Table of Contents
NR-361: RN Information Systems in Healthcare Course Assignments & Discussions Study Guide
NR-361: RN Information Systems in Healthcare Course Description
Contact Hours: Lecture – 48, Lab – 0, Clinical – 0
Semester Hours: Theory 3
The focus of this course is the understanding of health information systems to ethically manage data, information, knowledge and technology to communicate effectively; provide safe and effective patient care; and utilize appropriate databases to search for evidence-based on research to enhance the quality of patient care and inform practice decisions. Development of competencies in using patient care technologies and information management systems is emphasized.
Corequisite: NR-351
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NR-361: RN Information Systems in Healthcare Course Syllabus
NR-361 Week 1 Discussion Question, Moving Data to Wisdom
NR 361 Week 1 Discussion 2, AACN Essentials Self-Assessment Results
NR-361 Week 2 Course Project Milestone 1 (Erica James)
NR-361 Week 2 Course Project Milestone 1 (Ronald Rodrigues)
NR-361 Week 2 Discussion Question, Experiences with Healthcare Information Systems
NR 361 Week 2 Assignment, Patient Guide to the WWW
NR-361 Week 3 Discussion Question, Standardized Terminology and Language in Informatics
NR 361 Week 3 Discussion 1, Opportunities for Improvement with Usability and Interoperability
NR 361 Week 3 Discussion 2, Library Search for Telenursing Resources
NR-361 Week 4 Course Project Milestone 2 (Erica James)
NR-361 Week 4 Course Project Milestone 2 (Ronald Rodriguez)
NR 361 Week 4 Assignment, Telenursing Is It in My Future
NR 361 Week 4 Discussion 1, Meaningful Use in Your Workplace
NR-361 Week 4 Discussion Question 2, Your Patient has a Personal Health Record, Now What
NR-361 Week 5 Discussion Question, Trends in Informatics
NR 361 Week 5 Discussion 1, Using Nursing Knowledge to Apply Nursing Theory to Practice
NR 361 Week 5 Discussion 2, Healthcare Delivery and Access
NR-361 Week 6 Course Project Milestone 3, Obesity Management
NR-361 Week 6 Course Project Milestone 3, Obesity Patient Scenario
NR-361 Week 6 Discussion Question, Detractors in our Environments
NR 361 Week 6 Discussion 1, Legal Regulation of Nursing
NR 361 Week 6 Discussion 2, Ethics, Standards, and Implementation
NR 361 Week 6 Assignment, Interview with Nursing Information Expert
NR-361 Week 7 Discussion Question 1, Use of Personal Communication Devices in Patient Care Settings
NR 361 Week 7 Discussion 2, The Use of Mobile Devices to Exchange PHI Triggers the HIPAA Security Rule
NR-361 Week 8 Discussion Question, AACN Essentials Informatics Self-Assessment
NR 361 Week 8 Discussion 1, Safe Nursing Care – Is There an App for That
NR 361 Week 8 Discussion 2, Reflective and Projected Practice
You can also read another study guide on nursing assignments for students from another post on NR-360: Information Systems in Healthcare Course Assignments & Discussions.
Syllabus Overview
| Course Number: | NR-361 |
| Course Title: | RN Information Systems in Healthcare |
| Course Credits: | 3 Credits (Theory 3) |
| Prerequisite: | NR-351: Transitions in Professional Nursing |
Course Description
The focus of this course is the understanding of health information systems to ethically manage data, information, knowledge, and technology to communicate effectively; provide safe and effective patient care; and utilize appropriate databases to search for evidence based on research to enhance the quality of patient care, and inform practice decisions. Development of competencies in using patient care technologies, and information management systems is emphasized.
Clinical Compliance Requirements
All Clinical compliance requirements must be satisfied, and necessary health forms must be on file with the Corporate Clinical Office prior to registration for any clinical course. Failure to comply will result in the student being withdrawn from the class roster. Students not in compliance may be refused entry to class or clinical and will not be excused for any absences. A complete list of these requirements is at http://my.chamberlain.edu under the Clinical section or by contacting clinicalcompliance@chamberlain.edu.
Textbooks and Resources
Required Textbooks
The following books are required for this course:
Hebda, T., & Czar, P. (2013). Handbook of informatics for nurses & healthcare professionals (5th ed.). Boston, MA: Pearson.
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
Optional Textbooks
The following books are required for this course:
Physical Books and Supplies
To obtain all your books and supplies, visit the online Chamberlain bookstore at https://bookstore.chamberlain.edu/.
eBook Details
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Step 1: View the VitalSource Video
Step 2: Register with VitalSource Bookshelf Online
- Click the cover or title of your eBook. A new window will open.
- Enter email address and password. Bookshelf Online will open.
Step 3: Access the Desktop and Mobile Versions
You must complete Step 2 prior to using the desktop or mobile versions.
Already Registered? 3 Ways to Access Your eBooks
Online
Access your eBook by clicking on the book cover or title in the syllabus page. Bookshelf Online will open.
Desktop
Download your eBooks and use them whether you’re connected to the Internet or not.
Mobile
Download the app and get your eBooks on your iPhone, iPad, or Android device.
Program Outcomes
The outcomes for the Bachelor of Science in Nursing (BSN) degree program are as follows:
- Provides individualized comprehensive care based on theories and principles of nursing and related disciplines to individuals, families, aggregates and communities, from entry to the healthcare system through long-term planning.
- Demonstrates leadership and collaboration with consumers and other healthcare providers in providing care and/or delegating responsibilities for health promotion, illness prevention, health restoration, health maintenance and rehabilitative activities.
- Communicates effectively with patient populations and other healthcare providers in managing the healthcare of individuals, families, aggregates and communities.
- Integrates clinical judgment in professional decision making and implementation of the nursing process.
- Demonstrates responsibility for continued personal and professional development through enrollment in graduate education, continuing education degree programs, professional reading and participation in professional organizations and community service.
- Implements professional nursing standards by practicing within the legal definitions of nursing practice and acts in accordance with the nursing code of ethics and American Nurses Association (ANA) standards of practice.
- Practices in established professional roles consistent with entry-level BSN graduates to provide cost-effective, quality healthcare to consumers in structured and unstructured settings.
- Incorporates evidence-based practice in the provision of professional nursing care to individuals, families, aggregates and communities.
Course Outcomes
Chamberlain College of Nursing courses are built to align course content with specific Course Outcomes (COs). The COs define the learning objectives that the student will be required to comprehend and demonstrate by course completion. The COs that will be covered in detail each week can be found in the Overview page in that particular week. Whenever possible, a reference will be made from a particular assignment or discussion back to the CO that it emphasizes.
Upon completion of this course, the student will be able to do the following.
- Describe patient-care technologies as appropriate to address the needs of a diverse patient population. (PO #1)
- Analyze data from all relevant sources, including technology, to inform the delivery of care. (PO #2)
- Define standardized terminology that reflects nursing’s unique contribution to patient outcomes. (PO #3)
- Investigate safeguards and decision-making support tools embedded in patient care technologies and information systems to support a safe practice environment for both patients and healthcare workers. (PO #4)
- Identify patient care technologies, information systems, and communication devices that support safe nursing practice. (PO #5)
- Discuss the principles of data integrity, professional ethics, and legal requirements related to data security, regulatory requirements, confidentiality, and client’s right to privacy. (PO #6)
- Examine the use of information systems to document interventions related to achieving nurse sensitive outcomes. (PO #7)
- Discuss the value of best evidence as a driving force to institute change in delivery of nursing care. (PO #8)
Course Schedule
| Week, COs, and Topics | Readings | Assignments |
| Week 1
CO 2 Informatics in the Healthcare Professions |
Hebda, T., & Czar, P. (2013). Handbook of informatics for nurses & healthcare professionals (5th ed.). Boston, MA: Pearson.
|
Complete AACN Essentials Self-Assessment (basis for threaded discussion)
Graded Discussion Topic |
| Week 2
CO 1 Healthcare Information Systems, Internet, and the WWW |
Hebda, T., & Czar, P. (2013). Handbook of informatics for nurses & healthcare professionals (5th ed.). Boston, MA: Pearson.
Article (required) Boudreaux, E. D., Waring, M. E., Hayes, R. B., Sadasivam, R. S., Mullen, S., & Pagoto, S. (2014). Evaluating and selecting mobile health apps: Strategies for healthcare providers and healthcare organizations. Translational Behavioral Medicine, 4(4), 363-371. doi:10.1007/s13142-014-0293-9. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4286553/ Website (suggested) National Patient Safety Foundation (NPSF). (2015). Roadmap for patient education on electronic health records. Retrieved from http://c.ymcdn.com/sites/www.npsf.org/resource/resmgr/PSAW_Resources_2015/Moore_Roadmap.pdf?hhSearchTerms=%22electonic+and+research |
Patient Guide (graded 175 points)
Graded Discussion Topic |
| Week 3
CO 8 Usability and Interoperability of Health Informatics Applications |
Hebda, T., & Czar, P. (2013). Handbook of informatics for nurses & healthcare professionals (5th ed.). Boston, MA: Pearson.
|
Graded Discussion Topic |
| Week 4
CO 4 Electronic Health Records (EHRs) and Personal Health Records (PHRs) |
Hebda, T., & Czar, P. (2013). Handbook of informatics for nurses & healthcare professionals (5th ed.). Boston, MA: Pearson.
Article (required) Murphy, J., (2010). The journey to meaningful use of electronic health records. NURSING ECONOMIC$, 28(4), 283-286. Retrieved from http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edswsc&AN=000281473900012&site=eds-live Article (suggested) Jarousse, L. A. ( 2012). Meaningful use: Lessons from the front. Hospitals & Health Networks, 86(2), 41-48. Retrieved from http://www.hhnmag.com/Magazine/2012/Feb/0212HHN_Feature_Gatefold1 . |
Information Systems Paper (graded 200 points)
Graded Discussion Topic |
| Week 5
CO 3 Standardized Terminology and Language in Informatics |
Hebda, T., & Czar, P. (2013). Handbook of informatics for nurses & healthcare professionals (5th ed.). Boston, MA: Pearson.
Website (suggested) Duff, C., Endsley, P., Chau, E., & Morgitan, J. (2012). Standardized nursing languages. National Association of School Nurses. Retrieved from http://eric.ed.gov/?q=duff+endsley&id=ED540404 (Click to download the full-text PDF). |
Graded Discussion Topic |
| Week 6
COs 6 and 7 Safe Care and Patient Care Technologies |
Hebda, T., & Czar, P. (2013). Handbook of informatics for nurses & healthcare professionals (5th ed.). Boston, MA: Pearson.
Article (suggested) Murphy, K. C., Wong, F. L., Martin, L. A., & Edmiston, D. (2009). Ongoing evaluation of ease-of-use and usefulness of wireless tablet computers within an ambulatory care unit. Studies in Health Technology and Informatics, 143, 459–464. Retrieved from http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=36938511&site=eds-live&scope=site |
Interview With a Nursing Information Expert (graded 225 points)
Graded Discussion Topic |
| Week 7
CO 5 Communication Systems, Security and Confidentiality |
Hebda, T., & Czar, P. (2013). Handbook of informatics for nurses & healthcare professionals (5th ed.). Boston, MA: Pearson.
Article (suggested) Moore, S. (2012). Pros and cons of using apps in clinical practice. Nursing Management, 19(6), 14–17. Retrieved from http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=82285336&site=eds-live NCSBN (2011). White Paper: A Nurse’s Guide to the Use of Social Media. Retrieved from https://www.ncsbn.org/Social_Media.pdf Weaver, B., Lindsey, B., & Gitelman, B. (2012). Communication technology and social media: Opportunities and implications for healthcare systems. Online Journal of Issues in Nursing, 17(3), 3. Retrieved from http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=hch&AN=85342165&site=eds-live |
Graded Discussion Topic |
| Week 8
CO 8 Issues in Healthcare with Informatics Implications and Evidence-Based Practice |
Hebda, T., & Czar, P. (2013). Handbook of informatics for nurses & healthcare professionals (5th ed.). Boston, MA: Pearson.
|
AACN Essentials Self-Assessment
Graded Discussion Topic |
Late Assignment Policy
Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment.
In the event of an emergency that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student’s rationale for the request and make a determination based on the merits of the student’s appeal. Consideration of the student’s total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending.
This Policy applies to assignments that contribute to the numerical calculation of the course letter grade.
Due Dates for Assignments and Exams
Unless otherwise specified, the following applies.
- Access to the course begins on Sunday at 12:01 a.m. (MT) during preview week.
- All assignments are to be submitted on or before Sunday at the end of the specified week that they are due by 11:59 p.m. (MT).
- All quizzes and exams, if applicable in your course, are to be completed on or before Saturday at the end of the specified week that they open by 11:59 p.m.(MT).
Note: In Week 8, for the DNP, MSN, RN-BSN, and Prelicensure BSN, the assignments would be due by Wednesday at 11:59 p.m. MT.
Faculty Grading/Response Schedule
Grades for Discussion will be posted by Tuesday night after the due date, except for grades for Week 8 Discussion, which will be posted by Friday at the end of Week 8. For all other work (papers, projects, etc.), grades will be posted by Friday night after the due date. An announcement will be posted if these deadlines cannot be met.
Faculty will respond to student emails or questions in the Q & A Forum within 48 hours.
Concerns about faculty grading and responsiveness may be sent to the director and the dean of the RN-to-BSN Option by clicking on the Online Administrator’s Message link under Course Home.
Evaluation Methods
The maximum score in this class is 1,000 points. The categories, which contribute to your final grade, are weighted as follows.
| Assignment | Points | Weighting |
| Discussions (50 points per topic, one topic per week for Weeks 1-8) | 400 | 40% |
| Patient Guide (Week 2) | 175 | 17.5% |
| Information Systems Paper (Week 4) | 200 | 20% |
| Interview with a Nursing Information Expert (Week 6) | 225 | 22.5% |
| Total Points | 1,000 | 100% |
No extra credit assignments are permitted for any reason.
The course grade is determined by transferring the total number of points possible in the course to a percentage grade. There is no rounding of grades. Percentages of 0.5% or higher are not raised to the next whole number. A final grade of 76% (letter grade C) is required to pass the course.
| Letter Grade | Points | Percentage |
| A | 940–1,000 | 94% to 100% |
| A- | 920–939 | 92% to 93% |
| B+ | 890–919 | 89% to 91% |
| B | 860–889 | 86% to 88% |
| B- | 840–859 | 84% to 85% |
| C+ | 810–839 | 81% to 83% |
| C | 760–809 | 76% to 80% |
| F | 759 and below | 75% and below |
Chamberlain College of Nursing students are expected to conduct themselves in an ethical and professional manner. All academic assignments, including papers, exams, projects, and in-class assignments must be the original work of the individual student unless otherwise specified by the instructor. Academic or clinical dishonesty are exceptionally serious offenses and may result in a failing grade on an assignment, failure in the course, or dismissal from the College.
Students agree that by taking this course all required papers, threaded discussions or other written learning activities may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.
Participation: RN-to-BSN
In discussions, you, as a student, will interact with your instructor and classmates to explore topics related to the content of this course. You will be graded for the following.
-
Attendance
Discussions (graded): Discussions are a critical learning experience in the online classroom. Participation in all discussions is required.
-
Guidelines and Rubric for Discussions
PURPOSE: Threaded discussions are designed to promote dialogue between faculty and students, and students and their peers. In the discussions students:
- Demonstrate understanding of concepts for the week
- Integrate scholarly resources
- Engage in meaningful dialogue with classmates
- Express opinions clearly and logically, in a professional manner
Participation Requirement: You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday.
Participation points: It is expected that you will meet the minimum participation requirement described above. If not:
- You will receive a 10% point deduction in a thread if your response to the initial question is not posted by 11:59 p.m. MT on Wednesday
- You will also receive a 10% point deduction in a thread if you do not post at least three (3) times in each thread on at least two (2) separate days.
-
Threaded Discussion Guiding Principles
The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
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Participation Guidelines
You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday. Discussions for each week close on Sunday at 11:59 p.m. Mountain Time (MT). To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. For courses with Week 8 graded discussions, the threads will close on Wednesday at 11:59 p.m. MT. All discussion requirements must be met by that deadline.
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Grading Rubric
| Discussion Criteria | A (100%) Outstanding or highest level of performance |
B (87%) Very good or high level of performance |
C (76%) Competent or satisfactory level of performance |
F (0) Poor or failing or unsatisfactory level of performance |
| Answers the initial graded threaded discussion question(s)/topic(s), demonstrating knowledge and understanding of concepts for the week. 16 points |
Addresses all aspects of the initial discussion question(s) applying experiences, knowledge, and understanding regarding all weekly concepts.
16 points |
Addresses most aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of most of the weekly concepts.
14 points |
Addresses some aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of some of the weekly concepts.
12 points |
Minimally addresses the initial discussion question(s) or does not address the initial question(s).
0 points |
| Integrates evidence to support discussion. Sources are credited.* ( APA format not required) 12 points |
Integrates evidence to support your discussion from:
Sources are credited.* 12 points |
Integrates evidence to support discussion from:
Sources are credited.* 10 points |
Integrates evidence to support discussion only from an outside source with no mention of assigned reading or lesson.
Sources are credited.* 9 points |
Does not integrate any evidence.
0 points |
| Engages in meaningful dialogue with classmates or instructor before the end of the week. 14 points |
Responds to a classmate and/or instructor’s post furthering the dialogue by providing more information and clarification, thereby adding much depth to the discussion.
14 points |
Responds to a classmate and/or instructor furthering the dialogue by adding some depth to the discussion.
12 points |
Responds to a classmate and/or instructor but does not further the discussion.
10 points |
No response post to another student or instructor.
0 points |
| Communicates in a professional manner. 8 points |
Presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation).
8 points |
Presents information in an organized manner (few errors in English grammar, spelling, syntax, and punctuation).
7 points |
Presents information using understandable language but is somewhat disorganized (some errors in English grammar, spelling, syntax, and punctuation).
6 points |
Presents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation).
0 points |
| PARTICIPATION: Response to initial question: Responds to initial discussion question(s) by Wednesday, 11:59 p.m. M.T. |
0 points lost
Student posts an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT. |
-5 points
Student does not post an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT. |
||
| PARTICIPATION Total posts: Participates in the discussion thread at least three times on at least two different days. |
0 points lost
Posts in the discussion at least three times AND on two different days. |
-5 points
Posts fewer than three times OR does not participate on at least two different days. |
||
| NOTES: * Credited means stating where the information came from (specific article, text, or lesson). Examples: Our text discusses…. The information from our lesson states…, Smith (2010) claimed that…, Mary Manners (personal communication, November 17, 2011)…. APA formatting is not required. |
||||
| ** Assigned readings are those listed on the syllabus or assignments page as required reading. This may include text readings, required articles, or required websites. | ||||
| *** Scholarly source – per the APA Guidelines in Course Resources, only scholarly sources should be used in assignments. These include peer reviewed publications, government reports, or sources written by a professional or scholar in the field. Wikipedia, Wikis, .com website or blogs should not be used as anyone can add to these. For the discussions, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. Outside sources do not include assigned required readings. | ||||
| NOTE: A zero is the lowest score that a student can be assigned. | ||||
- Chamberlain Policies
Students are required to comply with Chamberlain College of Nursing’s academic policies. To access Chamberlain’s policy on academic integrity (and all other Chamberlain policies), please review the information in your Undergraduate Student Handbook, Undergraduate Catalog, and the policies outlined in this course.
The Undergraduate Catalog describes the technical requirements for students. Sufficient technology and Internet access is required to complete Chamberlain College of Nursing online classes. Technical requirements include, but are not limited to:
- Hardware/Software Requirements
- Supported Operating Systems
- Productivity Tools (Microsoft Office, VitalSource Bookshelf)
- Internet Access o Internet Connections
- Supported Browsers
- Browser Settings
- Plug-ins
- Screen Settings
- Hardware Specifications
- Computer Internet Security
- Operating System Updates
Chamberlain College of Nursing is committed to providing reasonable accommodations for eligible students with documented disabilities as defined by state and federal laws relating to the Americans with Disabilities Act (ADA). Our intent is to ensure that every student who makes a request for accommodations under ADA is advised of the accommodation process as promptly as possible. If you are a student with a verifiable documented disability, and you can provide medical documentation regarding this disability, then contact our ADA Officer at adaofficer@chamberlain.edu for more information on how to receive ADA accommodations in your online classes or fax your request to 630-596-1651.
Webliography
The purpose of the Webliography is to provide students with annotated bibliographies of world wide websites relevant to their courses. These websites are not meant to be all inclusive of what is available for each course’s subjects and have not been sanctioned as academically rigorous or scholarly by Chamberlain College of Nursing. Please exercise caution when using these websites for course assignments and references.
NR-361: RN Information Systems in Healthcare Course Assignments & Discussions Study Guide
NR 361 Week 1 DQ 1 Moving Data to Wisdom
Reflect on the content from your readings and this weeks lesson. Then, think of a recent experience and describe how you mentally moved data through the stages of information and knowledge to wisdom. What information system(s) helped you move from data to wisdom?
Keep this short like assessing a patient for congestive heart failure. How did you evaluate and combine the various pieces of data? What was the outcome of this process?
NR 361 Week 1 DQ 2 AACN Essentials Self-Assessment Results
Complete your Self-Assessment of the AACN Essentials. Identify areas where your knowledge is lacking. Keep in mind that we are all knowledge workers. What areas of inquiry do you have as they relate to the essentials?
NR 361 Week 2 Assignment Patient Guide to the WWW
Mr. Henry King is a 50-year old male who was diagnosed with arthritis
His wife has accompanied him to the rheumatologist
King and her wife have high school education
King has no interest in diagnosis since he believes nothing can be done since his father died of the same disease
However, Mrs. King is interested and has asked a nurse to help find credible website
NR 361 Week 2 DQ 1 Experiences with Healthcare Information Systems
Share your experiences with healthcare information systems in your clinical setting. What are the pros and cons of patient care? If you are not currently working, think about your experiences as a consumer of healthcare services, keeping in mind that they are all around us regardless of where we obtain our own healthcare.
NR 361 Week 3 DQ 1 Opportunities for Improvement with Usability and Interoperability
Usability and interoperability are major issues to consider in the development of healthcare information systems (HIS). How does your organization address these issues? Does the transfer of information occur smoothly, or do you need to re-enter data from one application to the next – such as patient information from the emergency room that does not transfer – along with the patient who is admitted to the critical care unit? Or what happens when the patient is discharged and the home care nurses have to start from scratch as they prepare the patients plan of care?
NR 361 Week 3 DQ 2 Library Search for Telenursing Resources
This week’s lesson points out key concepts in searching the National Library of Medicine’s PubMed/MEDLINE database, the Chamberlain Library’s EBSCO/CINAHL database, and Google Scholar. This weeks lesson directs you to links and resources on the basics of searching these three information sources.
Locate one article in each of the data sources to prepare your scholarly paper due during Week 4s Telenursing: The Future Is Now. Briefly summarize each article in your post.
NR 361 Week 4 Assignment Telenursing Is Itin My Future
The following scenario serves as the basis for your paper:
You have worked with Tomika for the past five years. Tomika shares with you that she has resigned and plans to work in an agency that installs telemonitoring equipment into the homes of those with chronic illnesses. Nurses monitor the patients using the equipment with the goal of detecting problems before patients need to be readmitted to the hospital. Tomika will be working from her own home, with occasional meetings at the agency. She would not be visiting her patients in their homes, but rather would be assessing and interacting with them via videoconferencing. She tells you that there are still job openings and encourages you to apply.
You are intrigued by this, and decide to investigate whether telenursing would be a good choice for you, too. Is telenursing in your future?
NR 361 Week 4 Assignment Telenursing The Future Is Now Paper 2
The following scenario serves as the basis for your paper:
You have worked with Tomika for the past five years. Tomika shares with you that she has resigned and plans to work in an agency that installs telemonitoring equipment into the homes of those with chronic illnesses. Nurses monitor the patients using the equipment with the goal of detecting problems before patients need to be readmitted to the hospital. Tomika will be working from her own home, with occasional meetings at the agency. She would not be visiting her patients in their homes, but rather would be assessing and interacting with them via videoconferencing. She tells you that there are still job openings and encourages you to apply.
You are intrigued by this, and decide to investigate whether telenursing would be a good choice for you, too. Is telenursing in your future?
- You are to research (find evidence), compose, and type a scholarly paper that describes telenursing as described above, and whether it is a good fit for you. Reflect on what you have learned in this class to date about technology, privacy rights, ethical issues, interoperability, patient satisfaction, consumer education, and other topics. Your text by Hebda (2013, Chapter 25) discusses telehealth in detail. However, your focus should be from the professional nurses role in telenursing. Do not limit your review of the literature to only what you read in your text. Nurses in various specialties need to know about the advantages and disadvantages of telenursing as it applies to their patients. For example, when you discharge a patient from an acute care setting, will a telenursing service assist that individual with staying out of the hospital? You may need to apply critical thinking skills to development of your paper. In the conclusion of your paper, describe your current employment situation, and whether a job in telenursing would, or would not, fit with your career goals and life situation once you graduate from Chamberlain.
NR 361 Week 4 DQ 1 Meaningful Use in Your Workplace
Meaningful Use is part of the EHR requirements targeted for completion in 2014. Meaningful Use was created in order to capture the right data to improve patient outcomes.
With this in mind, how can you as a nurse ensure that Meaningful Use is being implemented into the EHR? If you were the nurse manager, how would you implement this documentation and ensure buy-in by your staff?
NR 361 Week 4 DQ 2 Your Patient Has aPersonal Health Record PHR Now What
You are the nurse in a busy family practice clinic. A new patient presents with a personal health record (PHR). This is the first time that you have encountered a PHR. What are the advantages to PHRs? What are ways that you may access the patients PHR? What may be some obstacles that you encounter?
NR 361 Week 5 and Week 6 Discussions
Nurses are increasingly considered knowledge workers. We are valued for what we know and how we think rather than what we do. Select one of the nursing theories from your readings this week (or another nursing theory from your textbook). How can you apply your selected theory of professional nursing to your nursing care? Provide specifics using terminology from the theory you selected to explain your use.
The United States Census Bureau (2011) reported that approximately 48.6 million people in the United States lacked health insurance in 2011. In the role of nurse as teacher, how can nurses influence legislators in order to improve the healthcare system and promote access for all Americans?
Although every RN in the United States takes the same licensing exam (NCLEX-RN), each state is charged with the licensing of nurses and the creation of law and rules to govern nursing practice in that state. Locate the Nurse Practice Act (or nursing law) for your state, and investigate one of the following issues: delegation by the RN to the unlicensed assistive personnel, use of the term nursing diagnosis, patient abandonment (refusal of an assignment), or requirements for continued licensure (practice, continuing education, or others). Tell us what your states law says on this issue and how this impacts your practice.
Codes of ethics and standards for professional nursing practice have been developed by some professional nursing organizations. These codes and standards guide us in our practice and our interactions with consumers, other nurses, and other healthcare professions. Select at least one of the ethical standards or one of the standards of practice and tell us how you implement this in your current practice or how you will implement it in your future practice. Which standard is most challenging to you, and why?
NR 361 Week 5 DQ 1 Uses of Standardized Nursing Terminology
From your practice standpoint, what have you read this week in your text or in the lesson that offered a new view or appreciation for standardized terminology? Be specific.
NR 361 Week 5 DQ 2 Documentation and Reimbursement
What is the impact of Centers for Medicare and Medicaid Services (CMS) payment denial on the healthcare system, and what are the implications for our nursing practice related to documentation?
NR 361 Week 6 Assignment Interview withNursing Information Expert
The purpose of this assignment is to Communicate your understanding of the importance of quality information in everyday nursing practice,
Discuss the roles and responsibilities of a Nursing Information Expert, and
Articulate how the professional nurse uses information or data in everyday practice to improve outcomes.
Course Outcomes
This assignment enables the student to meet the following course outcomes.
CO #1: Describe patient-care technologies as appropriate to address the needs of a diverse patient population. (PO #1)
CO #4: Investigate safeguards and decision-making support tools embedded in patient care technologies and information systems to support a safe practice environment for both patients and healthcare workers. (PO #4)
CO #8: Discuss the value of best evidence as a driving force to institute change in delivery of nursing care. (PO #8)
This assignment, Interview with a Nursing Information Expert, is due at the end of Week 6. Submit your completed Interview, using the Interview Form, to the basket in the Dropbox by Sunday, 11:59 p.m. mountain time. Post questions to the weekly Q A Forum. Contact your instructor if you need additional assistance.See the Course Policies regarding late assignments. Failure to submit your paper to the Dropbox on time will result in a deduction of points.
NR 361 Week 6 DQ Alarms What Do the Data Show
The repeated sound of an alarm can be annoying to the patient, family, and staff. This can lead to someone shutting off the alarm. Give an example of an ethical or legal issue that may arise if a patient has a poor outcome or sentinel event because an alarm was turned off. What do the data show about the value of alarms in general? Is alarm fatigue an issue?
NR 361 Week 7 DQ 1 Use of Personal Communication Devices in Patient Care Settings
How can the use of the nurse’s personal communication devices impact patient care either positively or negatively? Are there ethical and legal implications? Locate an article and share a brief summary of that article with your classmates.
NR 361 Week 7 DQ 2 Safe Nursing Care Is There an App for That
Andrea was working in the cardiac catheterization lab when a young woman undergoing a cardiac ablation started to have small seizures. The nurse noticed these symptoms and asked the physician to look at the patient. The physician asked Andrea to get his smart phone and film the seizures. This video message was sent to a neurologist, and he could tell from the video the part of the brain from which the seizures were emanating. This is one example of using technology. Does this count as safe care? Is there an app for that?
If you could develop an app to enhance safe nursing care, what would it be like?
NR 361 Week 8 DQ Reflective and Projected Practice
Prior to posting, complete the Week 8 AACN Essentials Self-Assessment located in Doc Sharing. Compare your scores from Week 1 to Week 8. How far have you come? How much further do you wish to go in furthering your competencies during the next 2 years of practice?
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