Assessment of Long Term Care or Residential Facility

Assessment of Long Term Care or Residential Facility Writing Assignment

Based on the facility CareOne located on 493 Black Oak Ridge Road Wayne, NJ. Write a paper that includes all of the following information.
Use a heading for each of these sections to clearly identify the details in your paper.

Identify the specific Types of Care Provided and for what diagnoses (conditions)
An evaluation/analysis of the pros and cons of the care provided by the facility. (use Nursing Home Compare for data)
Provide a financial overview — what options to patient have to pay for care (eg. Medicare? Private Insurance? etc.)
Identify the names of the specific laws and regulations that oversee this facility; include if they are accredited by the Joint Commission
Recommendations for improvement
The research assignment must be written in the students’ own words in a grammatically correct manner.
Please be certain to include information from the nursing home compare website: http://ift.tt/2yNwiod
The paper must be submitted using Microsoft Word (12 point font, Times New Roman), double-spaced
No less than 5 pages not including the title page and references page.
APA-formatting must be used, including citations on references page.

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A HEALTHY INDOOR AND OUTDOOR LEARNING ENVIRONMENT, AND ADDRESS HOW HEALTH.

Creating a Safe EnvironmentUnit 9 Assignment Step-by-Step:You are going to write a 23 page paper (in addition to a title and reference page) that explains and identifies a safe and healthy indoor and outdoor learning environment for one of the following age groups:04 months52 months24 years58 yearsPlease make sure to include the following components:Introductory paragraph: Preview the paper, include the importance of providing a healthy indoor and outdoor learning environment, and address how health, safety, and nutrition are interrelated and dependent on one another.Paragraph 2: Identify and describe four age-appropriate learning activities and toys that reinforce the important of health, nutrition, and safety.Paragraph 3: Discuss an ideal location, space, and security of a center, school, etc., and explain appropriate facility maintenance and upkeep.Conclusion paragraph: Summarize the main points of the paper and discuss the information mentioned in the body paragraphs.As with all writing, be sure to include citations if you use information from any source to avoid plagiarism. It is always necessary to give the author credit. In addition, please make sure to include a reference page. If you need assistance, please use the APA Quick Reference Guide in the Course Home page or visit the Kaplan University Writing Center.The viewpoint and purpose of this Assignment should be clearly established and sustained throughout the paper and should follow the conventions of Standard American English (correct grammar, punctuation, etc.). Your writing should be well ordered, logical and unified, as well as original and insightful within each section of the paper. Your paper should display superior content, organization, style, and mechanics. More details can be found in the GEL-1.1 Universal Writing Rubric.I want the age group 2 to 4 or 5 to 8 to be written about. I also want Authentic work!!

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Describe at least one method (weight, lab values, activity logs, etc.) you would use to evaluate whether your intervention was effective.

power point nursing class

Prepare a patient teaching plan for your participant based on the information you discovered in your previous assignments. Present your plan using Microsoft PowerPoint.

  • Title slide (first slide): Include a title slide with your name and title of the presentation.
  • Introduction/Identification (two to three slides): Introduce a modifiable risk factor (diet, smoking, activity, etc.) that will be the focus of your presentation.
    • Identify at least one important finding you discovered in Milestone 1 that is associated with this risk factor. HIGH BLOOD PRESURE
    • Explain how this places your adult participant at increased risk for developing a preventable disease (obesity, Type II Diabetes, etc.), which is described.
    • List short and long-term goals.
  • Intervention (four to five slides): Choose one evidence-based intervention related to the modifiable risk factor chosen that has been shown to be effective at reducing an individual’s risk for developing the preventable disease.
    • Describe the intervention in detail.
    • Provide rationale to support the use of this intervention. Support your rationale with information obtained from one scholarly source as well as Healthy People 2020 ( http://healthypeople.gov (Links to an external site.)Links to an external site.). Include any additional resources (websites, handouts, etc.) that you will share with your adult participant, if applicable.
  • Evaluation (three to four slides): Describe at least one evaluation method that you would use to determine whether your intervention is effective. Outcome measurement is a crucial piece when implementing interventions.
    • Describe at least one method (weight, lab values, activity logs, etc.) you would use to evaluate whether your intervention was effective.
    • Describe the desired outcomes you would track that would show whether your intervention is working.
    • Include additional steps to be considered if your plan proved to be unsuccessful.
  • Summary (one to two slides): Reiterate the main points of the presentation and conclude with what you are hoping to accomplish as a result of implementing the chosen intervention.
  • References (last slide): List the references for sources that were cited in the presentation.
  • Speaker notes: Share in detail how you would verbalize the content on each of the slides to the patient.

Remember, you are creating a patient teaching plan so be sure to include terms easily understood by the general population and limit your use of medical jargon. Slides should include the most important elements for them to know in short bullet-pointed phrases. You may add additional comments in the notes section to clarify information for your instructor.

Guidelines

  • Application: Use Microsoft PowerPoint 2010 (or later).
  • Length: The PowerPoint slide show is expected to be no more than 14 slides in length (not including the title slide and References list slide).

GET YOUR

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Describe how nurse leaders use evidence-based practice to support and sustain patient-care outcomes.

Prepare for interprofessional stakeholders a 10–12-slide presentation (not including title and reference pages) explaining how nurse leaders can use information technology to improve nursing practices that support and sustain positive patient outcomes. You do not need to actually present your assessment but be sure to include speaker’s notes for each slide.

The dissemination of evidence-based practice outcomes helps nurses build stakeholder engagement and support for the use of information system and technology for health care delivery.

For this assessment, imagine a group of interprofessional stakeholders involved with patient care in your health care setting would like to increase positive patient outcomes. Nurse leaders have recommended changes in the practice that incorporate informatics and the application of new knowledge into your nursing practices.

You are asked to present a brief overview using PowerPoint (or some other presentation software) to a small group of student nurses. After the session has concluded, the training department would like to use your presentation as a training resource.

Preparation

Select a nursing practice in your own health care setting that has changed for the better since you first began nursing.

Directions

Use the tools in your presentation software to develop a creative and engaging presentation. Use the notes portion of PowerPoint to capture your narrative script for each slide. Include the following in your presentation:

  • Describe briefly an example of a nursing practice that has changed in the last two years.
  • Explain how theory development, research exploration, and information technology supports the changes you have described.
  • Describe the basic differences between research (qualitative and quantitative) and evidence-based practice (EBP).
  • Explain how nurse leaders use communication practices and technology to build interprofessional stakeholder engagements in support of the change you have identified.
  • Describe how nurse leaders use evidence-based practice to support and sustain patient-care outcomes.

Additional Requirements

  • Length: Submit a presentation of 10–12 slides (not including title and reference slides). Include both a title slide and a reference slide with 4–6 references to support your presentation information and ideas.
  • Formatting Guidelines: Create streamlined slides with minimal information.
    • Be precise.
    • Keep bulleted content on one line.
    • Use images instead of words when appropriate.
  • Narrative Script: Use the notes portion to create a detailed narrative for each slide.
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The focus of the assignment is the Community of San Pablo City

The focus of the assignment is the Community of San Pablo City

The outlines for the slides as follows:

First topic is Nutrition/Metabolic

Second topic is Self-Perception/Self-Concept

Key points should be metioned in the slides via bullet points 

Each slide should have speaker notes lasting about a paragraph ( 5 sentences or more)

Last Slide should list all refernces using APA format – Pls be sure that format is done correctly as points will be deducted

I would like for each topic to fit on one slide, making the entire assignment 3 slides including the reference slide APA format

NO INTRODUCTORY SLIDE IS NEEDED!

The background should be plane white, however pictures can be added 

Nutrition/Metabolic

·          Indicators of nutrient deficiencies.

·          Obesity rates or percentages: Compare to CDC statistics.

·          Affordability of food/available discounts or food programs and usage (e.g., WIC, food boxes, soup kitchens, meals-on-wheels, food stamps, senior discounts, employee discounts, etc.).

·          Availability of water (e.g., number and quality of drinking fountains).

·          Fast food and junk food accessibility (vending machines).

·          Evidence of healthy food consumption or unhealthy food consumption (trash, long lines, observations, etc.).

·          Provisions for special diets, if applicable.

·          For schools (in addition to above):

o   Nutritional content of food in cafeteria and vending machines: Compare to ARS 15-242/The Arizona Nutrition Standards (or other state standards based on residence)

o   Amount of free or reduced lunch

Self-Perception/Self-Concept

·          Age levels.

·          Programs and activities related to community building (strengthening the community).

·          Community history.

·          Pride indicators: Self-esteem or caring behaviors.

·          Published description (pamphlets, Web sites, etc.).

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Diagnosis and Treatment

Examine Case 1: You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment.

At each Decision Point, stop to complete the following:

  • Decision      #1: Differential Diagnosis
    • Which       Decision did you select?
    • Why       did you select this Decision? Support your response with evidence and references       to the Learning Resources.
    • What       were you hoping to achieve by making this Decision? Support your response       with evidence and references to the Learning Resources.
    • Explain       any difference between what you expected to achieve with Decision #1 and       the results of the Decision. Why were they different?
  • Decision      #2: Treatment Plan for Psychotherapy
    • Why       did you select this Decision? Support your response with evidence and       references to the Learning Resources.
    • What       were you hoping to achieve by making this Decision? Support your response       with evidence and references to the Learning Resources.
    • Explain       any difference between what you expected to achieve with Decision #2 and       the results of the Decision. Why were they different?
  • Decision      #3: Treatment Plan for Psychopharmacology
    • Why       did you select this Decision? Support your response with evidence and       references to the Learning Resources.
    • What       were you hoping to achieve by making this Decision? Support your response       with evidence and references to the Learning Resources.
    • Explain       any difference between what you expected to achieve with Decision #3 and       the results of the decision. Why were they different?
  • Also include how ethical considerations      might impact your treatment plan and communication with clients and their      family- see attachment for detail of question
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Literature Evaluation Table

Details: 

 In nursing practice, accurate identification and application of research is essential to achieving successful outcomes. Being able to articulate the information and successfully summarize relevant peer-reviewed articles in a scholarly fashion helps to support the student’s ability and confidence to further develop and synthesize the progressively more complex assignments that constitute the components of the course change proposal capstone project.  For this assignment, the student will provide a synopsis of eight peer-reviewed articles from nursing journals using an evaluation table that determines the level and strength of evidence for each of the eight articles. The articles should be current within the last 5 years and closely relate to the PICOT statement developed earlier in this course. The articles may include quantitative research, descriptive analyses, longitudinal studies, or meta-analysis articles. A systematic review may be used to provide background information for the purpose or problem identified in the proposed capstone project. Use the “Literature Evaluation Table” resource to complete this assignment.  While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.  

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Provide a synopsis of eight peer-reviewed articles from nursing journals using an evaluation table that determines the level and strength of evidence for each of the eight articles.

 In nursing practice, accurate identification and application of research is essential to achieving successful outcomes. Being able to articulate the information and successfully summarize relevant peer-reviewed articles in a scholarly fashion helps to support the student’s ability and confidence to further develop and synthesize the progressively more complex assignments that constitute the components of the course change proposal capstone project.

For this assignment, the student will provide a synopsis of eight peer-reviewed articles from nursing journals using an evaluation table that determines the level and strength of evidence for each of the eight articles. The articles should be current within the last 5 years and closely relate to the PICOT statement developed earlier in this course. The articles may include quantitative research, descriptive analyses, longitudinal studies, or meta-analysis articles. A systematic review may be used to provide background information for the purpose or problem identified in the proposed capstone project. Use the “Literature Evaluation Table” resource to complete this assignment.(Attached)

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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Roadmap Policy: Improve Health for Specific At-Risk Populations

Roadmap
Policy: Improve Health for Specific At-Risk Populations
Specific populations that are at risk for poor health outcomes
for manageable conditions present unique opportunities for care
improvement. Toward this end, the Task Force recommends that the
targeted interventions detailed below be implemented to address the
special health care needs of specific sub-populations. Strategy
Element #15: Expand the existing evidence-based family home
visiting program for high-risk mothers and evaluate the impact of
home visiting on health disparities. Minnesota children who
experience economic hardships, maltreatment, and other trauma face
distinct risks to their overall health and development. In
Minnesota, 13.7% of pregnant women received inadequate or late (2nd
or 3rd trimester) prenatal care, 15.2% of pregnant women smoked
during their pregnancy, and 4.3 per 1,000 children 12 years and
younger are abused or neglected.
Evidence-based family home visiting has been shown to be an
effective service strategy for very young children and their
families, improving outcomes in lifelong health and well-being,
school readiness, and economic self-sufficiency.
Research-based family home visiting models have proven that for
every public health dollar invested, a return of up to $5.70 can be
expected in savings to programs including Medicaid and food
support. Therefore, the Task Force recommends expanding the family
home visiting program to include voluntarily-enrolled first-time
mothers on Medicaid and pregnant and parenting teenagers in the
Minnesota Family Investment Program (MFIP).
After reading the Road Map to a Healthier Minnesota, pick a
policy you want to discuss further in this discussion board.
What did you find most surprising in the plan and the
policy?
Discuss the implications the healthcare policy you chose impacts
the healthcare crisis happending today.
Perhaps the policy suggestions in the report are not something
you encounter in your work or profession. If not professionally,
which policy change recommendations resonate with you as a citizen?
Support your ideas with examples you have experienced and
information you have read which bring you to a place of passion (or
compassion!) for one or more of the recommendations.

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Transforming Nursing and Healthcare through Technology (NURS – 6051N – 37)

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.

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