Category: Nursing Study

The American Hospital Association (AHA) has long recognized the importance of patients’ rights in healthcare settings. The AHA’s Patients’ Bill of Rights outlines essential principles that healthcare professionals and institutions should uphold to ensure patients receive respectful, safe, and ethical care. In this review, we will discuss the key aspects of the Patients’ Bill of Rights and how healthcare professionals can ensure that these rights are upheld and protected.

1. Information and Informed Consent:

Right to Information: Patients have the right to receive accurate and understandable information about their diagnosis, treatment options, risks, and benefits. Healthcare professionals should provide this information clearly and concisely.

Informed Consent: Healthcare professionals must obtain informed consent from patients before conducting any medical procedure or treatment. This involves explaining the procedure, risks, and potential outcomes, allowing the patient to make an informed decision.

2. Choice of Providers and Plans:

• Patients have the right to choose their healthcare providers and insurance plans. Healthcare professionals should respect patients’ choices and provide information to help them make informed decisions about their care.

3. Access to Emergency Services:

• Patients have the right to access emergency medical services when needed. Healthcare professionals must provide timely and appropriate care during emergencies, regardless of a patient’s ability to pay.

4. Respect and Nondiscrimination:

• Patients have the right to be treated with respect dignity, and without discrimination. Healthcare professionals should provide care that is culturally sensitive and free from bias, respecting patients’ values and beliefs.

5. Confidentiality of Health Information:

• Healthcare professionals must maintain the confidentiality of patient’s health information, only sharing it with authorized individuals and for legitimate purposes. Electronic health records (EHRs) should also be secure to protect patient privacy.

6. Participation in Treatment Decisions:

• Patients have the right to participate in their treatment decisions actively. Healthcare professionals should involve patients in developing care plans and respect their choices, values, and preferences.

7. Caregiver Access:

• Patients can designate a caregiver who can be involved in their care. Healthcare professionals should facilitate communication and collaboration with designated caregivers, ensuring patients’ needs are met.

8. Complaints and Appeals:

• Patients have the right to voice their concerns, file complaints, and appeal decisions regarding their care. Healthcare professionals should have mechanisms in place for addressing patient complaints and ensuring a fair appeals process.

9. Consumer Responsibilities:

• Patients also have responsibilities, including providing accurate information about their health and following prescribed treatment plans. Healthcare professionals can educate patients about their responsibilities in managing their health.

10. Ethical Conduct and Conflict of Interest:

• Healthcare professionals should adhere to ethical standards and avoid conflicts of interest that could compromise patient care.

To ensure that patient’s rights are upheld and protected, healthcare professionals can take the following steps:

Education: Ensure that healthcare providers and staff are educated about the Patients’ Bill of Rights and the ethical principles it encompasses.

Communication: Foster open and honest communication with patients. Encourage questions and provide clear information about their care.

Informed Consent: Always obtain informed consent before medical procedures and treatments, explaining the risks and benefits.

Privacy and Confidentiality: Implement strict protocols to safeguard patient health information and respect their privacy.

Cultural Competence: Promote cultural competence among healthcare professionals to provide respectful care to patients from diverse backgrounds.

Complaint Resolution: Establish a mechanism for patients to voice concerns and complaints and address them promptly and professionally.

Regular Review: Periodically review and update policies and practices to ensure they align with the Patients’ Bill of Rights.

In conclusion, the AHA’s Patients’ Bill of Rights is a fundamental document that outlines patients’ rights in healthcare settings. Healthcare professionals and institutions play a crucial role in upholding and protecting these rights by ensuring ethical conduct, effective communication, and a commitment to patient-centered care. Upholding patients’ rights not only improves patient satisfaction but also contributes to better healthcare outcomes.

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Who are stakeholders in our community or in the healthcare system that you can present your identified health problem? How would you propose the need for change? Be specific and realistic. 

In the context of a healthcare system addressing a specific health problem, the stakeholders involved can vary depending on the issue at hand. Let’s take an example health problem of “Childhood Obesity” to identify some key stakeholders and how to propose the need for change:

1. Healthcare Providers: This includes doctors, nurses, and other medical professionals directly interacting with children and their families. They are crucial in identifying and addressing childhood obesity, providing medical advice, and implementing treatment plans.

Proposal: Collaborate with healthcare providers to develop comprehensive obesity screening protocols and evidence-based intervention strategies. Offer training programs to update their knowledge on childhood obesity management.

2. Educators: Teachers and school staff can influence children’s behaviors and eating habits during school hours. They can incorporate health education and promote physical activities to combat obesity.

Proposal: Create partnerships between healthcare providers and schools to implement health education programs focusing on nutrition, exercise, and overall well-being.

3. Parents and Families: Parents are instrumental in shaping their child’s lifestyle and dietary choices. Family involvement is vital for successful obesity prevention and management.

Proposal: Develop community-based workshops and support groups to educate parents about healthy habits, cook nutritious meals, and create a supportive environment for their children.

4. Government and Policymakers: Government agencies and policymakers can implement policies to address childhood obesity on a broader scale, such as regulating food marketing to children, promoting physical education in schools, and improving access to healthy foods.

Proposal: Advocate for evidence-based policies at local, state, and federal levels to support obesity prevention programs and allocate funding for community health initiatives.

5. Non-Profit Organizations: NGOs and community-based organizations often focus on health promotion and community outreach. They can actively engage in obesity prevention efforts.

Proposal: Collaborate with non-profit organizations to develop community-wide awareness campaigns, organize health fairs, and create support networks for families dealing with childhood obesity.

6. Health Insurance Companies: Insurance providers can play a role in supporting preventive measures and treatments for childhood obesity, such as covering nutrition counseling and obesity-related services.

Proposal: Advocate for health insurance coverage for evidence-based obesity management programs and interventions.

7. Food Industry: Food manufacturers and retailers have a responsibility to offer healthier options and limit the marketing of unhealthy foods to children.

Proposal: Encourage the food industry to reformulate products to reduce added sugars and unhealthy fats, and promote healthier alternatives.

By involving these stakeholders and proposing specific, realistic changes, we can create a comprehensive and sustainable approach to address childhood obesity in our community and healthcare system. Collaboration and collective efforts are essential for long-term success in tackling complex health issues like this.

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Discussion Assignment Instructions

The student will complete 3 Discussions in this course. The student will post one thread of at least 500 words by 11:59 p.m. The student must then post 1 reply of at least 300 words by 11:59 . For each thread; students must support their assertions with at least 3 in-text citations in APA format. Each reply must incorporate at least 2 in-text citations in APA format. In-text citations can come from all the same source or various acceptable sources to support your assertations/claims made in your original prompt and reply. Acceptable sources include the course textbooks, the Bible, outside books, peer-reviewed professional journal articles, etc.

Psychology and Christianity: Five Views

Question:

Johnson states (2010), “This book provides an opportunity to understand the intellectual crisis facing the church in the area surrounding psychology and counseling, and it does this by exploring five major positions evangelicals have taken regarding the relationship of psychology and the Christian faith” (p. 38).  This module’s reading of  Psychology and Christianity: Five Views, Levels-of-Explanation View, Christian Psychology View, and a Biblical Counseling View are discussed.

Provide a brief overview of each view from this module, discussing the critiques of each.

· Even though all the models have not been discussed so far in the class, of the 3 presented in this module, which one do you feel more closely aligns with your view of integration?

· What would you change or remove from this view to make it fit more closely to what you believe integration should look like?

· Use the text and scripture. You can also use the other class texts to help to connect the different conceptualizations of what integration looks like.

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Provides documentation of completed outbreak investigations

1. Rocky Mountain Spotted Fever

2. Acanthamoeba Keratitis 

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Assignment Overview

Professionalization and ongoing skills development require planning and forethought. The Leadership and Supervision Action Plan you complete in this assignment represents such planning and forethought. You have an opportunity to draft a workable plan to help you continue to expand your repertoire of leadership and supervisory skills as you continue to develop in the social work profession.

Leadership And Supervision Action Plan Paper

By successfully completing this assignment, you demonstrate your proficiency in the following EPAS and advanced generalist specialized behaviors:

• Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice.
  • C3.SP.C: Analyze and respond to evolving leadership, technological, political, economic, social cultural, geographical, and environmental contexts to shape the specialization of advanced generalist practice.
    • Related Assignment Criterion:
      • 3.  Design goals and objectives related to leadership and technological change in advanced generalist practice.    
• Competency 4: Engage in Practice-Informed Research and Research-Informed Practice.
  • C4.SP.A: Apply leadership skills, decision making and the use of technology to inform evidence-based research practice to develop, implement, evaluate, and communicate interventions across the specialization of advanced generalist practice settings.
  • C4.SP.B: Apply leadership skills, decision making and the use of technology to inform program evaluation to develop, implement, evaluate, and communicate interventions across the specialization of advanced generalist practice settings.
    • Related Assignment Criteria:
      • 1.  Use evidence-based research to develop an action plan.
      • 3.  Design goals and objectives related to leadership and technological change in advanced generalist practice.  
• Competency 6: Engage With Individuals, Families, Groups, Organizations, and Communities.
  • C6.SP.A: Apply critical thinking and decision making in verbal and written communication through the use of leadership and technology when engaging with colleagues, individuals, families, groups, organizations, and communities.
    • Related Assignment Criterion:
      • 2. Apply critical thinking in the development of goals, objectives, and metrics for each content area, including leadership and technological change in advanced generalist practice.
  • C6.SP.C: Apply leadership skills and emerging technologies in the specialization of advanced generalist social work practice when engaging with individuals, families, group, organizations, and communities to promote systemic change towards client sustainability.
    • Related Assignment Criterion:
      • 4.  Integrate current leadership and technology changes occurring in the profession that create systemic changes toward sustainability.   
• Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities.
  • C7.SP.A: Apply critical thinking and decision making in verbal and written communication through the use of leadership and technology when assessing  colleagues, individuals, families, groups, organizations, and communities.
    • Related Assignment Criterion:
      • 2. Apply critical thinking in the development of goals, objectives, and metrics for each content area, including leadership and technological change in advanced generalist practice.
  • C7.SP.C: Apply leadership skills, decision making and emerging technologies in the specialization of advanced generalist social work practice when assessing individuals, families, group, organizations, and communities to promote systemic change towards client sustainability.
    • Related Assignment Criterion:
      • 4.  Integrate current leadership and technology changes occurring in the profession that create systemic changes toward sustainability. 
• Competency 8: Intervene With Individuals, Families, Groups, Organizations, and Communities.
  • C8.SP.A: Apply critical thinking and decision making in verbal and written communication through the use of leadership and technology when intervening with colleagues, individuals, families, groups, organizations, and communities.
    • Related Assignment Criterion:
      • 2. Apply critical thinking in the development of goals, objectives, and metrics for each content area, including leadership and technological change in advanced generalist practice.
  • C8.SP.C: Apply leadership skills, decision making and emerging technologies in the specialization of advanced generalist social work practice interventions with individuals, families, group, organizations, and communities to promote systemic change towards client sustainability.
    • Related Assignment Criterion:
      • 4.  Integrate current leadership and technology changes occurring in the profession that create systemic changes toward sustainability.  
• Competency 9: Evaluate Practice With Individuals, Families, Groups, Organizations, and Communities.
  • C9.SP.A: Apply critical thinking and decision making in verbal and written communication through the use of leadership and technology evaluations with colleagues, individuals, families, groups, organizations, and communities.
    • Related Assignment Criterion:
      • 2. Apply critical thinking in the development of goals, objectives, and metrics for each content area, including leadership and technological change in advanced generalist practice.
  • C9.SP.C: Apply leadership skills, decision making and emerging technologies in the specialization of advanced generalist social work practice evaluation with individuals, families, group, organizations, and communities to promote systemic change towards client sustainability.
    • Related Assignment Criteria:
      • 3.  Design goals and objectives related to leadership and technology change in advanced generalist practice.
      • 4.  Integrate current leadership and technology changes occurring in the profession that create systemic changes toward sustainability.  
  • C9.SP.D: Analyze and respond to evolving leadership, technological, political, economic, social cultural, geographical, and environmental contexts to shape the specialization of advanced generalist practice evaluation.
    • Related Assignment Criterion:
      • 3.  Design goals and objectives related to leadership and technological change in advanced generalist practice.

Assignment Description

For this assignment, learners develop an action plan that includes two goals for each content area identified in the Unit 8 assignment, at least two objectives related to each goal, and metrics used to evaluate the effectiveness and achievement of each goal. Learners use the principles related to developing SMART (specific, measurable, attainable, realistic, time-limited) goals and objectives. When designing goals and objectives, it is important to consider leadership and technological changes occurring in the profession of social work.

Assignment Instructions

For this assignment, develop your action plan specifically to improve upon your leadership and supervisory skills. 

Begin your work for this assignment by reflecting on your Unit 8 assignment where you reviewed the text, articles, additional resources, and used several NASW resources to develop your model of best practices in social work supervision and leadership skills with a theoretical foundation. You then completed a self-reflection of your strengths and areas for development in these content areas:

• Developing effective organizational and interpersonal communication skills.
• Managing time and tasks effectively.
• Managing different personalities and conflict.
• Hiring, performance evaluation, disciplinary action, and termination.
• Maintaining ethics, confidentiality, and liability.
• Practicing professional development, self-care, personal reflection, and self-correction.
• Developing and managing an effective culturally competent practice including organizational culture and environment.
• Being a collaborative leader in training supervisees in the effective use of technology. 

Use the following guide as you prepare the written paper for this Unit 10 assignment.

Section 1

Create an evidence-based action plan.

• Use the eight categories identified above as subheadings in Section 1 of your paper.
  • To aid in your development of this assignment, use the multimedia piece on SMART goals from this unit’s study activity, as well as your text, course readings, new articles you have reviewed, and other internet resources including (but not limited to) NASW Best Practice Standards for Social Work Supervision, the NASW, ASWB, CSWE & CSWA Standards for Technology in Social Work, and the NASW Code of Ethics. These resources will be helpful as you complete your assignment.

Apply critical thinking in developing goals, objectives, and metrics for each content area, including leadership and technological change in advanced generalist practice.

• Under each subheading, you create:
  • Two SMART goals for each content area in the Unit 8 assignment are listed in this activity.
  • Identify at least two SMART objectives to aid your achievement of each goal.
  • Identify the metrics you select as a way of evaluating the effectiveness and achievement of each goal. Be sure you choose evaluation methods that help you determine degree of change (improvement or decline) and easily identifies if the goal is met.  

Here is one example to help you get started:

Developing effective organization and interpersonal communication skills.

• Goal 1: My colleagues will recognise me as having excellent professional interpersonal communication when expressing my thoughts, desires, and concerns. (Evaluation method:  Likert scale of 1–5 with one representing “communicates inappropriately,” three representing “communicates adequately,” and five representing “communicates with excellence.” Goal is achieved when all evaluations earn a score of 4 or higher.)
  • Objective 1: I will ask two colleagues and my supervisor to share their observations of my ability to express my thoughts, desires, and concerns. (Evaluation method: Likert scale of 1–5 scale that matches Goal 1.  Each will also be asked to give suggestions for areas for development.)
  • Objective 2: I will use the suggestions for areas of development from Objective 1 to update my action plan so I can develop excellent professional communication when expressing my thoughts, desires, and concerns. (Evaluation method: Assess each new item in the action plan in 3 months using the Likert scale that matches Goal 1).

Use the principles related to developing SMART (specific, measurable, attainable, realistic, time-limited) goals and objectives. When designing your goals and objectives, it is important to take into account the leadership and supervision best practices and technology practices you included in your Unit 8 assignment. 

Use the example above to guide your work; however, you may not use the goal as one of your own. Also, the example offers one option for establishing goals, objectives, and metrics. Think outside the box; do not design every item in your action plan to look exactly like this one.

Section 2

Design goals and objectives related to leadership and technological change in advanced generalist practice.

• Your assignment submission must also address how you use and evaluate leadership and technology to respond to evolving change in leadership, political, economic, social cultural, geographic, and environmental contexts that shape advanced generalist practice. In Section 2, discuss how you intentionally incorporate leadership skills and the use of technology in supervisory skills in order to promote advanced generalist practice. 

Section 3

Integrate current leadership and technology changes occurring in the profession that create systemic changes toward sustainability.

• Social workers must design sustainability into the intervention with clients. The model serves equally well in many systems. For example, supervisors have the same obligation when working with supervisees. In Section 3, explain how you will use your leadership skills and technology to sustain the supervision and leadership skills you develop as you use your action plan. How will you sustain your leadership and supervisory skills? How will you evaluate sustainability of your skills?

Additional Requirements

The assignment you submit is expected to meet the following requirements:

• Written communication: Written communication is free of errors that detract from the overall message.
• APA formatting: Resources and citations are formatted according to the current APA style and formatting standards. Include a title page, reference page, headers, and appendices as applicable. For example, the list of questions used for the consolation should be in an appendix. Reference the appendices as needed within your paper.
• Cited resources: Minimum of five scholarly sources. All literature cited should be current, with publication dates within the past five years.

Feedback****

Good overall discussion and analysis of leadership and supervision. However, to improve your paper in section 1, extend Section 2 and include goals with your analysis of best organizational and interpersonal communication skills practices, managing time and tasks effectively, and maintaining confidentiality and liability with examples and resources. Remember that this section of your paper can assist you with developing additional goals and objectives for your next assignment. The content areas will help develop the SMART goals and objectives for your Unit 10 action plan and the personal strengths and challenges. 

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Prepare an 8-10 minute audio training tutorial (video is optional) for new nurses on the importance of nursing-sensitive quality indicators.

Informatics and Nursing Sensitive Quality Indicators

Introduction

As you begin to prepare this assessment you are encouraged to complete the Conabedian Quality Assessment Framework activity. Quality health care delivery requires systematic action. Completion of this will help you succeed with the assessment as you consider how the triad of structure (such as the hospital, clinic, provider qualifications/organizational characteristics) and process (such as the delivery/coordination/education/protocols/practice style or standard of care) may be modified to achieve quality outcomes.

The American Nursing Association (ANA) established the National Database of Nursing Quality Indicators (NDNQI®) in 1998 to track and report on quality indicators heavily influenced by nursing action.

NDNQI® was established as a standardized approach to evaluating nursing performance in relation to patient outcomes. It provides a database and quality measurement program to track clinical performance and to compare nursing quality measures against other hospital data at the national, regional, and state levels. Nursing-sensitive quality indicators help establish evidence-based practice guidelines in the inpatient and outpatient settings to enhance quality care outcomes and initiate quality improvement educational programs, outreach, and protocol development.

The quality indicators the NDNQI® monitors are organized into three categories: structure, process, and outcome. Theorist Avedis Donabedian first identified these categories. Donabedian’s theory of quality health care focused on the links between quality outcomes and the structures and processes of care (Grove et al., 2018).

Nurses must be knowledgeable about the indicators their workplaces monitor. Some nurses deliver direct patient care that leads to a monitored outcome. Other nurses may be involved in data collection and analysis. In addition, monitoring organizations, including managed care entities, exist to gather data from individual organizations to analyze overall industry quality. All of these roles are important to advance quality and safety outcomes.

The focus of Assessment 4 is on how informatics support monitoring of nursing-sensitive quality indicator data. You will develop an 8–10 minute audio (or video) training module to orient new nurses in a workplace to a single nursing-sensitive quality indicator critical to the organization. Your recording will address how data are collected and disseminated across the organization along with the nurses’ role in supporting accurate reporting and high quality results.

Reference

Grove, S. K., Gray, J. R., Jay, G. W., Jay, H. M., & Burns, N. (2018). Understanding nursing research: Building an evidence-based practice (7th ed.). Elsevier.

Preparation

This assessment requires you to prepare an 8–10 minute audio training tutorial (with optional video) for new nurses on the importance of nursing-sensitive quality indicators. To successfully prepare for your assessment, you will need to complete the following preparatory activities:

• Select a single nursing-sensitive quality indicator that you see as important to a selected type of health care system. Choose from the following list:
  • Staffing measures.
    • Nursing hours per patient day.
    • RN education/certification.
    • Skill mix.
    • Nurse turnover.
    • Nursing care hours in emergency departments, perioperative units, and perinatal units.
    • Skill mix in emergency departments, perioperative units, and perinatal units.
  • Quality measures.
    • Patient falls.
    • Patient falls with injury.
    • Pressure ulcer prevalence.
    • Health care-associated infections.
      • Catheter-associated urinary tract infection.
      • Central line catheter associated blood stream infection.
      • Ventilator-associated pneumonia.
      • Ventilator- associated events.
    • Psychiatric physical/sexual assault rate.
    • Restraint prevalence.
    • Pediatric peripheral intravenous infiltration rate.
    • Pediatric pain assessment, intervention, reassessment (air) cycle.
    • Falls in ambulatory settings.
    • Pressure ulcer incidence rates from electronic health records.
    • Hospital readmission rates.
    • RN satisfaction survey options.
      • Job satisfaction scales.
      • Job satisfaction scales – short form.
      • Practice environment scale.
• Conduct independent research on the most current information about the selected nursing-sensitive quality indicator.
• Interview a professional colleague or contact who is familiar with quality monitoring and how technology can help to collect and report quality indicator data. You do not need to submit the transcript of your conversation, but do integrate what you learned from the interview into the audio tutorial. Consider these questions for your interview:
  • What is your experience with collecting data and entering it into a database?
  • What challenges have you experienced?
  • How does your organization share with the nursing staff and other members of the health care system the quality improvement monitoring results?
  • What role do bedside nurses and other frontline staff have in entering the data? For example, do staff members enter the information into an electronic medical record for extraction? Or do they enter it into another system? How effective is this process?
• Watch the Informatics and Nursing-Sensitive Quality Indicators Video Exemplar.

Recording Your Presentation

To prepare to record the audio for your presentation, complete the following:

• Set up and test your microphone or headset using the installation instructions provided by the manufacturer. You only need to use the headset if your audio is not clear and high quality when captured by the microphone.
• Practice using the equipment to ensure the audio quality is sufficient.
• Review the for Kaltura to record your presentation.
• View Creating a Presentation: A Guide to Writing and Speaking. This video addresses the primary areas involved in creating effective audiovisual presentations. You can return to this resource throughout the process of creating your presentation to view the tutorial appropriate for you at each stage.

Notes:

• You may use other tools to record your tutorial. You will, however, need to consult Using Kaltura for instructions on how to upload your audio-recorded tutorial into the courseroom, or you must provide a working link your instructor can easily access.
• You may also choose to create a video of your tutorial, but this is not required.
• If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu to request accommodations.

Instructions

For this assessment, imagine you are a member of a Quality Improvement Council at any type of health care system, whether acute, ambulatory, home health, managed care, et cetera. Your Council has identified that newly hired nurses would benefit from comprehensive training on the importance of nursing-sensitive quality indicators. The Council would like the training to address how this information is collected and disseminated across the organization. It would also like the training to describe the role nurses have in accurate reporting and high-quality results.

The Council indicates a recording is preferable to a written fact sheet due to the popularity of audio blogs. In this way, new hires can listen to the tutorial on their own time using their phone or other device.

As a result of this need, you offer to create an audio tutorial orienting new hires to these topics. You know that you will need a script to guide your audio recording. You also plan to incorporate into your script the insights you learned from conducting an interview with an authority on quality monitoring and the use of technology to collect and report quality indicator data.

You determine that you will cover the following topics in your audio tutorial script:

Introduction: Nursing-Sensitive Quality Indicator

• What is the National Database of Nursing-Sensitive Quality Indicators?
• What are nursing-sensitive quality indicators?
• Which particular quality indicator did you select to address in your tutorial?
• Why is this quality indicator important to monitor?
  • Be sure to address the impact of this indicator on the quality of care and patient safety.
• Why do new nurses need to be familiar with this particular quality indicator when providing patient care?

Collection and Distribution of Quality Indicator Data

• According to your interview and other resources, how does your organization collect data on this quality indicator?
• How does the organization disseminate aggregate data?
• What role do nurses play in supporting accurate reporting and high-quality results?
  • As an example, consider the importance of accurately entering data regarding nursing interventions.

After completing your script, practice delivering your tutorial several times before recording it.

Additional Requirements

• Audio communication: Deliver a professional, effective audio tutorial on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion.
• Length: 8–10 minute audio recording. Use Kaltura to upload your recording to the courseroom, or provide a working link your instructor can access.
• Script: A separate document with the script or speaker’s notes is required. Important: Submissions that do not include the script or speaker’s notes will be returned as a non-performance.
• References: Cite a minimum of three scholarly and/or authoritative sources.
• APA: Submit, along with the recording, a separate reference page that follows APA style and formatting guidelines. For an APA refresher, consult the Evidence and APA page on Campus.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

• Competency 1: Describe nurses’ and the interdisciplinary team’s role in informatics with a focus on electronic health information and patient care technology to support decision making.
  • Describe the interdisciplinary team’s role in collecting and reporting quality indicator data to enhance patient safety, patient care outcomes, and organizational performance reports.
• Competency 3: Evaluate the impact of patient care technologies on desired outcomes.
  • Explain how a health care organization uses nursing-sensitive quality indicators to enhance patient safety, patient care outcomes, and organizational performance reports.
• Competency 4: Recommend the use of a technology to enhance quality and safety standards for patients.
  • Justify how a nursing-sensitive quality indicator establishes evidence-based practice guidelines for nurses to follow when using patient care technologies to enhance patient safety, satisfaction, and outcomes.
• Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.
  • Deliver a professional, effective audio tutorial on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion.
  • Follow APA style and formatting guidelines for citations and references.

Resources: Nursing Quality Databases

• HealthLinks. (n.d.). NDNQI. https://www.health-links.me/web/ndnqi.html
• Evangelou, E., Lambrinou, E., Kouta, C., & Middleton, N. (2018). Identifying validated nursing quality indicators for the intensive care unit: An integrative review. Connect: Critical Care Nursing in Europe, 12(2), 28–39.
• Ju, Q. -Y., Huang, L. -H., Zhao, X. -H., Xing, M. -Y., Shao, L. -W., Zhang, M. -Y., & Shao, R. -Y. (2018). Development of evidence‐based nursing‐sensitive quality indicators for emergency nursing: A Delphi study. Journal of Clinical Nursing, 27(15–16), 3008–3019.
• Start, R., Matlock, A. M., Brown, D., Aronow, H., & Soban, L. (2018). Realizing momentum and synergy: Benchmarking meaningful ambulatory care nurse-sensitive indicators. Nursing Economics, 36(5), 246–251.
• Thomas-Hawkins, C., Latham, C. E., & Hain, D. J. (2017). Emphasizing the value of nephrology nursing through nursing-sensitive indicators: A call for action. Nephrology Nursing Journal, 44(4), 317–325.–

Resources: ANA Documentation Standards

• Connolly, D., & Wright, F. (2017). The nursing quality indicator framework tool. International Journal of Health Care Quality Assurance, 30(7), 603–616.
  • This paper presents a nursing quality indicator (NQI) framework using multiple approaches that provides a comprehensive reporting mechanism for nursing care.
• Egbert, N., Thye, J., Hackl, W. O., Müller-Staub, M., Ammenwerth, E., & Hübner. U. (2018). Competencies for nursing in a digital world. Methodology, results, and use of the DACH-recommendations for nursing informatics core competency areas in Austria, Germany, and Switzerland. Informatics for Health and Social Care, 44(4), 351–375.
  • Informatics and documentation competencies are highlighted.
• Nam, A., Naimark, D. M. J., Stanbrook, M. B., & Krahn, M. D. (2019). Using a health economic framework to prioritize quality indicators: An example with smoking cessation in chronic obstructive pulmonary disease. MDM Policy & Practice, 4(1), 1–11.
  • This article provides examples of practical application of quality indicators.
• Rodenberg, H., Shay, L., Sheffield, K., & Dange, Y. (2019). The expanding role of clinical documentation improvement programs in research and analytics. Perspectives in Health Information Management, 1–10.
  • The authors discuss informatics and documentation standards.

Resources: Quality Indicator Frameworks

• Fremmelevholm, A., & Soegaard, K. (2019). Pressure ulcer prevention in hospitals: A successful nurse-led clinical quality improvement intervention. British Journal of Nursing, 28(6), S6–S11.
• Henry, M. (2019). Nursing education program for hospital-acquired pressure injury prevention in adult acute care setting: A quality improvement project. Journal of Wound, Ostomy & Continence Nursing, 46, 161–164.
• Ju, Q. -Y., Huang, L. -H., Zhao, X. -H., Xing, M. -Y., Shao, L. -W., Zhang, M. -Y., & Shao, R. -Y. (2018). Development of evidence‐based nursing‐sensitive quality indicators for emergency nursing: A Delphi study. Journal of Clinical Nursing, 27(15–16), 3008–3019.
  • This article reports on the efforts to establish evidence-based nursing‐sensitive quality indicators for emergency nursing in China.
• MacDonald, V., Maher, A. B., Mainz, H., Meehan, A. J., Brent, L., Hommel, A., Hertz, K., Taylor, A., & Sheehan, K. J. (2018). Developing and testing an international audit of nursing quality indicators for older adults with fragility hip fracture. Orthopaedic Nursing, 37(2), 115–121.
  • This article examines an audit process created to identify the extent to which accepted nursing quality care indicators for older adults are reflected in acute care policies and protocols.
• Rahn, D. J. (2016). Transformational teamwork: Exploring the impact of nursing teamwork on nurse-sensitive quality indicators. Journal of Nursing Care Quality, 31(3), 262–268.
  • This study investigates the relationship between nursing teamwork and NDNQI® outcomes, including pressure ulcers, falls, and catheter-associated urinary tract infections.

Activity: Donabedian Quality Assessment Framework

Click the linked Donabedian Quality Assessment Framework title above to complete an activity that provides an opportunity for you to consider how the triad of structure (such as the hospital, clinic, provider qualifications/organizational characteristics) and process (such as the delivery/coordination/education/protocols/practice style or standard of care) may be modified to achieve quality outcomes.

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Introduction

Before developing the assessment, you are encouraged to complete the Annotated Bibliography Formative Assessment. Completing this activity will help you succeed with the assessment and counts towards course engagement.

Rapid changes in information technology go hand-in-hand with progress in quality health care delivery, nursing practice, and interdisciplinary team collaboration. The following are only a few examples of how the health care field uses technology to provide care to patients across multiple settings:

Evidence-Based Proposal and Annotated Bibliography on Technology in Nursing

• Patient monitoring devices.
• Robotics.
• Electronic medical records.
• Data management resources.
• Ready access to current science.

Technology is essential to the advancement of the nursing profession, maintaining quality care outcomes, patient safety, and research.

This assessment will give you the opportunity to deepen your knowledge of how technology can enhance quality and safety standards in nursing. You will prepare an annotated bibliography on technology in nursing. A well-prepared annotated bibliography is a comprehensive commentary on the content of scholarly publications and other sources of evidence about a selected nursing-related technology. A bibliography of this type provides a vehicle for workplace discussion to address nursing practice gaps and improve patient care outcomes. As nurses become more accountable in their practice, they are being called upon to expand their caregiver role and advocate for fostering research and scholarship to advance nursing practice. An annotated bibliography stimulates innovative thinking to find solutions and approaches to effectively and efficiently address these issues.

Preparation

To successfully complete this assessment, perform the following preparatory activities:

• Select a SINGLE direct or indirect patient care technology that is relevant to your current practice or of interest to you. Direct patient care technologies require an interaction, or direct contact, between the nurse and patient. Nurses use direct patient care technologies every day when delivering care to patients. Electronic thermometers or pulse oximeters are examples of direct patient care technologies. Indirect patient care technologies, on the other hand, are those employed on behalf of the patient. They do not require interaction, or direct contact, between the nurse and patient. A handheld device for patient documentation is an example of an indirect patient care technology. Examples of topics to consider for your annotated bibliography include:
  • Delivery robots.
  • Electronic medication administration with barcoding.
  • Electronic clinical documentation with clinical decision support.
  • Patient sensor devices/wireless communication solutions.
  • Real-time location systems.
  • Remote patient monitoring.
  • Artificial intelligence.
  • Telehealth.
  • Telestroke.
  • Tele-icu.
  • Tele-psychiatry.
  • Tele-genetics.
  • Workflow management systems.
• Conduct a library search using the various electronic databases available through the Capella University Library.
  • Consult the BSN Program Library Research Guide for help in identifying scholarly and/or authoritative sources.
  • Access the NHS Learner Success Lab, linked in the courseroom navigation menu, for additional resources.
• Scan the search results related to your chosen technology.
• Select four peer-reviewed publications focused on your selected topic that are the most interesting to you.
• Evaluate the impact of patient care technologies on desired outcomes.
  • Analyze current evidence on the impact of a selected patient care technology on patient safety, quality of care, and the interdisciplinary team.
  • Integrate current evidence about the impact of a selected patient care technology on patient safety, quality of care, and the interdisciplinary team into a recommendation.

Notes

• Publications may be research studies or review articles from a professional source. Newspapers, magazines, and blogs are not considered professional sources.
• Your selections need to be current—within the last five years.

An Evidence-based Recommendation for Selected Technology Implementation

Prepare a 4–6 page paper in which you introduce your selected technology and describe at least four peer-reviewed publications that promote the use of your selected technology to enhance quality and safety standards in nursing. You will conclude your paper by summarizing why you recommend a particular technology by underscoring the evidence-based resources you presented. Be sure that your paper includes all of the following elements:

• Introduction to the Selected Technology Topic
  • What is your rationale for selecting this particular technology topic? Why are you interested in this?
  • What research process did you employ?
    • Which databases did you use?
    • Which search terms did you use?
    • Note: In this section of your bibliography, you may use first-person since you are asked to describe your rationale for selecting the topic and the research strategies you employed. Use third person in the rest of the bibliography, however.
• Annotation Elements
  • For each resource, include the full reference followed by the annotation.
  • Explain the focus of the research or review article you chose.
  • Provide a summary overview of the publication.
    • According to this source, what is the impact of this technology on patient safety and quality of care?
    • According to this source, what is the relevance of this technology to nursing practice and the work of the interdisciplinary health care team?
    • Why did you select this publication to write about out of the many possible options? In other words, make the case as to why this resource is important for health care practitioners to read.
• Summary of Recommendation
  • How would you tie together the key learnings from each of the four publications you examined?
  • What organizational factors influence the selection of a technology in a health care setting? Consider such factors as organizational policies, resources, culture/social norms, commitment, training programs, and/or employee empowerment.
  • How would you justify the implementation and use of the technology in a health care setting? This is the section where you will justify (prove) that the implementation of the
    patient care technology is appropriate or not. The evidence should be cited from the literature that was noted in the annotated bibliography.
    • Consider the impact of the technology on the health care organization, patientcare/satisfaction, and interdisciplinary team productivity, satisfaction, and retention.

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

• Assessment 3 Example [PDF].

Additional Requirements

• Written communication: Ensure written communication is free of errors that detract from the overall message.
• Length: 4–6-typed, double-spaced pages.
• Number of resources: Cite a minimum of four peer-reviewed publications, not websites.
• Font and font size: Use Times New Roman, 12 point.
• APA: Follow APA style and formatting guidelines for all bibliographic entries. Refer to Evidence and APA as needed.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

• Competency 3: Evaluate the impact of patient care technologies on desired outcomes.
  • Analyze current evidence on the impact of a selected patient care technology on patient safety, quality of care, and the interdisciplinary team.
  • Integrate current evidence about the impact of a selected patient care technology on patient safety, quality of care, and the interdisciplinary team into a recommendation.
• Competency 4: Recommend the use of a technology to enhance quality and safety standards for patients.
  • Describe organizational factors influencing the selection of a technology in the health care setting.
  • Justify the implementation and use of a selected technology in a health care setting.
• Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.
  • Create a clear, well-organized, and professional annotated bibliography that is generally free from errors in grammar, punctuation, and spelling.
  • Follow APA style and formatting guidelines for all bibliographic entries.

Resources: Patient Portal Considerations: Health Literacy and Accessibility

• Elkind, E. C., & Higgins, K. M. Patient portal considerations.Nursing Management, 49(3), 9–11.
  • This article explores the need for a collaborative team approach to helping patients take a more active role in their health care by utilizing the patient portal.
• Heath, S. (2018). Using NLP to improve patient portal use, patient health literacy. https://patientengagementhit.com/news/using-nlp-to-improve-patient-portal-use-patient-health-literacy
  • Heath reviews research that demonstrates natural language processing (NLP) as a practical solution for patient portal use to better engage patients with personal health information.
• Heath, S. (2018). Patient recall suffers as patients remember half of health info. https://patientengagementhit.com/news/patient-recall-suffers-as-patients-remember-half-of-health-info
  • This article reviews a study out of Brown University School of Public Health on the shortcomings of patients’ memories when given information by their doctors.
• Heath, S. (2017). Simpler medical language key for patient portal lab result notes. https://patientengagementhit.com/news/simpler-medical-language-key-for-patient-portal-lab-result-notes
  • Heath reports on a study that showed the need to simplify medical language in patient portals.
• Lyles, C. R., Fruchterman, J., Youdelman, M., & Schillinger, D. (2017). Legal, practical, and ethical considerations for making online patient portals accessible for all.American Journal of Public Health, 107(10), 1608–1611.
  • This article explains the need to improve the accessibility of portals for more vulnerable patient populations, especially patients with limited health literacy or limited English proficiency, and individuals with disabilities.

Resources: Sustained Utilization of Patient Portals

Agency for Healthcare Research and Quality. (n.d.). Health information technology integration. https://www.ahrq.gov/ncepcr/tools/health-it/index.html

• Barnett, J. (2017). Beyond meaningful use: The value of patient portals. https://www.healthitoutcomes.com/doc/beyond-meaningful-use-the-value-of-patient-portals-0001
  • Barnett discusses the value of patient portals across clinical and financial operations.
• Graham, T. A. D., Ali, S., Avdagovska, M., & Ballermann, M. (2020). Effects of a web-based patient portal on patient satisfaction and missed appointment rates: Survey study.Journal of Medical Internet Research, 22(5), e17955–e17955. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7267992/
  • This article focuses on patients’ autonomy while using web-based portals.
• Heath, S. (2018). Can hospital patient portal use boost inpatient outcomes measures? https://patientengagementhit.com/news/can-hospital-patient-portal-use-boost-inpatient-outcomes-measures
  • This article examines how the use of inpatient hospital patient portals could improve inpatient outcomes.
• Heath, S. (2018). Patient engagement technology useful for Medicaid innovation. https://patientengagementhit.com/news/patient-engagement-technology-useful-for-medicaid-innovation
  • Heath discusses the use of patient engagement technology and other smart technologies to help enhance program efficiencies in state Medicaid programs.
• Legler, A., Price, M., Parikh, M., Nebeker, J. R., Ward, M. C., Wedemeyer, L., & Pizer, S. D. (2019). Effect on VA patient satisfaction of provider’s use of an integrated viewer of multiple electronic health records. Journal of General Internal Medicine, 34(1), 132–136. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6318162/
  • The authors review studies on ways that patient portal functionality can help patients make informed personal health care decisions.

Resources: Workflow and Data Mining

• Baek, H., Cho, M., Kim, S., Hwang, H., Song, M., & Yoo, S. (2018). Analysis of length of hospital stay using electronic health records: A statistical and data mining approach.PLoS ONE, 13(4), 1–16.
  • This study explores factors associated with length of hospital stay based on electronic health records.
• USF Health. (n.d.). Data mining in healthcare. https://www.usfhealthonline.com/resources/healthcare/data-mining-in-healthcare/
  • This article explains how health care providers are using electronic health records to improve the efficiency and quality of their organizations using data mining.
• Heath, S. (2018). AMIA outlines data use guideline for patient-centered care, PGHD. https://patientengagementhit.com/news/amia-outlines-data-use-guideline-for-patient-centered-care-pghd
  • Heath explains the AMIA data use guidelines for patient-centered care specifically in regard to how medical professionals can look at the social determinants of health.
• Heath, S. (2017). E-consent forms useful for patient data sharing in research. https://patientengagementhit.com/news/e-consent-forms-useful-for-patient-data-sharing-in-research
  • The author reports on a study that shows that e-consent tools for patient data sharing in research need more assurances of data security.
• de Leoni, M., van der Aalst, W. M. P., & Dees, M. (2016). A general process mining framework for correlating, predicting and clustering dynamic behavior based on event logs.Information Systems, 56, 235–257.
  • This study examines different process mining research techniques and proposes a new framework.
• Meenan, C., Erickson, B., Knight, N., Fossett, J., Olsen, E., Mohod, P., . . . Langer, S. G. Workflow lexicons in healthcare: Validation of the SWIM lexicon.Journal of Digital Imaging, 30(3), 255–266.
  • The authors of this study measured workflow steps in a real-world clinical setting to determine how accurately departmental information systems captured patient flow.

Activity: Team Perspectives of the Nurse Informaticist

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Introduction

As you begin to consider the assessment, it would be an excellent choice to complete the Breach of Protected Health Information (PHI) activity. The activity will support your success with the assessment by allowing you to test your knowledge of potential privacy, security, and confidentiality violations of protected health information. The activity is not graded and counts towards course engagement.

Protected Health Information (PHI): Privacy, Security, and Confidentiality Best Practices

Health professionals today are increasingly accountable for the use of protected health information (PHI). Various government and regulatory agencies promote and support privacy and security through a variety of activities. Examples include:

• Meaningful use of electronic health records (EHR).
• Provision of EHR incentive programs through Medicare and Medicaid.
• Enforcement of the Health Insurance Portability and Accountability Act (HIPAA) rules.
• Release of educational resources and tools to help providers and hospitals address privacy, security, and confidentiality risks in their practices.

Technological advances, such as the use of social media platforms and applications for patient progress tracking and communication, have provided more access to health information and improved communication between care providers and patients.

At the same time, advances such as these have resulted in more risk for protecting PHI. Nurses typically receive annual training on protecting patient information in their everyday practice. This training usually emphasizes privacy, security, and confidentiality best practices such as:

• Keeping passwords secure.
• Logging out of public computers.
• Sharing patient information only with those directly providing care or who have been granted permission to receive this information.

Today, one of the major risks associated with privacy and confidentiality of patient identity and data relates to social media. Many nurses and other health care providers place themselves at risk when they use social media or other electronic communication systems inappropriately. For example, a Texas nurse was recently terminated for posting patient vaccination information on Facebook. In another case, a New York nurse was terminated for posting an insensitive emergency department photo on her Instagram account.

Health care providers today must develop their skills in mitigating risks to their patients and themselves related to patient information. At the same time, they need to be able distinguish between effective and ineffective uses of social media in health care.

This assessment will require you to develop a staff update for the interprofessional team to encourage team members to protect patient information’s privacy, confidentiality, and security.

Preparation

To successfully prepare to complete this assessment, complete the following:

• Review the infographics on protecting PHI provided in the resources for this assessment, or find other infographics to review. These infographics serve as examples of how to succinctly summarize evidence-based information.
  • Analyze these infographics and distill them into five or six principles of what makes them effective. As you design your interprofessional staff update, apply these principles. Note: In a staff update, you will not have all the images and graphics that an infographic might contain. Instead, focus your analysis on what makes the messaging effective.
• Select from any of the following options, or a combination of options, the focus of your interprofessional staff update:
  • Social media best practices.
  • What not to do: social media.
  • Social media risks to patient information.
  • Steps to take if a breach occurs.
• Conduct independent research on the topic you have selected in addition to reviewing the suggested resources for this assessment. This information will serve as the source(s) of the information contained in your interprofessional staff update. Consult the BSN Program Library Research Guide for help in identifying scholarly and/or authoritative sources.

Instructions

In this assessment, assume you are a nurse in an acute care, community, school, nursing home, or other health care setting. Before your shift begins, you scroll through Facebook and notice that a coworker has posted a photo of herself and a patient on Facebook. The post states, “I am so happy Jane is feeling better. She is just the best patient I’ve ever had, and I am excited that she is on the road to recovery.”

You have recently completed your annual continuing education requirements at work and realize this is a breach of your organization’s social media policy. Your organization requires employees to immediately report such breaches to the privacy officer to ensure the post is removed immediately and that the nurse responsible receives appropriate corrective action.

You follow appropriate organizational protocols and report the breach to the privacy officer. The privacy officer takes swift action to remove the post. Due to the severity of the breach, the organization terminates the nurse.

Based on this incident’s severity, your organization has established a task force with two main goals:

• Educate staff on HIPAA and appropriate social media use in health care.
• Prevent confidentiality, security, and privacy breaches.

The task force has been charged with creating a series of interprofessional staff updates on the following topics:

• Social media best practices.
• What not to do: Social media.
• Social media risks to patient information.
• Steps to take if a breach occurs.

You are asked to select one or more of the topics and create the content for a staff update containing a maximum of two content pages. This assessment is not a traditional essay. It is a staff educational update about PHI. Consider creating a flyer, pamphlet, or one PowerPoint slide (not an entire presentation). Remember it should not be more than two pages (excluding a title and a reference page).

The task force has asked team members assigned to the topics to include the following content in their updates in addition to content on their selected topics:

• What is protected health information (PHI)?
  • Be sure to include essential HIPAA information.
• What are privacy, security, and confidentiality?
  • Define and provide examples of privacy, security, and confidentiality concerns related to the use of technology in health care.
  • Explain the importance of interdisciplinary collaboration to safeguard sensitive electronic health information.
• What evidence relating to social media usage and PHI do interprofessional team members need to be aware of? For example:
  • How many nurses have been terminated for inappropriate social media use in the United States?
  • What types of sanctions have health care organizations imposed on interdisciplinary team members who have violated social media policies?
  • What have been the financial penalties assessed against health care organizations for inappropriate social media use?
  • What evidence-based strategies have health care organizations employed to prevent or reduce confidentiality, privacy, and security breaches, particularly related to social media usage?

Notes

• Your staff update is limited to two double-spaced content pages. Be selective about the content you choose to include in your update so you can meet the page length requirement. Include need-to-know information. Omit nice-to-know information.
• Many times people do not read staff updates, do not read them carefully, or do not read them to the end. Ensure your staff update piques staff members’ interest, highlights key points, and is easy to read. Avoid overcrowding the update with too much content.
• Also, supply a separate reference page that includes two or three peer-reviewed and one or two non-peer-reviewed resources (for a total of 3–5 resources) to support the staff update content.

Additional Requirements

• Written communication: Ensure the staff update is free from errors that detract from the overall message.
• Submission length: Maximum of two double-spaced content pages.
• Font and font size: Use Times New Roman, 12-point.
• Citations and references: Provide a separate reference page that includes 2–3 current, peer-reviewed and 1–2 current, non-peer-reviewed in-text citations and references (total of 3–5 resources) that support the staff update’s content. Current means no older than 5 years.
• APA format: Be sure your citations and references adhere to APA format. Consult the Evidence and APA page for an APA refresher.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

• Competency 1: Describe nurses’ and the interdisciplinary team’s role in informatics with a focus on electronic health information and patient care technology to support decision making.
  • Describe the security, privacy, and confidentially laws related to protecting sensitive electronic health information that govern the interdisciplinary team.
  • Explain the importance of interdisciplinary collaboration to safeguard sensitive electronic health information.
• Competency 2: Implement evidence-based strategies to effectively manage protected health information.
  • Identify evidence-based approaches to mitigate risks to patients and health care staff related to sensitive electronic health information.
  • Develop a professional, effective staff update that educates interprofessional team members about protecting the security, privacy, and confidentiality of patient data, particularly as it pertains to social media usage.
• Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.
  • Follow APA style and formatting guidelines for citations and references.
  • Create a clear, concise, well-organized, and professional staff update that is generally free from errors in grammar, punctuation, and spelling.

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