Transforming Nursing and Healthcare through Technology (NURS – 6051N – 37)
DISCUSSION- 1
The Effects of “To Err Is Human” in Nursing Practice
The 1999 landmark study titled “To Err Is Human: Building a Safer Health System” highlighted the unacceptably high incidence of U.S. medical errors and put forth recommendations to improve patient safety. Since its publication, the recommendations in “To Err Is Human’ have guided significant changes in nursing practice in the United States.
In this Discussion, you will review these recommendations and consider the role of health information technology in helping address concerns presented in the report.
To prepare:
Review the summary of “To Err Is Human” presented in the Plawecki and Amrhein article found in this week’s Learning Resources.
Consider the following statement:
“The most significant barrier to improving patient safety identified in “To Err Is Human” is a “lack of awareness of the extent to which errors occur daily in all health care settings and organizations (Wakefield, 2008).”
Review “The Quality Chasm Series: Implications for Nursing” focusing on Table 3: “Simple Rules for the 21st Century Health Care System.” Consider your current organization or one with which you are familiar. Reflect on one of the rules where the “current rule” is still in operation in the organization and consider another instance in which the organization has effectively transitioned to the new rule.
Please Provide References
Learning Resources
Required Readings
American Nurses Association. (2015). Nursing informatics: Scope & standards of practice (2nd ed.). Silver Springs, MD: Author.
“Introduction”
This portion of the text introduces nursing informatics and outlines the functions of the scope and standards.
McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning.
Chapter 1, “Nursing Science and the Foundation of Knowledge”
This chapter defines nursing science and details its relation to nursing roles and nursing informatics. The chapter also serves as an introduction to the foundation of knowledge model used throughout the text.
Chapter 2, “Introduction to Information, Information Science, and Information Systems”
In this chapter, the authors highlight the importance of information systems. The authors specify the qualities that enable information systems to meet the needs of the health care industry.
Wakefield, M. K. (2008). The Quality Chasm series: Implications for nursing. In R. G. Hughes (Ed.), Patient safety and quality: An evidence-based handbook for nurses (Vol. 1, pp. 47–66). Rockville, MD: U. S. Department of Health and Human Services.
Pages 1–12
These 12 pages highlight the issues raised by the Quality Chasm Series and examine their long-term implications for nursing. The text reviews external drivers of safety and quality, design principles for safe systems, and guidelines for health care redesign.
Cipriano, P. F., & Murphy, J. (2011). Nursing informatics. The future of nursing and health IT: The quality elixir. Nursing Economic$, 29(5), 282, 286–289.
In this article, the authors focus on how nurses can use health information technology to help transform health care using the recommendations included in the 2010 Institute of Medicine report “The Future of Nursing, Leading Change, Advancing Health.” The author also discusses the 2011 National Strategy for Quality Improvement in Health Care.
Plawecki, L. H., & Amrhein, D. W. (2009). Clearing the err. Journal of Gerontological Nursing, 35(11), 26–29.
This article presents a summary of the Institute of Medicine report “To Err Is Human: Building a Safer Health System.” The authors provide an overview of what has been accomplished in the decade following the IOM report, focusing in particular on health information technology.
Required Media
Laureate Education (Producer). (2012e). Introduction to nursing informatics. Baltimore, MD: Author.
In this video, Doris Fischer, Richard Rodriguez, Carina Perez, and Carmen Ferrell introduce the concept of nursing informatics. These individuals provide insight into how informatics is transforming the health care system by improving efficiency and quality of care.
Optional Resources
Hilts, M. E. (2010). Up from the basement. Health Management Technology, 31(9), 14–15.
Retrieved from the Walden Library databases.
Institute of Medicine. (1999). To err is human: Building a safer health system. Retrieved from http://web.archive.org/web/20141016134546/http://www.iom.edu/~/media/Files/Report%20Files/1999/To-Err-is-Human/To%20Err%20is%20Human%201999%20%20report%20brief.pdf
Kohn, L. T., Corrigan, J. M., & Donaldson, M.S. (Eds.). (2000). To err is human: Building a safer health system. Washington, D. C.: Institute of Medicine. Retrieved from the National Academies Press website: https://download.nap.edu/catalog.php?record_id=9728
DISCUSSION-2
Nursing Informatics Competencies
Today’s fast-paced health care environment demands nurses to be skilled not only in their clinical practice or specialty area but in the use of technology tools that improve practice and lead to better patient care. Basic and advanced technology competencies are required and expected as technology increasingly touches and changes the job of every nurse. Numerous organizations, including the American Nurses Association (ANA), the American Medical Informatics Association (AMIA), and Healthcare Information and Management Systems Society (HIMSS), have developed nurse-specific technology competencies. The challenge for nurses is to identify both needs and training opportunities.
In this Discussion, you identify the role informatics plays in your professional responsibilities. You pinpoint personal gaps in skills and knowledge and then develop a plan for self-improvement.
To prepare:
Review Nursing Informatics: Scope and Standards of Practice in this week’s Learning Resources, focusing on the different functional areas it describes. Consider which areas relate to your current nursing responsibilities or to a position you held in the past. For this Discussion, identify one or two of the most relevant functional areas.
Review the list of competencies recommended by the TIGER Initiative. Identify at least one skill in each of the main areas (basic computer competencies, information literacy competencies, and information management competencies) that is pertinent to your functional area(s) and in which you need to strengthen your abilities. Consider how you could improve your skills in these areas and the resources within your organization that might provide training and support.
Please Provide References
Learning Resources
Required Readings
American Nurses Association. (2015). Nursing informatics: Scope & standards of practice (2nd ed.). Silver Springs, MD: Author.
“Functional Areas for Nursing Informatics”
This chapter describes the key functional areas of nursing informatics. It also clarifies the roles of informatics nurse specialists and informatics nurses.
“Informatics Competencies: Spanning Careers and Roles”
This chapter details an informatics competencies matrix that has been developed by reviewing research. It outlines best practices for successful use of health information technology.
McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning.
Chapter 7, “Informatics Roles and the Knowledge Work of Nursing”
This chapter details the roles, competencies, and skills that ensure effective nursing informatics practice. The text also details the future of nursing informatics.
Chapter 8, “Information and Knowledge Needs of Nurses in the 21st Century”
In this chapter, the author emphasizes the need for embedding the core concepts and competencies of informatics into the practice of nurses. The chapter describes how this integration of concepts and competencies is necessitated by the integration of clinical information technologies into nursing practice.
Wakefield, M. K. (2008). The Quality Chasm series: Implications for nursing. In R. G. Hughes (Ed.), Patient safety and quality: An evidence-based handbook for nurses (Vol. 1, pp. 47–66). Rockville, MD: U. S. Department of Health and Human Services. Retrieved from http://www.ncbi.nlm.nih.gov/books/NBK2677/
Pages 12–19
This chapter discusses four of the Institute of Medicine’s reports on the quality and safety of health care. Specifically, the chapter focuses on the issues, concepts, findings, and recommendations of To Err Is Human, Crossing the Quality Chasm, Health Professions Education: A Bridge to Quality, and Quality Through Collaboration: The Future of Rural Health Care.
Cheeseman, S. E. (2011). Are you prepared for the digital era? Neonatal Network, 30(4), 263–266.
This article explores the application of health information technology (HIT) in neonatal intensive care units. In addition, the article highlights national initiatives advocating for the implementation of HIT throughout the health care delivery system.
AMIA. (2012). AMIA. Retrieved from http://www.amia.org/
This homepage of AMIA (formerly known as the American Medical Informatics Association) details the activities of the AMIA, including its publications, programs, events, and policies.
Healthcare Information and Management Systems Society. (2012a). Healthcare Information and Management Systems Society. Retrieved from http://www.himss.org/
This homepage of the Healthcare Information and Management Systems Society displays research conducted by HIMSS and introduces various tools, events, and resources for professional development.
Healthcare Information and Management Systems Society.(2012b). Resources/reports. Retrieved from https://web.archive.org/web/20151108084347/http://www.thetigerinitiative.org/resources.aspx
This page of the TIGER website contains a list of resources and reports related to the development and implementation of technology informatics.
Healthcare Information and Management Systems Society.(2012c). The TIGER initiative. Retrieved from http://www.thetigerinitiative.org/
This site includes information on the phases of the TIGER Initiative and includes related resources and reports, opportunities for strategic partnerships, and general information about TIGER.
Technology Informatics Guiding Educational Reform. (2009). TIGER informatics competencies collaborative final report. Retrieved from http://tigercompetencies.pbworks.com/f/TICC_Final.pdf
This text details foundational informatics competencies that nurses should possess in order to meet standards of providing safe, quality, and competent care. In particular, this article specifies requirements for nurses in the areas of basic computer competencies, information literacy, and information management.
The TIGER Initiative. (2009). Informatics competencies for every practicing nurse: Recommendations from the TIGER collaborative. Retrieved from https://web.archive.org/web/20150323183938/http://thetigerinitiative.org/docs/TigerReport_InformaticsCompetencies_001.pdf
This report supplies the findings and recommendations of the Informatics Competencies Collaborative Team. The text describes the background, methodology, findings, and recommendations for future work as stated by the team.
Quality and Safety Education for Nurses. (2012). Quality and Safety Education for Nurses. Retrieved from http://www.qsen.org/
This homepage supplies information on quality and safety competencies, teaching strategies, faculty resources, pilot schools, and QSEN Consultants.
Required Media
Laureate Education (Producer). (2012d). Health information technology competencies. Baltimore, MD: Author.
Optional Resources
Schleyer, R. H., Burch, C. K., & Schoessler, M. T. (2011). Defining and integrating informatics competencies into a hospital nursing department. CIN: Computers, Informatics, Nursing, 29(3), 167–173.
DISCUSSION-3
Standardized Coding Systems
As a result of the fragmented nature of the health care system, professionals in various specialty areas of medicine have developed their own unique sets of terminology to communicate within that specialty. In the past, limited attention has been given to codifying practices in order for them to be understood and utilized across disciplines or through different information technology systems. The implementation of a federally mandated electronic medical records system, therefore, poses a challenge to nursing professionals and others who must be prepared to utilize standardized codes for the new system. Why are coding standards important for promoting consistent, high-quality care?
According to Rutherford (2008, para. 15), “Improved communication with other nurses, health care professionals, and administrators of the institution in which nurses work is a key benefit of using a standardized nursing language.” In this Discussion you consider the reasoning behind and the value of standardized codification.
To prepare
Review the information in Nursing Informatics: Scope and Standards of Practice. Determine which set of terminologies are appropriate for your specialty or area of expertise.
Reflect on the importance of continuity in terminology and coding systems.
In the article, “Standardized Nursing Language: What Does It Mean for Nursing Practice?” the author recounts a visit to a local hospital to view its implementation of a new coding system. One of the nurses commented to her, “We document our care using standardized nursing languages but we don’t fully understand why we do” (Rutherford, 2008, para. 1). Consider how you would inform this nurse (and others like her) of the importance of standardized nursing terminologies.
Reflect on the value of using a standard language in nursing practice. Consider if standardization can be limited to a specialty area or if one standard language is needed across all nursing practice. Then, identify examples of standardization in your own specialty or area of expertise. Conduct additional research using the Walden Library that supports your thoughts on standardization of nursing terminology.
Please Provide References
Learning Resources
Required Readings
American Nurses Association. (2015). Nursing informatics: Scope & standards of practice (2nd ed.). Silver Springs, MD: Author.
“Metastructures, Concepts, and Tools of Nursing Informatics”
This chapter explores the connections between data, information, knowledge, and wisdom and how they work together in nursing informatics. It also covers the influence that concepts and tools have on the field of nursing.
McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning.
Chapter 6, “Overview of Nursing Informatics”
This chapter defines the foundations of nursing informatics (NI). The authors specify the disciplines that are integrated to form nursing informatics, along with major NI concepts.
Brokel, J. (2010). Moving forward with NANDA-I nursing diagnoses with Health Information Technology for Economic and Clinical Health (HITECH) Act Legislation: News updates. International Journal of Nursing Terminologies & Classifications, 21(4), 182–185.
In this news brief, the author describes the initiatives that NANDA-I will implement to remain abreast of the HITECH legislation of 2009. The author explains two recommendations for the federal government’s role in managing vocabularies, value sets, and code sets throughout the health care system.
Matney, S., Brewster, P. J., Sward, K. A., Cloyes, K. G., & Staggers, N. (2011). Philosophical approaches to the nursing informatics data-information-knowledge-wisdom framework. Advances in Nursing Science, 34(1), 6–18.
This article proposes a philosophical foundation for nursing informatics in which data, information, and knowledge can be synthesized by computer systems to support wisdom development. The authors describe how wisdom can add value to nursing informatics and to the nursing profession as a whole.
Rutherford, M. A. (2008). Standardized nursing language: What does it mean for nursing practice? OJIN: The Online Journal of Issues in Nursing, 13(1). Retrieved from http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/vol132008/No1Jan08/ArticlePreviousTopic/StandardizedNursingLanguage.html
The author of this article provides justification for the use of a standardized nursing language, which will be necessary for incorporating electronic documentation into the health care field. The author defines standardized language in nursing, describes how such a language can be applied in a practice setting, and discusses the benefits of using a standardized language.
Westra, B. L., Subramanian, A., Hart, C. M., Matney, S. A., Wilson, P. S., Huff, S. M., … Delaney, C. W. (2010). Achieving “meaningful use” of electronic health records through the integration of the Nursing Management Minimum Data Set. The Journal of Nursing Administration, 40(7–8), 336–343.
This article explains the nursing management minimum data set (NMMDS), which is a research-based minimum set of standard data for nursing management and administration. The article describes how the NMMDS can be used to minimize the burden on health care administrators and increase the value of electronic health records within the health care system.
Required Media
Laureate Education (Producer). (2012a). Data, information, knowledge, and wisdom continuum. Baltimore, MD: Author.
McGonigle, D., & Mastrian, K. G. (2012). Nursing informatics and the foundation of knowledge (2nd ed.). Burlington, MA: Jones & Bartlett Learning. (p. 98, Chapter 6, Figure 6)
The continuum of data, information, knowledge, and wisdom is used in the health care field to describe discrete levels of understanding related to patient care and decision making. This video provides an overview of the continuum from data to wisdom.
Optional Resources
Truran, D., Saad, P., Zhang, M., & Innes, K. (2010). SNOMED CT and its place in health information management practice. Health Information Management Journal, 39(2), 37–39.
Brown, B. (2011). ICD-10-CM: What is it, and why are we switching? Journal of Health Care Compliance, 13(3), 51–79.
Discussion:-4
Current Information and Communication Technologies
With so much attention focused on health care reform, it is important that nurses be given the opportunity to use high-quality technology tools. These tools can increase access to vital medical information, promote effective communication among health care professionals, and improve the patient experience. By actively seeking out and adopting these tools, nurses can greatly enhance the quality and safety of care that they provide.
This Discussion focuses on identifying quality technology tools that increase the ability of nurses to provide safe, effective care.
To prepare:
Review the various technology tools described in this week’s Learning Resources.
Identify a recently adopted information, education, or communication technology tool in your specialty area. Reflect on how it is used and how its use impacts the quality of care.
Consider how your identified technology tool might impact nursing practice if it were more widely used. What are some barriers preventing increased usage? How could wider implementation be facilitated?
Please Provide References
Learning Objectives
Students will:
Evaluate the effectiveness of a technology tool in your specialty area
Appraise the barriers and facilitators of implementing an information technology tool in your specialty area
Learning Resources
Required Readings
American Nurses Association. (2015). Nursing informatics: Scope & standards of practice (2nd ed.). Silver Springs, MD: Author.
“The Future of Nursing Informatics”
McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning.
Chapter 12, “The Human-Technology Interface”
This chapter describes the human-technology interface and explores some of the problems that result from its usage. The author also reflects on methods for improving the interface.
Chapter 19, “Telenursing and Remote Access Telehealth”
This chapter explores the usage of telehealth in nursing practice. The authors examine the role of telehealth, along with potential issues that may arise in its usage.
Brewer, E. P. (2011). Successful techniques for using human patient simulation in nursing education. Journal of Nursing Scholarship, 43(3), 311–317.
This article identifies studies that have used human simulation as an effective instructional tool in nursing education. The article describes different strategies for incorporating human simulation into nursing education, and it also offers insight on improvements that could be made to current practices.
Guarascio-Howard, L. (2011). Examination of wireless technology to improve nurse communication, response time to bed alarms, and patient safety. Herd, 4(2), 109–120.
The author explains the results of a study on the outcomes of using wireless communication devices to improve patient safety by allowing nurses to communicate more quickly and easily with other nurses. The results indicate that this technology can increase the value of team nursing, improve response time, and increase patient safety, although there are some drawbacks and challenges associated with the devices.
Simpson, R. L. (2012). Technology enables value-based nursing care. Nursing Administration Quarterly, 36(1), 85–87.
This article describes how technology can be used to address problems in the U.S. health care system, such as lack of consistency and lack of effective treatment. The article explains the use of value-based care initiatives and outlines how nurses can use these initiatives to improve outcomes in treatment and research.
Vinson, M. H., McCallum, R., Thornlow, D. K., & Champagne, M. T. (2011). Design, implementation, and evaluation of population-specific telehealth nursing services. Nursing Economic$, 29(5), 265–272, 277.
Telehealth is defined as health services that integrate electronic information and telecommunications to improve health care access, outcomes, and costs. This article describes how a telehealth implementation project was designed, enacted, and evaluated, and it analyzes the results of that project.
Required Media
Laureate Education (Producer). (2012c). Health care technologies. Baltimore, MD: Author.
This video features Katie Skelton, Doris Fischer, Carina Perez, Shannon Mori, Carmen Ferrell, and Lynn Tamanaha as they discuss current technologies and innovations in health care. They also describe a specific bed management-system that has improved their hospitals’ efficiency.
Future of IT
Nursing HomeworksYou have just been hired as the chief informatics officer (CIO) for a new health system. The health system has 23 acute care facilities and 36 outpatient clinics. It serves as a regional referral center for three states in the Midwest.
Your installed base includes a vendor-supplied EHR from a national firm. Work on the data warehouse is just beginning. You have more than 300 varying applications across sites, including everything from a stand-alone pharmacy application for drug interactions to a cancer registry.
Your goal is to provide IT support for the organizational vision of being the premier health organization in patient safety for the region. One of the first things you want to do is to plan for the future of IT.
Given the information pertaining to the future directions of health informatics discussed in this chapter, select the two directions you want to emphasize. Describe these two directions in detail, providing a rationale for your choices. In your post, please cite any sources used, following APA formatting for citing sources.
Apply teaching and learning principles to develop a teaching plan.
UncategorizedNursing project
Before beginning your group project, please review (AND PRINT) the Assignment Instructions and Examples. Also, review the Grading Rubric below.
PURPOSE
OBJECTIVES
ASSIGNMENT GUIDELINES
I made notes
Exercise management
Paitent is stubborn
Age group early 40’s
NOTE: If there are only two (2) students in your group, only complete two (2) topics listed above.
Please be creative and detail the profile of your target audience. PUT SOME TIME AND EFFORT INTO DEVELOPING A “PICTURE” OF THE “PATIENT” YOU WILL BE TEACHING!
Cite reference(s) using APA format. Click on this Link (Links to an external site.). If you cite more than one reference, please list your references within the body of the text (not at the end of your submission) to show where the information was obtained. Proper use of referencing will allow your colleagues to find information of interest and this will augment student learning!
Please paraphrase your work or use direct quote(s) as needed. The majority of the information that you submit must be your own work. You may not “cut and paste” information from the Internet as this is considered plagiarism.
Rubric
Group Project Grading Rubric
Group Project Grading RubricCriteriaRatingsPts
This criterion is linked to a Learning OutcomeCONTENT
The project contained an exceptional amount of valuable information, including references in APA format.25.0 pts
The project contained a good amount of valuable information, including references in APA format.22.0 pts
The project contained a fair amount of valuable information and/or references were not in APA format.19.0 pts
The project contained little to no valuable information OR no work was submitted.0.0 pts
25.0 pts
This criterion is linked to a Learning OutcomeCOLLABORATION
Team members always worked from others’ ideas. Team members contributed equally to the project.25.0 pts
Team members worked from others’ ideas most of the time. You contributed a good amount of effort to this project.22.0 pts
Team members sometimes worked from others’ ideas. You contributed a fair amount of effort to this project, but participation was late and/or lacking.15.0 pts
Team members did not work from others’ ideas. You did not work on this project with your team members; no work was submitted.0.0 pts
25.0 pts
This criterion is linked to a Learning OutcomeORGANIZATION
The project was exceptionally well prepared and easy to follow.25.0 pts
The project was well prepared but somewhat difficult to follow.22.0 pts
The project was minimally prepared and/or difficult to follow.19.0 pts
The project showed lack of preparation and was unorganized OR no work was submitted.0.0 pts
25.0 pts
This criterion is linked to a Learning OutcomeLEARNING DOMAINS AND TEACHING METHODS
The project’s learning domains and teaching methods were always congruent.25.0 pts
The project’s learning domains and teaching methods were mostly congruent.22.0 pts
The project’s learning domains and teaching methods were not congruent.19.0 pts
The project lacked inclusion of appropriate learning domains and teaching methods OR no work was submitted.0.0 pts
25.0 pts
Total Points: 100.0
comparison between 3 diseases that are impacting 3 different countries.
UncategorizedPart 1:The managed care organization has asked you to put together a spreadsheet that shows a comparison between 3 diseases that are impacting 3 different countries. Because your department will be coming up for an accreditation performance review this is a good time to start to evaluate data. In recent years studies have indicated an increase in overall rates for cancer HIV/AIDS and obesity.Use the library textbook and the Web site for the World Health Organization (WHO)to research and explain why there is such a profound change in these countries during the time span. Prepare a PowerPoint presentation of 810 slides with speaker notes of 75-150 words not including title or reference pages.Part 2:Preparean Excel spreadsheet that comparies and contrasts data addressing the following:
Q2
Write a paper of approximately 350-700 words in which you
identify human resource management’s role in the health care
industry. Describe the functional roles of the human resource
department (as outlined in the rubric below) based on your textbook
and Electronic Reserve Readings.
Include a minimum of two references. Format your paper
consistent with APA guidelines. Introduction and development of
paper including conclusion
Logical development of the following: Overview of HR
management’s role in the healthcare industry:
Staffing, Recruitment and Retention Training and Development
Employee Relations/Performance Management/Regulatory Compliance
Safety and Health Compensation and Benefits
Appropriate research – minimum of 2 and adequate supporting
documentation (references cited throughout body of paper)
Word count approximately 350-700 words.
‘s needs theory
Nursing HomeworksMaslow’s needs theory can be a useful framework for describing human motivation. Unlike other theories, it emphasizes the idea that some needs take precedence over others. While it has its critics, it has been applied in many different areas. As you create your discussion post, consider the following:
By the end of this discussion, you will be able to:
Complete the following:
After reading the material on Maslow’s theory in the textbook, you may also wish to read the following: Abraham Maslow, Personality Theories (Links to an external site.)Links to an external site. (Skip the biography unless you are interested). Then do a web search for practical uses of the theory. You will find some applications in education and business. Describe in detail how the theory has been applied in the area that you researched. Does using it make sense? Why or why not? Be sure to document your statement with information from the readings and any sources that you have found.
& resources Who Governs? Elitism, Pluralism, and Tradeoffs (Links to an external site.) by OpenStax is licensed under CC BY-SA 4.0 (Links to an external site.) Engagement in a Democracy (Links to an external site.) by OpenStax is licensed under CC BY-SA 4.0 (Links to an external site.) Next, take note of the list of countries below: China (Links to an external site.) Iran (Links to an external site.) Russia (Links to an external site.) Venezuela (Links to an external site.) Further, I would like to also point you in the direction of The CIA World FactBook (Links to an external site.) for additional information on these countries and others. Remember, any information pulled from this report should be properly cited in APA 6th edition style and formatting. The structure and function of the countries above reflect the definition of an oligarchy; that is, the rule of the elite, be it few or through one individual. This elite system of rulership can take place independently (authoritarian, dictatorship) or coexist with other forms of government such as democracy — including hybrid forms of democracy — theocracy, or, even communism. In terms of democracy, rhetoric in recent years suggests that the U.S. (Links to an external site.) is not wholly democratic; that it is, in fact, an oligarchy. The ever-increasing role of money in campaigning champions this idea, especially in light of the Supreme Court’s ruling in Citizens United v. Federal Elections 2010 (Links to an external site.) Committee. With this in mind, complete the following: Identify the government structure of the United States; that is, its organization. For example, the three branches of government and where these branches derive their power. Identify the government structure of one of the countries above; that it, its organization. For example, its branches of government and where these branches, if any, derive their power. Next, evaluate citizen engagement in American politics; that is, voter participation and/or citizen efforts at lobbying the government. Are their factors that advance or restrain citizen engagement? Then, evaluate citizen engagement in one of the countries above; that is, voter participation and/or citizen efforts at lobbying the government. Are their factors that advance or restrain citizen engagement? Finally, evaluate American politics in comparison to the country of your choice. Does America reflect an elite theory of government (oligarchy) or does it reflect a pluralist theory (democracy) of government? Your paper should be five pages in length, excluding title and reference pages. Four scholarly sources should be used, including two from the FSCJ online library.(1) Submission This assignment requires a file upload submission. After you have reviewed the assignment instructions and rubric, as applicable, complete your submission by selecting the Submit Assignment button next to the assignment title. Browse for your file and remember to select the Submit Assignment button below the file to complete your submission. Review the confirmation annotation that presents after submission. https://creativecommons.org/licenses/by-sa/4.0/ https://openstax.org/books/american-government/pages/1-3-engagement-in-a-democracy https://creativecommons.org/licenses/by-sa/4.0/ https://openstax.org/books/american-government/pages/1-2-who-governs-elitism-pluralism-and-tradeoffs https://www.cia.gov/library/publications/the-world-factbook/geos/ve.html https://www.cia.gov/library/publications/the-world-factbook/geos/rs.html https://www.cia.gov/library/publications/the-world-factbook/geos/ir.html https://www.cia.gov/library/publications/the-world-factbook/geos/ch.html https://www.cia.gov/library/publications/the-world-factbook/docs/profileguide.html
Uncategorized7
Name:____________________________________
BIOL425: Population Ecology, Exam 2, Fall 2020
Use math and logic to answer each of the following. Where appropriate, use complete sentences arranged in a logical sequence to support your ideas. Points available per question are indicated in parentheses. If calculations are required, you must show your work to receive full credit. 78 points are available; your score will be the percentage of those points you earn.
1. What does it mean for a process to be density-independent? Provide an example of a density-independent factor that might influence population size or growth. (3)
2. The eastern screech owl (Megascops asio) roosts in tree cavities. As long as there are enough tree cavities available for all the owls in the population, the number of tree cavities has no effect on per capita birth or death rates. If there are more owls than the number of tree cavities, the per capita death rate increases with increased population size (because of increased rates of predation or death by exposure). How does this scenario differ from the traditional idea of density-dependent population regulation, as described by Nicholson (1956) or Turchin (1995)? Does it make more or less sense, and why? (8)
3. Briefly explain why habitat fragmentation greatly increases extinction rates. (3)
4. Invasive species are an important contributor to current extinction rates. After being introduced into a new habitat, invasive species are able to grow to unusually large population sizes, and therefore have negative effects on native species. What makes it possible for populations of invasive species to grow so much and so rapidly? (The best answers will address the Principle of Allocation.) (3)
5. Why are species with low body size and low population size probably rare? (2)
6. Consider a metapopulation of iguanas inhabiting a chain of small islands off the coast of South America. In year 1, there are iguanas on 15 of the 60 islands. The probability of a given empty island being colonized in a given year is 0.11, and the probability of the population going extinct on any particular occupied island in a given year is 0.12.
a. In year 1, what will be the rate of change in the proportion of islands occupied by iguanas, based on the Levins metapopulation model? (6)
b. Determine the number of islands that should be occupied when the metapopulation reaches equilibrium. (6)
c. Should this metapopulation go extinct, or should it persist? How do you know? (2)
7. a. Based on the Levins model, which of the shrew metapopulations in Table 1 is most likely to persist long-term? (2)
Suppose that you discover a new species of gastropod in a deep-sea hydrothermal vent community. This species grows rapidly, reproduces at 3 months of age, and has several clutches of >20,000 eggs each year. It appears to follow a Type I survivorship curve (i.e., juvenile mortality is low, and most individuals survive to adulthood). The largest individual you observed is at least 150 years old.
i. S. araneus
ii. S. caecutiens
iii. S. minutus
iv. i and ii
v. i and iii
vi. ii and iii
vii. i, ii, and iii
viii. None
b. Briefly explain the reasoning for your answer to 2a. (2)
8. A follow-up study indicated that the effect of environmental stochasticity on extinction risk was negatively correlated with body size (i.e., larger shrews were less affected by environmental variation). Does this make biological sense? Why or why not? (2)
9. In a 13-year study of population dynamics of the invasive Asian shore crab (Hemigrapsus sanguineus) in Long Island Sound, Kraemer (2019) found that density declined over time, and the largest size classes declined the most. At the same time, average size of breeding females also declined (see figures below). Based on your understanding of life-history strategies, develop a hypothesis that would explain this pattern. Explain the reasoning behind it in enough detail that another student would be able to understand it. (8)
.
10. Two ecologists walk into a bar. After a few drinks, they begin to argue about which would be at greater risk of extinction: a population of 100 African elephants (Loxodonta africana) or a population of 100 house mice (Mus musculus). Provide the best argument you can in favor of each. (2.5 points each)
Why elephants are at greater risk:
Why mice are at greater risk:
11. Low population size is probably the single best predictor of extinction risk. Why are small populations generally at much greater risk of extinction than larger populations? (4)
12.
When you submit your results for publication, one reviewer recommends rejection, saying your data are clearly flawed, while the second reviewer says you’ve made the most important discovery in modern population biology. Their reasoning is exactly the same. What is it about your results that is causing these reactions? (6)
13. Large animals should have higher lifetime probabilities of cancer than small animals because each cell division carries a risk of mutating towards a tumor lineage, and large animals have many more cells. However, this is not observed—a paradox that suggests large and/or long-lived species tend to evolve effective cancer suppression mechanisms. Based on the principle of allocation, the evolutionary value of cancer suppression should be determined by the ‘cost’ of suppression (decreased fecundity) vs. the ‘cost’ of cancer (reduced survivorship). Should effective cancer suppression be more common in more r-selected (fast life history) or K-selected (slow life history) species? Explain your reasoning. (5)
14. Modern humans have an unusually high lifetime risk of developing cancer (~43%). Based on the information above, what does this suggest about the life-history of pre-industrial humans compared to modern humans? (3)
15. Gotelli and Taylor (1999) found that the classical, Levins-style metapopulation model did not accurately reflect the dynamics of a stream fish metapopulation. Describe the major assumptions of the Levins model and explain how they were violated by the fish metapopulation. (8)
Bonus (1 point each)
1. There’s a terrible, horrible, egregious error somewhere in this exam. (Don’t worry, it doesn’t affect your answers.) What is it?
2. On an episode of the science fiction television program Doctor Who, the “Progenation Machine” can take a tissue sample from an individual, duplicate all their chromosomes many times, then assemble a new individual with a complete set of homologous pairs by randomly selecting two of each set of chromosomes. If this actually worked, and wasn’t just a fictional construct, what is the maximum number of genetically distinct individuals that could be produced in this way from a human?
3. Follow up: suppose a male human entered the Progenation Machine. Would it be possible for the machine to produce a female from his chromosomes? Why, or why not?
4. An Idaho Falls man recently was banned from Yellowstone National Park because he tried to do what?
5. What is the most interesting thing you’ve learned in one of your other classes in the last week? (BIOL396, 485, 497, or 499 don’t count. It’s got to be a regular class.)
Transforming Nursing and Healthcare through Technology (NURS – 6051N – 37)
UncategorizedTransforming Nursing and Healthcare through Technology (NURS – 6051N – 37)
DISCUSSION- 1
The Effects of “To Err Is Human” in Nursing Practice
The 1999 landmark study titled “To Err Is Human: Building a Safer Health System” highlighted the unacceptably high incidence of U.S. medical errors and put forth recommendations to improve patient safety. Since its publication, the recommendations in “To Err Is Human’ have guided significant changes in nursing practice in the United States.
In this Discussion, you will review these recommendations and consider the role of health information technology in helping address concerns presented in the report.
To prepare:
Review the summary of “To Err Is Human” presented in the Plawecki and Amrhein article found in this week’s Learning Resources.
Consider the following statement:
“The most significant barrier to improving patient safety identified in “To Err Is Human” is a “lack of awareness of the extent to which errors occur daily in all health care settings and organizations (Wakefield, 2008).”
Review “The Quality Chasm Series: Implications for Nursing” focusing on Table 3: “Simple Rules for the 21st Century Health Care System.” Consider your current organization or one with which you are familiar. Reflect on one of the rules where the “current rule” is still in operation in the organization and consider another instance in which the organization has effectively transitioned to the new rule.
Please Provide References
Learning Resources
Required Readings
American Nurses Association. (2015). Nursing informatics: Scope & standards of practice (2nd ed.). Silver Springs, MD: Author.
“Introduction”
This portion of the text introduces nursing informatics and outlines the functions of the scope and standards.
McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning.
Chapter 1, “Nursing Science and the Foundation of Knowledge”
This chapter defines nursing science and details its relation to nursing roles and nursing informatics. The chapter also serves as an introduction to the foundation of knowledge model used throughout the text.
Chapter 2, “Introduction to Information, Information Science, and Information Systems”
In this chapter, the authors highlight the importance of information systems. The authors specify the qualities that enable information systems to meet the needs of the health care industry.
Wakefield, M. K. (2008). The Quality Chasm series: Implications for nursing. In R. G. Hughes (Ed.), Patient safety and quality: An evidence-based handbook for nurses (Vol. 1, pp. 47–66). Rockville, MD: U. S. Department of Health and Human Services.
Pages 1–12
These 12 pages highlight the issues raised by the Quality Chasm Series and examine their long-term implications for nursing. The text reviews external drivers of safety and quality, design principles for safe systems, and guidelines for health care redesign.
Cipriano, P. F., & Murphy, J. (2011). Nursing informatics. The future of nursing and health IT: The quality elixir. Nursing Economic$, 29(5), 282, 286–289.
In this article, the authors focus on how nurses can use health information technology to help transform health care using the recommendations included in the 2010 Institute of Medicine report “The Future of Nursing, Leading Change, Advancing Health.” The author also discusses the 2011 National Strategy for Quality Improvement in Health Care.
Plawecki, L. H., & Amrhein, D. W. (2009). Clearing the err. Journal of Gerontological Nursing, 35(11), 26–29.
This article presents a summary of the Institute of Medicine report “To Err Is Human: Building a Safer Health System.” The authors provide an overview of what has been accomplished in the decade following the IOM report, focusing in particular on health information technology.
Required Media
Laureate Education (Producer). (2012e). Introduction to nursing informatics. Baltimore, MD: Author.
In this video, Doris Fischer, Richard Rodriguez, Carina Perez, and Carmen Ferrell introduce the concept of nursing informatics. These individuals provide insight into how informatics is transforming the health care system by improving efficiency and quality of care.
Optional Resources
Hilts, M. E. (2010). Up from the basement. Health Management Technology, 31(9), 14–15.
Retrieved from the Walden Library databases.
Institute of Medicine. (1999). To err is human: Building a safer health system. Retrieved from http://web.archive.org/web/20141016134546/http://www.iom.edu/~/media/Files/Report%20Files/1999/To-Err-is-Human/To%20Err%20is%20Human%201999%20%20report%20brief.pdf
Kohn, L. T., Corrigan, J. M., & Donaldson, M.S. (Eds.). (2000). To err is human: Building a safer health system. Washington, D. C.: Institute of Medicine. Retrieved from the National Academies Press website: https://download.nap.edu/catalog.php?record_id=9728
DISCUSSION-2
Nursing Informatics Competencies
Today’s fast-paced health care environment demands nurses to be skilled not only in their clinical practice or specialty area but in the use of technology tools that improve practice and lead to better patient care. Basic and advanced technology competencies are required and expected as technology increasingly touches and changes the job of every nurse. Numerous organizations, including the American Nurses Association (ANA), the American Medical Informatics Association (AMIA), and Healthcare Information and Management Systems Society (HIMSS), have developed nurse-specific technology competencies. The challenge for nurses is to identify both needs and training opportunities.
In this Discussion, you identify the role informatics plays in your professional responsibilities. You pinpoint personal gaps in skills and knowledge and then develop a plan for self-improvement.
To prepare:
Review Nursing Informatics: Scope and Standards of Practice in this week’s Learning Resources, focusing on the different functional areas it describes. Consider which areas relate to your current nursing responsibilities or to a position you held in the past. For this Discussion, identify one or two of the most relevant functional areas.
Review the list of competencies recommended by the TIGER Initiative. Identify at least one skill in each of the main areas (basic computer competencies, information literacy competencies, and information management competencies) that is pertinent to your functional area(s) and in which you need to strengthen your abilities. Consider how you could improve your skills in these areas and the resources within your organization that might provide training and support.
Please Provide References
Learning Resources
Required Readings
American Nurses Association. (2015). Nursing informatics: Scope & standards of practice (2nd ed.). Silver Springs, MD: Author.
“Functional Areas for Nursing Informatics”
This chapter describes the key functional areas of nursing informatics. It also clarifies the roles of informatics nurse specialists and informatics nurses.
“Informatics Competencies: Spanning Careers and Roles”
This chapter details an informatics competencies matrix that has been developed by reviewing research. It outlines best practices for successful use of health information technology.
McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning.
Chapter 7, “Informatics Roles and the Knowledge Work of Nursing”
This chapter details the roles, competencies, and skills that ensure effective nursing informatics practice. The text also details the future of nursing informatics.
Chapter 8, “Information and Knowledge Needs of Nurses in the 21st Century”
In this chapter, the author emphasizes the need for embedding the core concepts and competencies of informatics into the practice of nurses. The chapter describes how this integration of concepts and competencies is necessitated by the integration of clinical information technologies into nursing practice.
Wakefield, M. K. (2008). The Quality Chasm series: Implications for nursing. In R. G. Hughes (Ed.), Patient safety and quality: An evidence-based handbook for nurses (Vol. 1, pp. 47–66). Rockville, MD: U. S. Department of Health and Human Services. Retrieved from http://www.ncbi.nlm.nih.gov/books/NBK2677/
Pages 12–19
This chapter discusses four of the Institute of Medicine’s reports on the quality and safety of health care. Specifically, the chapter focuses on the issues, concepts, findings, and recommendations of To Err Is Human, Crossing the Quality Chasm, Health Professions Education: A Bridge to Quality, and Quality Through Collaboration: The Future of Rural Health Care.
Cheeseman, S. E. (2011). Are you prepared for the digital era? Neonatal Network, 30(4), 263–266.
This article explores the application of health information technology (HIT) in neonatal intensive care units. In addition, the article highlights national initiatives advocating for the implementation of HIT throughout the health care delivery system.
AMIA. (2012). AMIA. Retrieved from http://www.amia.org/
This homepage of AMIA (formerly known as the American Medical Informatics Association) details the activities of the AMIA, including its publications, programs, events, and policies.
Healthcare Information and Management Systems Society. (2012a). Healthcare Information and Management Systems Society. Retrieved from http://www.himss.org/
This homepage of the Healthcare Information and Management Systems Society displays research conducted by HIMSS and introduces various tools, events, and resources for professional development.
Healthcare Information and Management Systems Society.(2012b). Resources/reports. Retrieved from https://web.archive.org/web/20151108084347/http://www.thetigerinitiative.org/resources.aspx
This page of the TIGER website contains a list of resources and reports related to the development and implementation of technology informatics.
Healthcare Information and Management Systems Society.(2012c). The TIGER initiative. Retrieved from http://www.thetigerinitiative.org/
This site includes information on the phases of the TIGER Initiative and includes related resources and reports, opportunities for strategic partnerships, and general information about TIGER.
Technology Informatics Guiding Educational Reform. (2009). TIGER informatics competencies collaborative final report. Retrieved from http://tigercompetencies.pbworks.com/f/TICC_Final.pdf
This text details foundational informatics competencies that nurses should possess in order to meet standards of providing safe, quality, and competent care. In particular, this article specifies requirements for nurses in the areas of basic computer competencies, information literacy, and information management.
The TIGER Initiative. (2009). Informatics competencies for every practicing nurse: Recommendations from the TIGER collaborative. Retrieved from https://web.archive.org/web/20150323183938/http://thetigerinitiative.org/docs/TigerReport_InformaticsCompetencies_001.pdf
This report supplies the findings and recommendations of the Informatics Competencies Collaborative Team. The text describes the background, methodology, findings, and recommendations for future work as stated by the team.
Quality and Safety Education for Nurses. (2012). Quality and Safety Education for Nurses. Retrieved from http://www.qsen.org/
This homepage supplies information on quality and safety competencies, teaching strategies, faculty resources, pilot schools, and QSEN Consultants.
Required Media
Laureate Education (Producer). (2012d). Health information technology competencies. Baltimore, MD: Author.
Optional Resources
Schleyer, R. H., Burch, C. K., & Schoessler, M. T. (2011). Defining and integrating informatics competencies into a hospital nursing department. CIN: Computers, Informatics, Nursing, 29(3), 167–173.
DISCUSSION-3
Standardized Coding Systems
As a result of the fragmented nature of the health care system, professionals in various specialty areas of medicine have developed their own unique sets of terminology to communicate within that specialty. In the past, limited attention has been given to codifying practices in order for them to be understood and utilized across disciplines or through different information technology systems. The implementation of a federally mandated electronic medical records system, therefore, poses a challenge to nursing professionals and others who must be prepared to utilize standardized codes for the new system. Why are coding standards important for promoting consistent, high-quality care?
According to Rutherford (2008, para. 15), “Improved communication with other nurses, health care professionals, and administrators of the institution in which nurses work is a key benefit of using a standardized nursing language.” In this Discussion you consider the reasoning behind and the value of standardized codification.
To prepare
Review the information in Nursing Informatics: Scope and Standards of Practice. Determine which set of terminologies are appropriate for your specialty or area of expertise.
Reflect on the importance of continuity in terminology and coding systems.
In the article, “Standardized Nursing Language: What Does It Mean for Nursing Practice?” the author recounts a visit to a local hospital to view its implementation of a new coding system. One of the nurses commented to her, “We document our care using standardized nursing languages but we don’t fully understand why we do” (Rutherford, 2008, para. 1). Consider how you would inform this nurse (and others like her) of the importance of standardized nursing terminologies.
Reflect on the value of using a standard language in nursing practice. Consider if standardization can be limited to a specialty area or if one standard language is needed across all nursing practice. Then, identify examples of standardization in your own specialty or area of expertise. Conduct additional research using the Walden Library that supports your thoughts on standardization of nursing terminology.
Please Provide References
Learning Resources
Required Readings
American Nurses Association. (2015). Nursing informatics: Scope & standards of practice (2nd ed.). Silver Springs, MD: Author.
“Metastructures, Concepts, and Tools of Nursing Informatics”
This chapter explores the connections between data, information, knowledge, and wisdom and how they work together in nursing informatics. It also covers the influence that concepts and tools have on the field of nursing.
McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning.
Chapter 6, “Overview of Nursing Informatics”
This chapter defines the foundations of nursing informatics (NI). The authors specify the disciplines that are integrated to form nursing informatics, along with major NI concepts.
Brokel, J. (2010). Moving forward with NANDA-I nursing diagnoses with Health Information Technology for Economic and Clinical Health (HITECH) Act Legislation: News updates. International Journal of Nursing Terminologies & Classifications, 21(4), 182–185.
In this news brief, the author describes the initiatives that NANDA-I will implement to remain abreast of the HITECH legislation of 2009. The author explains two recommendations for the federal government’s role in managing vocabularies, value sets, and code sets throughout the health care system.
Matney, S., Brewster, P. J., Sward, K. A., Cloyes, K. G., & Staggers, N. (2011). Philosophical approaches to the nursing informatics data-information-knowledge-wisdom framework. Advances in Nursing Science, 34(1), 6–18.
This article proposes a philosophical foundation for nursing informatics in which data, information, and knowledge can be synthesized by computer systems to support wisdom development. The authors describe how wisdom can add value to nursing informatics and to the nursing profession as a whole.
Rutherford, M. A. (2008). Standardized nursing language: What does it mean for nursing practice? OJIN: The Online Journal of Issues in Nursing, 13(1). Retrieved from http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/vol132008/No1Jan08/ArticlePreviousTopic/StandardizedNursingLanguage.html
The author of this article provides justification for the use of a standardized nursing language, which will be necessary for incorporating electronic documentation into the health care field. The author defines standardized language in nursing, describes how such a language can be applied in a practice setting, and discusses the benefits of using a standardized language.
Westra, B. L., Subramanian, A., Hart, C. M., Matney, S. A., Wilson, P. S., Huff, S. M., … Delaney, C. W. (2010). Achieving “meaningful use” of electronic health records through the integration of the Nursing Management Minimum Data Set. The Journal of Nursing Administration, 40(7–8), 336–343.
This article explains the nursing management minimum data set (NMMDS), which is a research-based minimum set of standard data for nursing management and administration. The article describes how the NMMDS can be used to minimize the burden on health care administrators and increase the value of electronic health records within the health care system.
Required Media
Laureate Education (Producer). (2012a). Data, information, knowledge, and wisdom continuum. Baltimore, MD: Author.
McGonigle, D., & Mastrian, K. G. (2012). Nursing informatics and the foundation of knowledge (2nd ed.). Burlington, MA: Jones & Bartlett Learning. (p. 98, Chapter 6, Figure 6)
The continuum of data, information, knowledge, and wisdom is used in the health care field to describe discrete levels of understanding related to patient care and decision making. This video provides an overview of the continuum from data to wisdom.
Optional Resources
Truran, D., Saad, P., Zhang, M., & Innes, K. (2010). SNOMED CT and its place in health information management practice. Health Information Management Journal, 39(2), 37–39.
Brown, B. (2011). ICD-10-CM: What is it, and why are we switching? Journal of Health Care Compliance, 13(3), 51–79.
Discussion:-4
Current Information and Communication Technologies
With so much attention focused on health care reform, it is important that nurses be given the opportunity to use high-quality technology tools. These tools can increase access to vital medical information, promote effective communication among health care professionals, and improve the patient experience. By actively seeking out and adopting these tools, nurses can greatly enhance the quality and safety of care that they provide.
This Discussion focuses on identifying quality technology tools that increase the ability of nurses to provide safe, effective care.
To prepare:
Review the various technology tools described in this week’s Learning Resources.
Identify a recently adopted information, education, or communication technology tool in your specialty area. Reflect on how it is used and how its use impacts the quality of care.
Consider how your identified technology tool might impact nursing practice if it were more widely used. What are some barriers preventing increased usage? How could wider implementation be facilitated?
Please Provide References
Learning Objectives
Students will:
Evaluate the effectiveness of a technology tool in your specialty area
Appraise the barriers and facilitators of implementing an information technology tool in your specialty area
Learning Resources
Required Readings
American Nurses Association. (2015). Nursing informatics: Scope & standards of practice (2nd ed.). Silver Springs, MD: Author.
“The Future of Nursing Informatics”
McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning.
Chapter 12, “The Human-Technology Interface”
This chapter describes the human-technology interface and explores some of the problems that result from its usage. The author also reflects on methods for improving the interface.
Chapter 19, “Telenursing and Remote Access Telehealth”
This chapter explores the usage of telehealth in nursing practice. The authors examine the role of telehealth, along with potential issues that may arise in its usage.
Brewer, E. P. (2011). Successful techniques for using human patient simulation in nursing education. Journal of Nursing Scholarship, 43(3), 311–317.
This article identifies studies that have used human simulation as an effective instructional tool in nursing education. The article describes different strategies for incorporating human simulation into nursing education, and it also offers insight on improvements that could be made to current practices.
Guarascio-Howard, L. (2011). Examination of wireless technology to improve nurse communication, response time to bed alarms, and patient safety. Herd, 4(2), 109–120.
The author explains the results of a study on the outcomes of using wireless communication devices to improve patient safety by allowing nurses to communicate more quickly and easily with other nurses. The results indicate that this technology can increase the value of team nursing, improve response time, and increase patient safety, although there are some drawbacks and challenges associated with the devices.
Simpson, R. L. (2012). Technology enables value-based nursing care. Nursing Administration Quarterly, 36(1), 85–87.
This article describes how technology can be used to address problems in the U.S. health care system, such as lack of consistency and lack of effective treatment. The article explains the use of value-based care initiatives and outlines how nurses can use these initiatives to improve outcomes in treatment and research.
Vinson, M. H., McCallum, R., Thornlow, D. K., & Champagne, M. T. (2011). Design, implementation, and evaluation of population-specific telehealth nursing services. Nursing Economic$, 29(5), 265–272, 277.
Telehealth is defined as health services that integrate electronic information and telecommunications to improve health care access, outcomes, and costs. This article describes how a telehealth implementation project was designed, enacted, and evaluated, and it analyzes the results of that project.
Required Media
Laureate Education (Producer). (2012c). Health care technologies. Baltimore, MD: Author.
This video features Katie Skelton, Doris Fischer, Carina Perez, Shannon Mori, Carmen Ferrell, and Lynn Tamanaha as they discuss current technologies and innovations in health care. They also describe a specific bed management-system that has improved their hospitals’ efficiency.
Criminal homework help
Uncategorizedexplain how the experience connected your classroom studies to the real-world clinical setting.
UncategorizedNURSING
Assignment PracticunJournal Entry:
Reflect on a patient who presented with cardiovascular or genetic disorders during your Practicum experience. Describe your experience in assessing and managing the patient and his or her family. Include details of your “aha” moment in identifying the patient’s disorder. Then, explain how the experience connected your classroom studies to the real-world clinical setting. If you did not have an opportunity to evaluate a patient with this background during the last 8 weeks, you may select a related case study from a reputable source or reflect on previous clinical experiences.
NOTE:
–Due saturday 4/15/17; before Midnight
–Most have Nursing background to take this job.
–Deiliver scholarly written material not high school stuff I saw.
–APA format with at least 3-4 references on your topic of choice.
–FREE OF PLAGIARISM
Management homework help
UncategorizedSupply Chain Management
Select a company of your choice, and calculate the most current days of working capital (DWC) that is available. Review page 655 in the textbook, and watch the short video Working Capital, which is one of the reading assignments in this unit. In addition to your calculations, include the information below in your essay.
You may use the company’s web page, or keep in mind that he CSU Online Library has several databases to choose from that are good starting points for your research:
Your essay should be at least two pages in length. Use APA format to cite and reference all quoted and paraphrased material, including your textbook. Use a minimum of two sources, one of which may be the textbook. Include a title page, introduction, body, conclusion, and references page. An abstract is not required.
TV Choice Ltd. (Producer). (2011). Working capital (Segment 3 of 6) [Video file]. Retrieved from https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=http://fod.infobase.com/PortalPla ylists.aspx?wID=273866&xtid=128756&loid=450728
home safety/home environmental assessment
UncategorizedQuestion Description
Safety HazardYesNo
at least three feet from stove, fireplace or heater?
of cigarettes, lighters and matches?______
if necessary)?______
Emergency exit or is the key close by?______
Sanitation Hazards
each room?______
Modifications recommended after your assessment_____________________________________________________________
What surprised you when doing your home safety assessment?
Why are home safety assessments important for a public health nurse to know and do?
What kind of teaching/topics can you see would be important for a public health nurse to do as a result of a home safety assessment?