Required Readings

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materialssection of your Syllabus.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). Seidel’s guide to physical examination (8th ed.). St. Louis, MO: Elsevier Mosby.

• • Chapter 13, “Chest and Lungs” (pp. 260-293) 

    This chapter explains the physical exam process for the chest and lungs. The authors also include descriptions of common abnormalities in the chest and lungs.

 

• • Chapter 14, “Heart” (pp. 294-331) 

    The authors of this chapter explain the structure and function of the heart. The text also describes the steps used to conduct an exam of the heart.

 

• Chapter 15, “Blood Vessels” (pp. 332-349) 

  This chapter describes how to properly conduct a physical examination of the blood vessels. The chapter also supplies descriptions of common heart disorders.

Dains, J. E., Baumann, L. C., & Scheibel, P. (2016). Advanced health assessment and clinical diagnosis in primary care (5th ed.). St. Louis, MO: Elsevier Mosby.

• • Chapter 8, “Chest Pain” (pp. 81–96) 

    This chapter focuses on diagnosing the cause of chest pain and highlights the importance of first determining whether the patient is in a life-threatening condition. It includes questions that can help pinpoint the type and severity of pain and then describes how to perform a physical examination. Finally, the authors outline potential laboratory and diagnostic studies.

 

• • Chapter 11, “Cough” (pp. 118-147) 

    A cough is a very common symptom in patients and usually indicates a minor health problem. This chapter focuses on how to determine the cause of the cough through asking questions and performing a physical exam.

 

• • Chapter 14, “Dyspnea” (pp. 159–173) 

    The focus of this chapter is dyspnea, or shortness of breath. The chapter includes strategies for determining the cause of the problem through evaluation of the patient’s history, through physical examination, and through additional laboratory and diagnostic tests.

 

• • Chapter 26, “Palpitations” (pp. 310-317) 

    This chapter describes the different causes of heart palpitations and details how the specific cause in a patient can be determined.

 

• Chapter 33, “Syncope” (pp. 390-397) 

  This chapter focuses on syncope, or loss of consciousness. The authors describe the difficulty of ascertaining the cause, because the patient is usually seen after the loss of consciousness has happened. The chapter includes information on potential causes and the symptoms of each.

Sullivan , D. D. (2012). Guide to clinical documentation (2nd ed.). Philadelphia, PA: F. A. Davis.

• Chapter 6, “Outpatient Charting and Communications” (pp. 119–141)

Note: Download these Adult Examination Checklists and Physical Exam Summaries to use during your practice cardiac and respiratory examination.

Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Physical exam summary: Blood vessels. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.

 

This Blood Vessels Physical Exam Summary was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). From https://evolve.elsevier.com/

Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Adult examination checklist: Guide for cardiovascular assessment. In Mosby’s guide to physical examination(7th ed.). St. Louis, MO: Elsevier Mosby.

 

This Adult Examination Checklist: Guide for Cardiovascular Assessment was published as a companion to Seidel’s guide to physical examination(8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). From https://evolve.elsevier.com/

Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Adult examination checklist: Guide for chest and lung assessment. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.

 

This Adult Examination Checklist: Guide for Chest and Lung Assessment was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). From https://evolve.elsevier.com/

Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Physical exam summary: Chest and lungs. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.

 

This Chest and Lungs Physical Exam Summary was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). From https://evolve.elsevier.com/

Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Physical exam summary: Heart. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.

 

This Heart Physical Exam Summary was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). From https://evolve.elsevier.com/

McCabe, C., & Wiggins, J. (2010a). Differential diagnosis of respiratory disease part 1. Practice Nurse, 40(1), 35–41.

Retrieved from the Walden Library databases.

 

This article describes the warning signs of impending deterioration of the respiratory system. The authors also explain the features of common respiratory conditions.

McCabe, C., & Wiggins, J. (2010b). Differential diagnosis of respiratory diseases part 2. Practice Nurse, 40(2), 33–41.

Retrieved from the Walden Library databases.

 

The authors of this article specify how to identify the major causes of acute breathlessness. Additionally, they explain how to interpret a variety of findings from respiratory investigations.

SkillStat Learning, Inc. (2014). The 6 second ECG. Retrieved from http://www.skillstat.com/tools/ecg-simulator#/-home

 

This interactive website allows you to explore common cardiac rhythms. It also offers the Six Second ECG game so you can practice identifying rhythms.

University of Virginia. (n.d.). Introduction to radiology: An online interactive tutorial. Retrieved from http://www.med-ed.virginia.edu/courses/rad/index.html

 

This website provides an introduction to radiology and imaging. For this week, focus on cardiac radiography and chest radiology.

Required Media

Laureate Education. (Producer). (2012). Advanced health assessment and diagnostic reasoning. Baltimore, MD: Author.

 

Note: You will use the case studies presented in the media, Advanced Health Assessment and Diagnostic Reasoning, to complete this week’s Discussion.

Online media for Seidel’s Guide to Physical Examination

 

In addition to this week’s media, it is highly recommended that you access and view the resources included with the course text, Seidel’s Guide to Physical Examination. Focus on the videos and animations in Chapters 13, 14, and 15 that relate to the assessment of the heart, lungs, and peripheral vascular system. Refer to Week 4 for access instructions on https://evolve.elsevier.com/.

Optional Resources

LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2009). DeGowin’s diagnostic examination (9th ed.). New York, NY: McGraw Hill Medical.

• Chapter 8, “The Chest: Chest Wall, Pulmonary, and Cardiovascular Systems; The Breasts” (Section 1, “Chest Wall, Pulmonary, and Cardiovascular Systems,” pp. 302–433) 

  Note:Section 2 of this chapter will be addressed in Week 10. 

  This section of Chapter 8 describes the anatomy of the chest wall, pulmonary, and cardiovascular systems. Section 1 also explains how to properly conduct examinations of these areas.

 

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Discussion: Assessing the Heart, Lungs, and Peripheral Vascular System

Take a moment to observe your breathing. Notice the sensation of your chest expanding as air flows into your lungs. Feel your chest contract as you exhale. How might this experience be different for someone with chronic lung disease or someone experiencing an asthma attack?

In order to adequately assess the chest region of a patient, nurses need to be aware of a patient’s history, potential abnormal findings, and what physical exams and diagnostic tests should be conducted to determine the causes and severity of abnormalities.

In this Discussion, you will consider how a patient’s initial symptoms can result in very different diagnoses when further assessment is conducted.

Note: By Day 1 of this week, your Instructor will have assigned you to one of the video case studies in this week’s Learning Resources titled Advanced health assessment and diagnostic reasoning. Also, your Discussion post should be in the SOAP Note format, rather than the traditional narrative style Discussion posting format. Refer to Chapter 2 of the Sullivan text and the Comprehensive SOAP Template in the Week 4 Learning Resources for guidance. Remember that not all comprehensive SOAP data are included in every patient case.

To prepare:

With regard to the case study you were assigned:

• Review this week’s Learning Resources and consider the insights they provide.
• Consider what history would be necessary to collect from the patient.
• Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?
• Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.

Note: Before you submit your initial post, replace the subject line (“Discussion – Week 6”) with “Review of Case Study” identifying the number of the case study you were assigned.

Post:

 

scenario #2 Advanced health assessment and diagnostic reasoning.

 

1. a description of the health history you would need to collect from the patient in the case study you were assigned. 

2.Explain what physical exams and diagnostic tests would be appropriate and how the results would be used to make a diagnosis.

3. List five different possible conditions for the patient’s differential diagnosis, and justify why you selected each.

 

 

SOAP SAMPLE:

 

Patient Initials: _JM___                      Age: __46__                           Gender: __M__

 

 

SUBJECTIVE DATA: 

 

Chief Complaint (CC): New onset of rash

 

History of Present Illness (HPI): Jerry Morgan is a 46-year-old Caucasian male who presents today with complaints of a new onset of a red rash that has developed over the past few days on his trunk area.  He has noticed no associated symptoms, aggravating or relieving factors, and has not attempted any treatments of this rash.  He states that the rash is not severe or impacting his daily life, but he is concerned that it may be something serious.

 

Medications: 

1. Metoprolol 25mg PO BID
2. Pravastatin 40mg PO at bedtime
3. Xarelto 20mg PO daily with dinner
4. Over-the-Counter Pepcid AC 10mg PO daily

 

Allergies: Penicillins- rash, Sulfa drugs-rash, bees.

 

Past Medical History (PMH): 

1. Hypertension- well controlled
2. Atrial Fibrillation- well controlled
3. Gastroesophageal Reflux (GERD) – takes daily OTC acid reducer
4. Dyslipidemia- well controlled

 

Past Surgical History (PSH): 

Tonsillectomy (1976)

Vasectomy (2005)

Cholecystectomy (2010)

Total Knee Replacement (2014)

 

Sexual/Reproductive History: Patient denies any reproductive issues or risky sexual behavior. Currently married with 4 children and has had a vasectomy. No history of STIs.

 

Personal/Social History: Patient has smoked 1.5 packs of cigarettes/day x 30 years; drinks 5-10 beers/week; admits to regular marijuana use x 30 years. Patient does not have regular exercise habits but considers himself fairly active through outdoor work and occasional kayaking/hiking trips; his diet is regular and he admits is not healthy, mainly consisting of fried, fatty foods.

 

Immunization History: His last Tdap was in 2006 and he declines the Flu and Pneumonia vaccinations.

 

Significant Family History:

Father- Atrial Fibrillation, Hypertension, Myocardial Infarction, Diabetes-Type 2, Dyslipidemia –died at age 68 of heart attack.

Mother- Ischemic Stroke, Hypertension, Dyslipidemia-died at age 70 from complications of stroke.

Siblings- two sisters with history of hypertension and diabetes-type 2, one with history of breast cancer in 2006.

Children-all healthy with no medical issues

 

Lifestyle: He currently owns and operates his own pest control business and has for the past 15 years.  He has been married once and has 4 children with his wife.  They live in a suburban middle-class neighborhood with good transportation and school systems.  He enjoys outdoor activities and often works on household issues in his free time.  He has a strong support system through family and friends.  He gets yearly check-ups for physical, vision, and dental health maintenance.

 

Review of Systems: From head-to-toe, include each system that covers the Chief Complaint, History of Present Illness, and History (this includes the systems that address any previous diagnoses). Remember that the information you include in this section is based on what the patient tells you so ensure that you include all essentials in your case (refer to Chapter 2 of the Sullivan text).

General: Negative for recent weight changes, fever, chills, night sweats, or changes in energy levels

            Respiratory: + for occasional productive cough with dark sputum in the mornings, denies any shortness of breath on exertion or exposure to tuberculosis

            Cardiovascular/Peripheral Vascular: Negative for chest pain, palpitations, edema, claudication, exercise intolerance.

            Gastrointestinal: + for heartburn; negative for nausea, vomiting, bowel changes

            Skin: + for ruby red papular rash on trunk, denies pruritus, pain, eruptions, or pigmentation changes.

Hematologic: + for prolonged bleeding times and easy bruising, negative for anemia

            Allergic/Immunologic: + for drug allergies to penicillin and sulfa drugs, bees. Denies any recent new drug use. No current issues.

 

OBJECTIVE DATA:

 

Physical Exam:

Vital signs: T- 98.9 oral; P- 72, irregular; BP- 128/72 left arm, sitting, long cuff; RR- 18; Pain 0/10 Ht: 6’2” Wt: 210 lbs BMI: 27

 

General: AAO x3, moves all extremities, gait normal, well developed, well nourished, not malodorous. Appears comfortable and not in any apparent distress.

Chest/Lungs: Breath sounds clear and equal AP&L bilaterally

Heart/Peripheral Vascular: Irregular rhythm, controlled rate. No murmur, rub, or gallop. Pulses +2 bilateral radials and +2 bilateral pedals.

Abdomen: Bowel sounds present x4 quadrants. Soft, non-tender, non-distended. No organomegaly.

Skin: Ruby red papular rash on the trunk with no itching or pain present. No edema, clubbing, or cyanosis. No palpable nodules.

 

Lab Tests and Results:

CBC- RBC 5.7, PLT 250, HGB 15, HCT 44

PT/INR- 22/2.1

PTT- 27 sec.

 

ASSESSMENT: 

 

Priority Diagnosis: Cherry Angioma

 

Differential Diagnoses:

1. Drug eruption
2. Pityriasis Rosea
3. Thrombocytopenic purpura

 

The primary diagnosis selected in this patient is cherry angioma, as the clinical presentation and history best supports this diagnosis.  The patient presented with a non-painful, non-pruritic papular rash limited to the trunk of the body with no other negative symptoms.  A drug eruption could be responsible for a red rash on the patient’s trunk, but the patient denies any use of new medications and the rash is not generalized, pink, and morbilliform, how drug rashes usually are presented (Ball et al., 2015).  Pityriasis Rosea meets some of the criteria, but the rash is not itchy, scaly, or in oval patches, and the patient denies any recent illnesses (Dains, Baumann, & Scheibel, 2016).  Thrombocytopenic purpura is a contender for a priority diagnosis since the patient is on blood thinners and at risk for increased bleeding, but lab results show that platelet and other blood counts are within normal limits, and the rash is not generalized (Ball et al., 2015).

 

 

 

References

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). Seidel’s guide to physical examination (8th ed.). St. Louis, MO: Elsevier Mosby.

Dains, J. E., Baumann, L. C., & Scheibel, P. (2016). Advanced health assessment and clinical diagnosis in primary care (5th ed.). St. Louis, MO: Elsevier Mosby.

Ely, J. W., & Stone, M. S. (2010). The generalized rash: Part I. Differential diagnosis. American Family Physician, 81(6), 726-734. Retrieved from http://www.aafp.org/afp/2010/0315/p726.html

Phase 3: Analyzing the Aggregate Strengths and Weaknesses

For Phase 3 of the Capstone project, analyze and describe the strengths and weaknesses of the aggregate
and the community where the aggregate resides.
Be sure to apply Mobilize, Assess, Plan, Implement, Track (MAP-IT) in your assessment process.

• By the due date assigned, submit your response in a 1-page Microsoft Word document.
• Support your responses with examples.
• Cite all sources in APA format.

Phase 4: Risk Assessment

For Phase 4 of your project, you will select a family in your aggregate and complete a risk assessment in
the field using the information from chapter 18 “Community as Client: Assessment and Analysis” and
“Appendix D Friedman Family Assessment Model (Short Form)” as a guide. Describe how the family,
environment, home, and risk assessments were conducted, using your course textbook as a reference.
Describe the results of the assessments, drawing conclusions about the health risks to the aggregate as you
see them.

• By the due date assigned, submit your response in a 2- to 3-page Microsoft Word document.
• Support your responses with examples.
• Cite all sources in APA format.

Question 1

1. Epidemiology involves studying infectious communicable disease, not events like injury, obesity, mental health disorders, and seat belt use.

[removed]True

[removed]False

1.6 points

Question 2

1. The Framingham study was a:

[removed]	a.	Retrospective cohort study.
[removed]	b.	Case-control study.
[removed]	c.	Cross-sectional study.
[removed]	d.	Prospective cohort study.

1.7 points

Question 3

1. Epidemiology includes the study of:

[removed]	a.	Human behavior
[removed]	b.	Accidents
[removed]	c.	Disease
[removed]	d.	All of the above
[removed]	e.	None of the above

1.7 points

Question 4

1. The definition of epidemiology involves all of the following EXCEPT:

[removed]	a.	Identification of determinants
[removed]	b.	Measuring the distribution of disease
[removed]	c.	Individuals
[removed]	d.	Application
[removed]	e.	The definition includes all of the above

1.7 points

Question 5

1. Who evaluated the Bills of Mortality?

[removed]	a.	William Farr
[removed]	b.	John Graunt
[removed]	c.	Hippocrates
[removed]	d.	George Soper

1.7 points

Question 6

1. Who helped to establish the germ theory of disease?

[removed]	a.	James Lind
[removed]	b.	John Snow
[removed]	c.	Louis Pasteur
[removed]	d.	Florence Nightingale

1.7 points

Question 7

1. Who showed that poor diet could result in scurvy?

[removed]	a.	James Lind
[removed]	b.	John Snow
[removed]	c.	Louis Pasteur
[removed]	d.	Florence Nightingale

1.7 points

Question 8

1. The web of causation includes host and environmental determinants.

[removed]True

[removed]False

1.6 points

Question 9

1. A cause of disease is an event, condition, or characteristic that preceded the disease and without which the disease would either not have occurred or would have occurred later.

[removed]True

[removed]False

1.6 points

Question 10

1. Which sequence below represents the chronological evolution of disease causation approaches in epidemiology (from oldest to newest)?

[removed]	a.	Web of causation -> Germ theory -> Body humor imbalance-> Ecosocial framework
[removed]	b.	Germ theory -> Body humor imbalance -> Ecosocial framework -> Web of causation
[removed]	c.	Body humor imbalance -> Germ theory -> Web of causation -> Ecosocial framework
[removed]	d.	Body humor imbalance -> Web of causation -> Ecosocial framework -> Germ theory

1.7 points

Question 11

1. Which of the following are essential attributes of causes (choose all that apply)?

[removed]	a.	Time order
[removed]	b.	Environmental factors
[removed]	c.	Association
[removed]	d.	Direction

1.7 points

Question 12

1. How much of the increase in U.S. life expectancy since the 20th century can be attributed to public health improvements?

[removed]	a.	25%
[removed]	b.	57%
[removed]	c.	83%
[removed]	d.	75%

1.7 points

Question 13

1. The purpose of disease surveillance is to monitor aspects of dsease occurrence that are pertinent to effective control.

[removed]True

[removed]False

1.6 points

Question 14

1. John Snow used mortality data developed by William Farr to test a hypothesis that cholera was spread by contaminated water.

[removed]True

[removed]False

1.6 points

Question 15

1. Which of the following innovations did The Streptomycin Tuberulosis Trial employ (choose all that apply)?

[removed]	a.	Consideration of the ethical issues involved
[removed]	b.	Randomization to treatment and control groups
[removed]	c.	Masking the investigators
[removed]	d.	Restrictions on eligibility of patients

NR360 INFORMATION SYSTEMS IN HEALTHCARE

Required Uniform Assignment: We Can, but Dare We?

PURPOSE

The purpose of this assignment is to investigate smartphone and social media use in healthcare and to apply professional, ethical, and legal principles to their appropriate use in healthcare technology.

Course Outcomes
This assignment enables the student to meet the following course outcomes.

• CO #4: Investigate safeguards and decision‐making support tools embedded in patient care technologies and information systems to support a safe practice environment for both patients and healthcare workers. (PO 4)
• CO #6: Discuss the principles of data integrity, professional ethics, and legal requirements related to data security, regulatory requirements, confidentiality, andclient’s right to privacy. (PO 6)
• CO #8: Discuss the value of best evidence as a driving force to institute change in the delivery of nursing care (PO 8)
  DUE DATE
  See Course Schedule in Syllabus. The college’s Late Assignment Policy applies to this activity.
  TOTAL POINTS POSSIBLE
  This assignment is worth a total of 240 points.
  Requirements

1. Research, compose, and type a scholarly paper based on the scenario described below, and choose a conclusion scenario to discuss within the body of your paper. Reflect on lessons learned in this class about technology, privacy concerns, and legal and ethical issues and addressed each of these concepts in the paper, reflecting on the use of smartphones and social media in healthcare. Consider the consequences of such a scenario. Do not limit your review of the literature to the nursing discipline only because other health professionals are using the technology, and you may need to apply critical thinking skills to its applications in this scenario.
2. Use Microsoft Word and APA formatting. Consult your copy of the Publication Manual of the American Psychological Association, sixth edition, as well as the resources in Doc Sharing if you have questions (e.g., margin size, font type and size (point), use of third person, etc.). Take

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advantage of the writing service SmartThinking, which is accessed by clicking on the link called the Tutor Source, found under the Course Home area.

1. The length of the paper should be four to five pages, excluding the title page and the reference page. Limit the references to a few key sources (minimum of three required).
2. The paper will contain an introduction that catches the attention of the reader, states the purpose of the paper, and provides a narrative outline of what will follow (i.e., the assignment criteria).
3. In the body of the paper, discuss the scenario in relation to HIPAA, legal, and other regulatory requirements that apply to the scenario and the ending you chose. Demonstrate support from sources of evidence (references) included as in‐text citations.
4. Choose and identify one of the four possible endings provided for the scenario, and construct your paper based on its implications to the scenario. Make recommendations about what should have been done and what could be done to correct or mitigate the problems caused by the scenario and the ending you chose. Demonstrate support from sources of evidence (references) included as in‐text citations.
5. Present the advantages and disadvantages of using smartphones and social media in healthcare and describe professional and ethical principles to the appropriate use of this technology, based on facts from supporting sources of evidence, which must be included as in‐text citations.
6. The paper’s conclusion should summarize what you learned and make reflections about them to your practice.
7. Use the “Directions and Assignment Criteria” and “Grading Rubric” below to guide your writing and ensure that all components are complete.
8. Review the section on Academic Honesty found in the Chamberlain Course Policies. All work must be original (in your own words). Papers will automatically be submitted to TurnItIn when submitted to the Dropbox.
9. Submit the completed paper to the “We Can, but Dare We?” Dropbox by the end of Week 3. Please refer to the Syllabus for due dates for this assignment. For online students, please post questions about this assignment to the weekly Q & A Forums so that the entire class may view the answers.

Preparing for the Assignment

BACKGROUND

Healthcare is readily embracing any technology to improve patient outcomes, streamline operations, and lower costs, but we must also consider the impact of such technology on privacy and patient care. This technology includes the use of social media applications, such as Facebook, Instagram, MySpace, Twitter, and LinkedIn on smartphones.

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In healthcare today, smartphones are widely used for communication, efficiency, and care. Obviously, a variety of issues (ethical, professional, and legal) from both the personal and hospital perspectives

must be considered. SCENARIO

You are a nurse in the emergency room, working the Friday 7 p.m. to 7 a.m. shift, and your evening has been filled with the usual mix of drunken belligerent teens, wailing babies, chronic obstructive pulmonary disease (COPD) exacerbations, falls, fractures, and the routine, regular congestive heart failure (CHF) patients. Your best friend is texting you from the concert that you had to miss tonight because you were scheduled to work, and you respond to her between care of patients, jealous that she is there and you are not. “What a jerk to torture me like this!” you think to yourself.

It is now 2 a.m., and the medics radio once again, notifying you of an incoming motor vehicle accident victim, ETA of 5 minutes. You sigh and opt to use the restroom, rather than getting that much‐needed cup of coffee, and prepare a room for your next patient. The medics roll in and begin to fill you in. The patient is a 28‐year‐old male, a passenger on a bus that was involved in a crash, leaving the vehicle overturned after rolling over an embankment. There were several fatalities among the bus passengers, and “this victim has remained unconscious, though his vitals are currently” . . . and as you start to focus on the patient, you take a second look. Can it be? It is! The lead singer, Jerod, from the band “Blue Lizards,” who you have adored since you first heard his voice! The band had just left the concert that you had missed last evening when the accident occurred. You quickly text your best friend . . . “Can youbelieve?” and she responds with “Yeah, right. PROVE IT.” So you quickly snap a picture with your smartphone, when alone with the patient, and send it to her. Can’t hurt, right? Celebrities are “public property,” and that’s a part of their life, right? Just for good measure, you snap a few more pictures of the unconscious singer in various stages of undress and then a shot of his home address, phone number, and demographic information from his electronic health record. You sit your phone down on the bedside table for a minute as you continue your assessment of the patient.

At 7:00 a.m., you drag your tired body home and straight to bed after a long but eventful night.

What happens next? Choose an ending to the scenario, and construct your paper based on those reflections:

1. You are the following nurse on the day shift and discover the night nurse’s phone on the bedside table. While trying to figure out to whom it belongs, you open the phone and see the
   photographs taken the night before. Holy moly! What a find, and nobody could trace you to the photos.
2. You receive a call from the gossip paper the Gossip Gazette, offering you $20,000 for the photos you have taken (courtesy of your best friend). Your identity would never be revealed, and you desperately need a new car and are behind on some bills.
3. You go on Facebook, on your day off, and talk about the night you had at work and how youdidn’t really feel as bad having to miss the concert, because you actually got to meet Jerod in person and even “Got his number!” You then post a picture of Jerod on Facebook and

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Instagram, figuring that most of your contacts would never recognize him anyway. It’s your day off and your personal time, so no harm, no foul, right?

4. You receive a message the next morning from a peer at work that there is a big investigation being conducted at work due to a HIPAA violation and that it involved a celebrity who had been admitted to the hospital. The word is that legal action is being taken against the hospital due to some photos that were sold to the Gossip Gazette. Knowing that the photo you sent is safe with your best friend, you reach for your smartphone, but it is nowhere to be found.

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Directions and Assignment Criteria

NR360 INFORMATION SYSTEMS IN HEALTHCARE

Assignment Criteria

Points

%

Description

Introduction 40 points

40

17%

Catches the attention of the reader States the purpose of the paper

Provides a narrative outline of the paper (i.e., the assignment criteria).

HIPAA, Legal, & Regulatory Discussion
40 points

40

17%

Discussion the following as they apply to the use of cellphones and social media in healthcare: o

HIPAA/regulatory requirements
o Other legal requirements appropriate to the

use of this technology
Demonstrate support from sources of evidence included as in‐text citations.

Scenario Ending & Recommendations 50 points

50

21%

Choose and identify one of the four possible endings provided for the scenario.
Make recommendations about what should have been done and what could be done to correct or mitigate the problems caused by the scenario and the ending you chose.

Demonstrate support from sources of evidence included as in‐text citations.

Advantages and Disadvantages 50 points

50

21%

Discuss at least two (2) advantages and two (2) disadvantages of using smartphones and social media in healthcare

Describe professional and ethical principles to the appropriate use of this technology
Demonstrate support from sources of evidence included as in‐text citations.

Conclusion and Reflections 30 points

30

12%

Summarize what you learned
Make reflections about lessons learned to your practice.

Scholarly Writing and APA Format
30 points

30

12%

Title page, running head, & page numbers are correct. Use Microsoft Word and APA (6th ed.) formatting Length is 4‐5 pages (excludes title & reference pages).

At least 3 references are used, listed in APA format References match in text citations in APA format Spelling, grammar, & mechanics are correct.

Total

240

100%

   

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Grading Rubric

NR360 INFORMATION SYSTEMS IN HEALTHCARE

Assignment Criteria

Outstanding or Highest Level of Performance

A (92–100%)

Very Good or High Level of Performance

B (84–91%)

Competent or Satisfactory Level of Performance

C (76–83%)

 

Poor, Failing or Unsatisfactory Level of Performance F

(0–75%)

Introduction 40 points

The student catches the reader’s attention, states the paper’s purpose, and provides a narrative outline of the paper’s body.

35–40 points

One of the following is missing or inadequate: attention‐catching statement(s), paper’s purpose, or a narrative outline of the paper’s body.

30–34 points

Two of the following are missing or inadequate: attention‐catching statement(s), paper’s purpose, or a narrative outline of the paper’s body.

26–29 points

Three of the following are missing or inadequate: attention‐catching statement(s), paper’s purpose, or a narrative outline of the paper’s body.

0–25 points

HIPAA, Legal, & Regulatory Discussion 40 points

The discussion of the following as they apply to the use of cellphones and social media in healthcare, is thoroughly addressed:

• HIPAA/regulatory requirements
• Other legal requirements appropriate to the use of this technology
  Demonstrated support from sources of evidence included as intext citations.
  35–40 points

The discussion of the following as they apply to the use of cellphones and social media in healthcare, is lacking in one or more component:

• HIPAA/regulatory requirements
• Other legal requirements appropriate to the use of this technology
  or
  Support is not demonstrated adequately from sources of evidence included as in‐text citations.
  30–34 points

The discussion of the following as they apply to the use of cellphones and social media in healthcare, is lacking in one or more component:

• HIPAA/regulatory requirements
• Other legal requirements appropriate to the use of this technology
  and
  Support is not demonstrated adequately from sources of evidence included as in‐text citations.
  26–29 points

The discussion of the following as they apply to the use of cellphones and social media in healthcare, is lacking both components: •HIPAA/regulatory requirements • Other legal requirements appropriate to the use of this technology

and

Support is not demonstrated adequately from sources of evidence included as in‐text citations.

0–25 points

         

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Scenario Ending & Recommendations 50 points

Included all of the following elements sufficiently:
• Identify one of the four possible endings provided for the scenario.

Included all of the following elements but did not develop at least one area substantively :
• Identify one of the four possible endings provided for the scenario.

Included all of the following elements but did not develop at two or more area substantively : • Identify one of the four possible endings provided for the scenario.

Did not included the following elements substantively :
• Identify one of the four possible endings provided for the scenario.

 

• Made recommendations about what should have been done. • Made recommendations about what could be done to correct or mitigate the problems caused by the scenario and the ending chosen.
• Demonstrated support from sources of evidence included as intext citations.

45‐50 points

• Made recommendations about what should have been done. • Made recommendations about what could be done to correct or mitigate the problems caused by the scenario and the ending
chosen.
Or
• Did not demonstrated support from sources of evidence included
as in‐text citations.

40‐44 points

• Made recommendations about what should have been done. • Made recommendations about what could be done to correct or mitigate the problems caused by the scenario and the ending
chosen.
Or
• Did not demonstrated support from sources of evidence included
as in‐text citations.

36‐39 points

• Made recommendations about what should have been done. • Made recommendations about what could be done to correct or mitigate the problems caused by the scenario and the ending chosen.
Or
• Did not demonstrated support from sources of evidence included
as in‐text citations.

0‐35 points

         

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Advantages and Disadvantages 50 points

Met all of the following criteria: •Discussed at least two (2) advantages and two (2) disadvantages of using smartphones and social media in healthcare

• Described professional and ethical principles to the appropriate use of this technology
• Demonstrated support from sources of evidence included as intext citations.

45‐50 points

Did not meet one of the following criteria:
• Discussed at least two (2) advantages and two (2) disadvantages of using smartphones and social media in healthcare

• Described professional and ethical principles to the appropriate use of this technology
• Demonstrated support from sources of evidence included as intext citations.

40‐44 points

Did not meet two or more of the following criteria:
• Discussed at least two (2) advantages and two (2) disadvantages of using smartphones and social media in healthcare

• Described professional and ethical principles to the appropriate use of this technology
• Demonstrated support from sources of evidence included as intext citations.

36—39 points

Did not meet Three or more of the following criteria:
• Discussed at least two (2) advantages and two (2) disadvantages of using smartphones and social media in healthcare

• Described professional and ethical principles to the appropriate use of this technology
• Demonstrated support from sources of evidence included as intext citations.

0‐35 points

Conclusion and Reflections 30 points

Met the following criteria substantively:
• Summarized what you learned •Made reflections about lessons learned to your practice.

25‐30 points

Did not meet at least one of the following criteria substantively: • Summarize what you learned •Make reflections about lessons learned to your practice.

20‐24 points

Did not meet either of the following criteria substantively: • Summarize what you learned •Make reflections about lessons learned to your practice.

16‐19 points

Did not include a formal conclusion paragraph

0–15 points

 

Scholarly Writing and APA Format 30 points

The following points

• 6 points • 4 points

• 2 point • 6 points• 6 points

are achieved by successful implementation of each scholarly writing/APA element:

Title page, running head, & page numbers are correct. Use Microsoft Word and APA (6th ed.) formatting

Length is 4‐5 pages (excludes title & reference pages). At least 3 references are used, listed in APA format References match in text citations in APA format

         

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• 4 points Spelling/mechanics & grammar are correct.• 2 point Scholarly writing style is used

    

Total Points Possible = /240 Points

          

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