nurse informaticists