Introduction
Nurses at the baccalaureate level in all practice areas are involved in nursing informatics through interaction with information management and patient care technologies. Nurses must not only demonstrate knowledge of and skills in health information and patient care technologies, but also how to use these tools at the bedside and organizational levels. Moreover, nurses need to recognize how information gathered from various health information sources can impact decision making at the national and state regulatory levels.
Preparation
To successfully prepare for this assessment, you will need to complete these preparatory activities:
· Review assessment resources and activities.
· Conduct independent research on the nursing knowledge and skills necessary to interact with health information and patient care technology.
· Focus your research on current resources available through peer-reviewed articles, professional websites, government websites, professional blogs, wikis, job boards, and so on.
· Consult the
BSN Program Library Research Guide for help in identifying scholarly and authoritative sources.
· Interview peers in your network who are considered information technology experts.
· Ask them about how information technology advances are impacting patient care at the bedside, at the organizational level, and beyond.
Scenario
For this assessment, assume you are a nurse attending a meeting of your state’s nurses association. A nurse informaticist conducted a presentation on her role and its impact on positive patient and organizational outcomes in her workplace. You realize that your organization is undergoing many technological changes. You believe this type of role could provide many benefits to your organization.
You decide to pursue proposing a nurse informaticist role in your organization. You speak to your chief nursing officer (CNO) and human resources (HR) manager, who ask you to prepare a 4–5 page evidence-based proposal to support the new role. In this way, they can make an informed decision as to whether the addition of such a role could justify the return on investment (ROI). They need your proposal before an upcoming fiscal meeting.
This is not an essay, but instead, it is a proposal to create a new Nurse Informaticist position.
One important part of this assessment is the justification of the need for a nurse informaticist in a health care organization and references from relevant and timely scholarly or professional resources to support the justification for creating this nurse informaticist position. The term justify means to show or prove that the nurse informaticist position brings value to the organization. This justification must include evidence from the literature to support that this position will provide a return on investment for the organization.
Proposal Format
The chief nursing officer (CNO) and human resources (HR) manager have asked you to include the following headings in your
proposal and to be sure to address the bullets following each heading:
Nursing Informatics and the Nurse Informaticist
· What is nursing informatics?
· What is the role of the nurse informaticist?
Nurse Informaticists and Other Health Care Organizations
· What is the experience of other health care organizations with nurse informaticists?
· How do these nurse informaticists interact with the rest of the nursing staff and the interdisciplinary team?
Impact of Full Nurse Engagement in Health Care Technology
· How does fully engaging nurses in health care technology impact:
· Patient care?
· Protected health information (security, privacy, and confidentiality)?
· In this section, you will explain evidence-based strategies that the nurse informaticist and interdisciplinary team can use to effectively manage patients' protected health information, particularly privacy, security, and confidentiality. Evidence-based means that they are supported by evidence from scholarly sources.
· Workflow?
· Costs and return on investment?
Opportunities and Challenges
· What are the opportunities and challenges for nurses and the interdisciplinary team with the addition of a nurse informaticist role?
· How can the
interdisciplinary team collaborate to improve quality care outcomes through technology?
Summary of Recommendations
· What are 3–4 key takeaways from your
proposal about the recommended nurse informaticist role that you want the CNO and the HR manager to remember?
· This is the section where the justification for the implementation of the nursing informaticist role is addressed. Remember to include evidence from the literature to support your recommendation.
Additional Requirements
·
Written communication: Ensure written communication is free of errors that detract from the overall message.
·
Submission length: 4–5 double-spaced pages, in addition to title and references pages.
·
Font: Times New Roman, 12 point.
·
Citations and References: Cite a
minimum of three current scholarly and/or authoritative sources to support your ideas. In addition, cite a
minimum of one current professional blog or website to support your central ideas.
Current means no more than five years old.
·
APA formatting: Be sure to follow APA formatting and style guidelines for citations and references. For an APA refresher, consult the
Evidence and APA page on Campus.
Health Po. Discussion W4
In 2010, the Affordable Care Act opens up the 45-year-old Medicare program to the biggest changes since its inception. Discuss the components of the Affordable Care Act that you think will have a positive effect on improving health care outcomes and decreasing costs.
The discussion must address the topic.
Rationale must be provided
500 words in your initial post by Wednesday 23:59 pm
Minimum of two scholarly references in APA format within the last five years published
Public health interventions (population-based)
Minnesota Department of Health. (2019). Public health interventions: Applications for public health nursing practice (2nd ed.).
P U B L I C H E A L T H I N T E R V E N T I O N S , D E F I N I T I O N S , A N D P R A C T I C E L E V E L S
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Public health interventions, defined
Interventions are actions that public health nurses take on behalf of individuals/families, communities, and systems,
to improve or protect health status (Minnesota Department of Health, 2001, p. 1).
Surveillance is “an ongoing, systematic collection, analysis and interpretation of health-related data essential to
the planning, implementation, and evaluation of public health practice” (World Health Organization, 2018).
Disease and health event investigation systematically gathers and analyzes data regarding threats to the health
of populations, ascertains the source of the threat, identifies cases and others at risk, and determines control
measures.
Outreach locates populations of interest or populations at risk and provides information about the nature of the
concern, what can be done about it, and how to obtain services.
Screening identifies individuals with unrecognized health risk factors or asymptomatic disease conditions in
populations.
Case-finding locates individuals and families with identified risk factors and connects them to resources.
Referral makes a connection to necessary resources to prevent or resolve problems or concerns. Follow-up
assesses outcomes related to the utilization of the resources.
Case management is a collaborative process of assessment, planning, facilitation, care coordination, evaluation,
and advocacy for options and services to meet client needs. It uses communication and available resources to
promote safety, quality of care, and cost-effective outcomes.
Delegated functions include: 1) direct care tasks a registered professional nurse carries out under the authority
of a health care practitioner, as allowed by law, and 2) direct care tasks a registered professional nurse entrusts
to other appropriate personnel to perform.
Health teaching involves sharing information and experiences through educational activities designed to
improve health knowledge, attitudes, behaviors, and skills (Friedman, Cosby, Boyko, Hatton-Bauer, & Turnbull,
2011).
Counseling involves establishing an interpersonal relationship at an emotional level, with the goal of increased
or enhanced capacity for self-care and coping.
Consultation seeks information and generates optimal solutions to perceived problems or issues through
interactive problem-solving.
Collaboration enhances the capacity to promote and protect health for mutual benefit and a common purpose.
Collaboration involves exchanging information, harmonized activities, and shared resources (National Business
Coalition on Health, 2008).
Coalition-building helps promote and develop alliances among organizations or constituencies for a common
purpose. It builds links, solves problems, and/or enhances local leadership to address health concerns.
Community organizing is “the process by which people come together to identify common problems or goals,
mobilize resources, and develop and implement strategies for reaching the objectives they want to accomplish”
(Center for Community Health and Development at the University of Kansas, 2017).
Advocacy is the act of promoting and protecting the health of individuals and communities “by collaborating
with relevant stakeholders, facilitating access to health and social services, and actively engaging key decision-
makers to support and enact policies to improve community health outcomes” (Ezeonwu, 2015, p. 123).
Social marketing is a process “that uses marketing principles and techniques to change target audience
behaviors to benefit society as well as the individual” (Lee & Kotler, 2016, p. 9).
Policy development places health issues on decision-makers’ agendas, establishes a plan of resolution,
determines needed resources, and results in laws, rules and regulations, ordinances, and policies. Policy
enforcement compels others to comply with the laws, rules, regulations, ordinances, and policies created in
conjunction with policy development.
P U B L I C H E A L T H I N T E R V E N T I O N S , D E F I N I T I O N S , A N D P R A C T I C E L E V E L S
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Public health practice levels
Public health interventions are population-based if they consider all levels of practice. The three inner rings of the
model represent this concept. The inner rings of the model are systems-focused, community-focused, and
individual/family-focused.
A population-based approach considers intervening at all possible levels of practice. Interventions may be directed at
the entire population within a community, the systems that affect the health of those populations, and/or the
individuals and families within those populations known to be at risk.
Systems-focused population-based practice: Changes organizations, policies, laws, and power structures. The
focus is not directly on individuals and communities but on the systems that impact health. Changing systems
often impacts population health in a more effective and lasting way than requiring change from every individual
in a community.
Community-focused population-based practice: Changes community norms, attitudes, awareness, practices,
and behaviors. This practice level is directed at entire populations within the community or occasionally toward
target groups within those populations. Community-focused practice is measured in terms of what proportion
of the population actually changes.
Individual/family-focused population-based practice: Changes knowledge, attitudes, beliefs, practices, and
behaviors of individuals and families. This practice level is directed at individuals, alone or as part of a family,
class, or group. Individuals receive services because they are identified as belonging to a population at risk.
References
Center for Community Health and Development at the University of Kansas. (2017). Community Toolbox. Strategies for Community
Change and Improvement: An Overview. Retrieved from https://ctb.ku.edu/en/table-of-contents/assessment/promotion-
strategies/overview/main
Ezeonwu, M. C. (2015). Community health nursing advocacy: A concept analysis. Journal of Community Health Nursing, 32(2), 115-128.
doi:10.1080/07370016.2015.1024547
Friedman, A. J., Cosby, R., Boyko, S., Hatton-Bauer, J. & Turnbull, G. (2011). Effective teaching strategies and methods of delivery for
patient education: A systematic review and practice guideline recommendations. Journal of Cancer Education, 26, 12-21. doi
10.1007/s13187-010-0183-x
Lee, N. R. & Kotler, P. (2016). Social marketing: Influencing behaviors for good. Thousand Oaks, CA: Sage Publications, Inc.
Minnesota Department of Health. (2001). Public health interventions: Applications for public health nursing practice.
National Business Coalition on Health. (2008). Community health partnerships tools and information for development and support.
Retrieved from https://stacks.cdc.gov/view/cdc/42398/Share
World Health Organization. (2018). Public health surveillance. Retrieved
http://www.who.int/immunization/monitoring_surveillance/burden/vpd/en/
Minnesota Department of Health Center for Public Health Practice
625 Robert Street N PO Box 64975
St. Paul, MN 55164-0975
651-201-3880 [email protected]
www.health.state.mn.us
July 2019. To obtain this information in a different format, call: 651-201-3880. Printed on recycled paper.
please follow all directions
please this policy is wrong rewrite a perfect policy
Autobiographical Developmental Essay Assignment Guide
Prompt:
The Autobiographical Developmental Essay is designed to assist you with identifying, integrating, and applying key concepts from developmental psychology to your own experience as a human. This assignment may also help spark ideas and/or prepare you for the Theory Essay assignment and/or Research Paper assignment later in this course. Please read through this document in its entirety before beginning your work on this assignment. Your Autobiographical Developmental Essay should be approximately 500 words double-spaced, using 12-point font and 1-inch margins. If you are using external research to support your claims, you must cite your
sources with APA citations and an APA reference page.
Preparation:
Read Chapter 1 (Santrock) and reflect on key periods of development, theories of development, and methods for conducting developmental research.
To complete this assignment, you will:
Step 1: Select a developmental period of interest and consider the associated set of prompting questions (see Choosing an experience for your essay, below). You may wish to read through the entire list of developmental periods and consider all questions before choosing. You may also benefit from letting your mind float to different periods of your life, honing in on the developmental periods to which your curiosity and attention are drawn.
Step 2: Decide if you would like to focus on yourself as the subject, someone you know (or knew) well, or a public figure about whom you’ve read a biography or autobiography. If you choose yourself, you may disclose that you are writing about your own experiences and write from a first-person narrative perspective, or you may give yourself a pseudonym and discuss your experiences from a third-person perspective. If you choose someone you know/knew well, please give them a pseudonym. If you choose a public figure, you may disclose who you are writing about and please include the full reference of the biography or autobiography you read.
*Note: Steps 1 and 2 may be iterative, in that you may need to consider both the developmental period and subject (you or someone else) in tandem before choosing a focus for your paper.
Step 3: Write about an event from your life or someone else’s life that occurred during one of these developmental periods. Provide enough information and detail for the reader to understand the event in developmental context. (approximately 1 page)
Step 4: Discuss each of the 3 key developmental issues below (see Chapter 1, Santrock) as each relates to the event you described in Step 3. You should briefly (1-2 sentences) define each developmental issue before discussing how each issue is related to the event. (approximately 1 paragraph each, for a total of approximately 1 page)
Nature and nurture
Stability and change
Continuity and discontinuity
*Note: To complete this step thoroughly, you may need to briefly bring in information from other developmental periods (e.g., when discussing stability and change regarding an event that occurred in early childhood, you may reference the person’s experiences later in adolescence).
Step 5: Choose one of the developmental theories below (as discussed in your text; see Chapter 1, Santrock). Briefly describe the key components of the theory, and discuss in detail how the theory applies to the event you discussed in Step 3. (approximately 1 page)
Psychoanalytic theories (Freud, Erikson)
Cognitive theory (Piaget, Vygotsky, Information-processing theory)
Behavioral theory (Skinner)
Social cognitive theory (Bandura)
Ethological theory (Bowlby)
Ecological theory (Bronfenbrenner)
Choosing an experience for your essay:
Remember: Although a key component of this assignment involves you reflecting on your own experiences throughout your development thus far, you may tailor your response to this assignment to ensure you are both in control of and comfortable with the information you share about your experiences. Thus, you may discuss your personal experiences, your experiences of someone you know well (e.g., friend, relative), or a public figure you’ve read about in a biography or autobiography.
BIOLOGICAL BEGINNINGS (prenatal development/family structures):
Was this person raised by biological or adoptive parents? Is this person a twin? Do they have siblings? What traits appear to “run” in the family (or not)?
INFANCY (approximate ages 0-2):
What do you know about this person’s birth and first year of life (e.g., complicated birth, low birth rate, a stay in the NICU)? Any interesting or unusual circumstances in or around their infancy (early or late to walk/talk)?
EARLY CHILDHOOD (approximate ages 2-6):
What was early family life like for this person? Who lived in the home, and how were they related to one another? Did they attend daycare or were they cared for in the home? What was this person’s earliest memory? What was special in their life at this time?
MIDDLE AND LATE CHILDHOOD (approximate ages 6-11):
What was it like for this person to begin school? How did they get along with other children? What kinds of activities, foods, games, did they enjoy? What did they want to be when they grew up? Any type of pretend play that they especially enjoyed?
ADOLESCENCE (approximate ages 12-18):
What was the transition to adolescence like? Did this person change schools? Were they involved in activities? What did their friendship group look like, and did they have a best friend, a romantic partner? How did friendships change at adolescence, as compared to childhood? How did this person feel about themselves, others, and the world around them?
EARLY ADULTHOOD (approximate ages 18-40):
What course did this person’s life take after reaching the age of majority (18)? Did this person need or have to work? Did they pursue additional training or education? What did their friendships look like as they entered into early adulthood? Any patterns in their romantic relationships? At what age did they begin to take on traditional adult roles (career worker, partner, parent), if at all?
MIDDLE ADULTHOOD (approximate ages 40-65):
Were there any “big” mid-life events that characterized this person’s middle adulthood? How did this person balance responsibilities they may have had (child-raising, taking care of aging parents)? How did physical changes impact their quality of life? What accomplishments did they achieve? Any setbacks or challenges?
LATE ADULTHOOD (approximate ages 66+):
Describe this person’s experiences with aging (cognitively, emotionally, relationally, physically). Were they connected to others? Lonely? If the person worked previously, when did they stop? How did they see themselves with regard to their identity (or various identities) at this stage? What meaning did they make about life and living?
END OF LIFE (any age):
What were the circumstances of this person’s end of life / death? Were there any decisions to be made? How did culture impact the way this person and those around them approached death and dying, or the aftermath?
Read the following case study and answer the reflective questions. Please provide evidence-based rationales for your answers. APA, 7th ed. must be followed.
Attached you can find the case study
Respond to the 4 colleagues attached below with at least 2 references each. Respond to their posts in one or more of the following ways:
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