INFORMATICS

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PART 1–INFORMATICS

A description of at least one potential benefit of using big data as part of a clinical system and explain why. Then, describe at least one potential challenge or risk of using big data as part of a clinical system and explain why. Propose at least one strategy you have experienced, observed, or researched that may effectively mitigate the challenges or risks of using big data you described. Be specific and provide examples.

PART B—Evidence-based

Post your PICO(T) question, the search terms used, and the names of at least two databases used for your PICO(T) question. Then, describe your search results in terms of the number of articles returned on original research and how this changed as you added search terms using your Boolean operators. Finally, explain strategies you might make to increase the rigor and effectiveness of a database search on your PICO(T) question. Be specific and provide examples

 
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Evaluation of an Evidence-Based Project

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Think about the details expressed in your DNP Project Proposal, which was submitted during NURS 8410. In that document, you described your plan for evaluating your DNP Project. Which evaluation method(s) did you select for your project? What new insights associated with the evaluation of your DNP Project have you gained since you developed your DNP Project Proposal?

For this Discussion, you examine your identified evaluation methods and consider how appropriate they now seem for your DNP Project. As you do this, think about principles of evidence-based practice and appropriate theoretical frameworks that relate to this assessment of your evaluation plan. If there are circumstances that prevent you from assessing your DNP Project evaluation plan, you may complete this Discussion using a different evidence-based project.

To prepare:

  • Review      the examples of evaluation presented in the Miake-Lye et al. and McNabney      et al. articles listed in the Learning Resources. Also, consider the      evaluation strategies suggested by Dr. Mauk in the Weeks 4 and 5 media      presentation.
  • Analyze      the evaluation plan you developed as part of your DNP Project Proposal.      Which evaluation method(s) did you identify for your project?
  • If      you have already concluded the evaluation phase of your DNP Project, what      would you do differently—specific to the evaluation plan—if you could?
  • If      possible, compare your project with similar evidence-based projects      presented in other articles from your review of the literature.      Specifically, look at others who had a similar research question or      intervention but evaluated it differently. Consider similarities and      differences in outcomes of these projects. What insights related to your      project does this analysis provide?
  • For      this Discussion, you may also consider the evaluation of other      evidence-based projects implemented in your practicum setting. Discuss      this topic with individuals in your practicum setting to strengthen your      understanding of the evaluation of these projects.

By tomorrow Wednesday 6/19, write a minimum of 550 words essay in APA format and at least three scholarly references (see list of required readings below) that includes the level one headers as numbered below:

Post a cohesive response that addresses the following:

1) Describe the strengths and limitations of the evaluation plan for your DNP Project or another evidence-based project. 

2) Share insights and opportunities for improvement that can inform future evidence-based projects.

Required Readings

Oermann, M. H., & Hays, J. C. (2016). Writing for publication in nursing (3rd ed.). New York, NY: Springer Publishing Company.

  • Chapter      12, “References” 

In this chapter, the authors focus on citing references for a manuscript and preparing a reference list.

  • Chapter      13, “Tables and Figures” 

Chapter 13 supplies guidelines for when to prepare tables and figures and how to develop them.

Continue reading this text as you work on your DNP Project scholarly product for dissemination.

Christenbery, T. L. (2011). Manuscript peer review: A guide for advanced practice nurses. Journal of the American Academy of Nurse Practitioners, 23(1), 15–22.  

This article describes the peer review process and supplies suggestions for reviewing research-based manuscripts. Use this article as you prepare for Weeks 8 and 9, which focus on disseminating findings through publications.

Miake-Lye, I. M., Amulis, A., Saliba, D., Shekelle, P. G., Volkman, L. K., & Ganz, D. A. (2011). Formative evaluation of the telecare falls prevention project for older veterans. BMC Health Services Research, 11(1), 119–127.  

This article details the results of a theory-driven program that was implemented to reduce fall rates at a health care facility.

McNabney, M. K., Willging, P. R., Fried, L. P., & Durso, S. C. (2009). The “continuum of care” for older adults: Design and evaluation of an educational series. Journal of the American Geriatrics Society, 57(6), 1088–1095.  

In this article, the authors detail a 9-week educational series designed to review the evidence-based and practical aspects of implementing key services in the care of older adults.

Required Media

Laureate Education, Inc. (Executive Producer). (2012c). Evaluating an evidence-based practice project. Baltimore, MD: Author.

Note: The approximate length of this media piece is 4 minutes.

How do you evaluate an evidence-based practice project? In this media segment, Dr. Kris Mauk shares how she evaluated her DNP Project outcomes and provides insights and thought-provoking questions to guide the evaluation process.

 
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Adolescence: Contemporary Issues And Resources

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Research the range of contemporary issues teenagers face today. In a 500-750-word paper, choose one issue (besides teen pregnancy) and discuss its effect on adolescent behavior and overall well-being. Include the following in your submission:

  1. Describe the contemporary issue and explain what external stressors are associated with this issue.
  2. Outline assessment strategies to screen for this issue and external stressors during an assessment for an adolescent patient. Describe what additional assessment questions you would need to ask and define the ethical parameters regarding what you can and cannot share with the parent or guardian.
  3. Discuss support options for adolescents encountering external stressors. Include specific support options for the contemporary issue you presented. 

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

 
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Professional Presentation/Communication Skills Powerpoint To Demonstrate An Advancing Understanding Of The Political Landscape Of APN Practice.

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Purpose

The purpose of this assignment is for learners to:

  • Develop professional presentation/communication skills.
  • Demonstrate an advancing understanding of the political landscape of APN practice.
  • Demonstrate the ability to analyze the literature and be able to disseminate the information orally.
  • Demonstrate and practice professional communication and leadership, while advancing the education of peers.

Course Outcomes

  1. Analyze the development of advanced practice nursing roles from a  historical perspective including the impact of advanced practice nursing  on the healthcare delivery system from the perspective of selected  current reports (i.e. LACE, IOM, etc.)
  2. Critically analyze how healthcare systems and APN practice are  organized and influenced by ethical, legal, economic and political  factors.

Requirements

For Week 7, there is no case study given to you by the faculty.  Instead, you will be creating a recorded presentation that demonstrates  your understanding of LACE principles and their influence on APN  practice. This presentation will be uploaded into the course via  Kaltura.

Address the following Topics/Questions:

  • How do licensure, accreditation, certification, and education (LACE)  considerations differ for all four APN clinical roles (CNP, CNW, CRNA,  CNS) for these three states: California, Washington, and Illinois?  Provide evidence for your response.
  • Discuss what evidence-based strategies should be implemented to  achieve continuity between state regulatory boards? Provide evidence for  your response.
  • Is independent NP practice allowed in your state (FLORIDA)? Discuss your  opinion regarding independent NP practice in your state (FLORIDA). Should NPs be  allowed to practice independently? Provide evidence for your response.

Presentation Guidelines  : 

  • The presentation should include a PowerPoint presentation which will be recorded via Kaltura.
  • Students should create the PowerPoint presentation offline and then open it for use during the Kaltura recording.
  • Students must practice/recording the presentation more than once to  allow for practice and mastery of the content and presentation style.  The final presentation of the Kaltura recording should be submitted  only. Do not use PowerPoint to record the presentation. 
  • Students should review their presentation for clarity in audio and  sound as well as clarity in the information presented. Students should  be professionally dressed in business casual attire for the presentation  with/without a lab coat. Scrubs, sweats, denim, yoga pants, and  athletic wear are not considered business casual. Student’s face must be  visible via the webcam during the presentation.
  • The presentation should be approximately 15-20 minutes in recorded  length. It will vary from student to student but should adequately  address the material.
  • The presentation should contain appropriate scholarly evidence  to support the information presented per APA format. Use in-text  references and have a reference list at the end of the presentation.
  • PowerPoint slides should be used as cues to topics and key concepts  without lengthy sentences and paragraphs- reading information from  slides is not professional and therefore not acceptable.
  • A professional presentation includes an introduction both of  yourself and of the topic, the touch points of information you’re going  to discuss as well as a conclusion.
  • Students may use any type and size font that works for their  presentation. Slides should include bullet points you intend to cover,  4-5 bullet points per slide. The bullet points should be expanded upon  with oral information. Direct quotes and paragraphs are discouraged.  Speaker notes may be included in the presentation or used by the  presenter as a side-reference.
  • The student’s oral presentation should demonstrate a clear  understanding of all concepts along with specific examples to represent  concepts.

Technology Requirements

The presentation must be recorded using Kaltura. 

Please refer to the “How to use Kaltura” recording below. If you have  technical issues, please contact your faculty or Tech Support. Make sure you click on the Screen & Webcam box to record in Kaltura.  

 
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Unionization Impacts In Nursing

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Examine the following questions, 

1. Define the role that unionization plays in fostering a workplace culture of safety.

2. Examine issues related to staffing ratios and collective bargaining and how unionization impacts such issues within the nursing profession; should nurses be unionized and how does being unionized impact a workforce culture of safety? 

must be minimum 250 words, references must be cited in APA format, and must include minimum of 2 scholarly resources published within the past 5-7 years.

 
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Community Assessment

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Community Health Assessment Scoring Guide

CRITERIANON-PERFORMANCEBASICPROFICIENTDISTINGUISHED
Describe the data necessary to make an informed community health assessment.Does not describe the data necessary to make an informed community health assessment.Lists the data necessary to make an informed community health assessment.Describes the data necessary to make an informed community health assessment.Describes the data necessary to make an informed community health assessment and identifies where the data can be found.
Explain a strategy for obtaining data and how data helps determine the health needs of a community.Does not explain how to obtain data and how data helps determine the health care needs of a community.Explains how to obtain data and how data helps determine the health care needs of a community, but the explanation is incomplete or missing important elements.Explains a strategy for obtaining data and how data helps determine the health needs of a community.Explains how to obtain data and how data helps determine the health care needs of a community, as well as gaps in the health care services available.
Explain how to obtain information on and what the factors are that affect the health and wellness of a community.Does not explain how to obtain and what the factors are that affect the health and wellness of a community.Identifies how to obtain and what the factors are that affect the health and wellness of a community.Explains how to obtain information on, and what the factors are, that affect the health and wellness of a community.Explains how to obtain information on as well as a broad range of factors that affect the health and wellness of a community, showing a clear relationship between the factors and the health of the community.
Explain how to establish the validity and reliability of data used in a community health assessment.Does not explain how to establish the validity and reliability of data used in a community health assessment.Explains how to establish the validity and reliability of data used in a community health assessment, but the explanation is inaccurate or missing key elements.Explains how to establish the validity and reliability of data used in a community health assessment.Explains how to establish the validity and reliability of data used in a community health assessment and identifies options if the data are not found to be valid and reliable.
Write content clearly and logically with correct use of grammar, punctuation, APA formatting, and mechanics.Does not write content clearly, logically, or with correct use of grammar, punctuation, APA formatting, and mechanics.Writes with errors in clarity, logic, grammar, punctuation, APA formatting, or mechanics.Writes content clearly and logically with correct use of grammar, punctuation, APA formatting, and mechanics.Writes clearly and logically, with correct use of spelling, grammar, punctuation, APA formatting, and mechanics; uses relevant evidence to support a central idea.
 
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Soap Note

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Name: Mr. W.S.

Age: 65-year-old

Sex: Male

Source: Patient

Allergies: None

Current Medications: Atorvastatin tab 20 mg, 1-tab PO at bedtime

PMH: Hypercholesterolemia

Immunizations: Influenza last 2018-year, tetanus, and hepatitis A and B 4 years ago.

Surgical History: Appendectomy 47 years ago.

Family History: Father- died 81 does not report information

Mother-alive, 88 years old, Diabetes Mellitus, HTN

Daughter-alive, 34 years old, healthy

Social Hx: No smoking history or illicit drug use, occasional alcoholic beverage consumption on social celebrations. Retired, widow, he lives alone.

SUBJECTIVE:

Chief complain: “headaches” that started two weeks ago

Symptom analysis/HPI:

The patient is 65 years old male who complaining of episodes of headaches and on 3 different occasions blood pressure was measured, which was high (159/100, 158/98 and 160/100 respectively). Patient noticed the problem started two weeks ago and sometimes it is accompanied by dizziness. He states that he has been under stress in his workplace for the last month.

Patient denies chest pain, palpitation, shortness of breath, nausea or vomiting.

ROS:

CONSTITUTIONAL: Denies fever or chills. Denies weakness or weight loss. NEUROLOGIC: Headache and dizzeness as describe above. Denies changes in LOC. Denies history of tremors or seizures.

HEENT: HEAD: Denies any head injury, or change in LOC. Eyes: Denies any changes in vision, diplopia or blurred vision. Ear: Denies pain in the ears. Denies loss of hearing or drainage. Nose: Denies nasal drainage, congestion. THROAT: Denies throat or neck pain, hoarseness, difficulty swallowing.

Respiratory: Patient denies shortness of breath, cough or hemoptysis.

Cardiovascular: No chest pain, tachycardia. No orthopnea or paroxysmal nocturnal

dyspnea.

Gastrointestinal: Denies abdominal pain or discomfort. Denies flatulence, nausea, vomiting or

diarrhea.

Genitourinary: Denies hematuria, dysuria or change in urinary frequency. Denies difficulty starting/stopping stream of urine or incontinence.

MUSCULOSKELETAL: Denies falls or pain. Denies hearing a clicking or snapping sound.

Skin: No change of coloration such as cyanosis or jaundice, no rashes or pruritus.

Objective Data

CONSTITUTIONAL: Vital signs: Temperature: 98.5 °F, Pulse: 87, BP: 159/92 mmhg, RR 20, PO2-98% on room air, Ht- 6’4”, Wt 200 lb, BMI 25. Report pain 0/10.

General appearance: The patient is alert and oriented x 3. No acute distress noted. NEUROLOGIC: Alert, CNII-XII grossly intact, oriented to person, place, and time. Sensation intact to bilateral upper and lower extremities. Bilateral UE/LE strength 5/5.

HEENT: Head: Normocephalic, atraumatic, symmetric, non-tender. Maxillary sinuses no tenderness. Eyes: No conjunctival injection, no icterus, visual acuity and extraocular eye movements intact. No nystagmus noted. Ears: Bilateral canals patent without erythema, edema, or exudate. Bilateral tympanic membranes intact, pearly gray with sharp cone of light. Maxillary sinuses no tenderness. Nasal mucosa moist without bleeding. Oral mucosa moist without lesions,.Lids non-remarkable and appropriate for race.

Neck: supple without cervical lymphadenopathy, no jugular vein distention, no thyroid swelling or masses.

Cardiovascular: S1S2, regular rate and rhythm, no murmur or gallop noted. Capillary refill < 2 sec.

Respiratory: No dyspnea or use of accessory muscles observed. No egophony, whispered pectoriloquy or tactile fremitus on palpation. Breath sounds presents and clear bilaterally on auscultation.

Gastrointestinal: No mass or hernia observed. Upon auscultation, bowel sounds present in all four quadrants, no bruits over renal and aorta arteries. Abdomen soft non-tender, no guarding, no rebound no distention or organomegaly noted on palpation

Musculoskeletal: No pain to palpation. Active and passive ROM within normal limits, no stiffness.

Integumentary: intact, no lesions or rashes, no cyanosis or jaundice.

Assessment

Essential (Primary) Hypertension (ICD10 I10): Given the symptoms and high blood pressure (156/92 mmhg), classified as stage 2. Once the organic cause of hypertension has been ruled out, such as renal, adrenal or thyroid, this diagnosis is confirmed.

Differential diagnosis:

· Renal artery stenosis (ICD10 I70.1)

· Chronic kidney disease (ICD10 I12.9)

· Hyperthyroidism (ICD10 E05.90)

Plan

Diagnosis is based on the clinical evaluation through history, physical examination, and routine laboratory tests to assess risk factors, reveal identifiable causes and detect target-organ damage, including evidence of cardiovascular disease.

These basic laboratory tests are:

· CMP

· Complete blood count

· Lipid profile

· Thyroid-stimulating hormone

· Urinalysis

· Electrocardiogram

· Pharmacological treatment:

The treatment of choice in this case would be:

Thiazide-like diuretic and/or a CCB

· Hydrochlorothiazide tab 25 mg, Initial dose: 25 mg orally once daily.

· Non-Pharmacologic treatment:

· Weight loss

· Healthy diet (DASH dietary pattern): Diet rich in fruits, vegetables, whole grains, and low-fat dairy products with reduced content of saturated and trans l fat

· Reduced intake of dietary sodium: <1,500 mg/d is optimal goal but at least 1,000 mg/d reduction in most adults

· Enhanced intake of dietary potassium

· Regular physical activity (Aerobic): 90–150 min/wk

· Tobacco cessation

· Measures to release stress and effective coping mechanisms.

Education

· Provide with nutrition/dietary information.

· Daily blood pressure monitoring at home twice a day for 7 days, keep a record, bring the record on the next visit with her PCP

· Instruction about medication intake compliance.

· Education of possible complications such as stroke, heart attack, and other problems.

· Patient was educated on course of hypertension, as well as warning signs and symptoms, which could indicate the need to attend the E.R/U.C. Answered all pt. questions/concerns. Pt verbalizes understanding to all

Follow-ups/Referrals

· Evaluation with PCP in 1 weeks for managing blood pressure and to evaluate current hypotensive therapy. Urgent Care visit prn.

· No referrals needed at this time.

References

Domino, F., Baldor, R., Golding, J., Stephens, M. (2017). The 5-Minute Clinical Consult 2017 (25th ed.). Print (The 5-Minute Consult Series).

Codina Leik, M. T. (2014). Family Nurse Practitioner Certification Intensive Review (2nd ed.). ISBN 978-0-8261-3424-0

 
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Community Health Nursing Project Hour Log

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Community Health Nursing Project Hour Log

Use this form to document practice hours & activities for the

Community Health Nursing Project Assignment

DateActivityLocation & Contact(as appropriate)Hour(s)
May 8-10THERAPEUTIC ASSESSMENTS(Demographics, career, etc.)1. Supported the client in taking the Geriatric Depression Scale2. Supported the client in taking the Fulmer SPICES Assessment3. Performed a Mini-Mental State Exam and Patient_Stress_QuestionnaireCabell Library6 hours
June 11Outreach activity; home care and nursing activity; in-depth discussion with the coach.Cabell Library6 hours
June 12Clinic attendance, nursing care, and discussion with my coachCabell Library8 hours
June 13Orientation and meeting with the team leader, discussion about the project. Site visit and interviewHal Greer Boulevard +1 304-526-20003 hours
June 14Site visit; procurement of Cabell Huntington Hospital’s health data and interview with the director.Cabell Huntington Hospital; emergency; Hal Greer Boulevard +1 304-526-20005 hours
June 15Site visit; interview with director, data on mental issues analysisCabell Huntington Hospital, WV, United States+1 304-526-20004 hours
June 16Orientation and meeting with the team leader in Hoops Family Children’s Hospital; discussion about the project.HospitalHuntington, WV, United States+1 304-526-20003 hours
June 17Shadowed social workers and interviewed them to collect some data.Hal Greer Boulevard +1 304-526-20004 hours
Total39 hours

I acknowledge and attest that my practice hours log and documented activities adhere to the Aspen University standards of academic authenticity and may be subject to random audits of my logged hours, documented activities and contacts.

LYNESSA SOMUAH LYNESSA SOMUAH 06/17/19

Student Name Student Signature Today’s Date

Updated 03/2018

 
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How does telehealth improve access to care for vulnerable populations and assist healthcare professionals in meeting the needs of this population? Discuss how access to telehealth services improves patient care and decreases health disparities.

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How does telehealth improve access to care for vulnerable populations and assist healthcare professionals in meeting the needs of this population? Discuss how access to telehealth services improves patient care and decreases health disparities.

Identify potential issues that could impact patient safety. Briefly discuss the effects of social media on our healthcare system in your response.

Identify examples of telehealth currently used in our healthcare system, citing your source. Please expand on the topic of telehealth by discussing its impact on improving access and patient safety. Do you agree with its use? Why or why not. Please explain.

 
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Brittany Maynard Case

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After reading the Brittany Maynard case, create an original post that compares your professional and personal positions on the case. What are the code of ethics, professional regulations, and policies that support your professional position? Explain how to work through ideas when your professional and personal positions come into conflict.

In your responses to at least two peers, suggest codes of ethics, professional regulations, or policies that contradict the position proposed in their post.

Brittany Manyard Case Link

https://time.com/3678199/brittany-maynard-death-with-dignity-legislation-california/

 This video contains a news story about 29-year-old Brittany Maynard and physician-assisted suicide. 

 
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