Theory in Healthcare Informatics

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Theory in Healthcare Informatics

  1. Electronic Health Records and Patient Care

The implementation of Electronic Health Records (EHRs) has brought about substantial changes in the healthcare industry by providing a reliable and efficient system for the retrieval and storage of patient data. However, concerns have been raised regarding the nature of computerized recordkeeping and the quality of patient care since the implementation of Electronic Health Records (EHRs). For example, the migration from conventional paper-based records to electronic health records (EHRs) requires healthcare providers to undergo a significant reconfiguration of their operational procedures (Neves et al., 2020). Certain individuals may encounter challenges during the transition to computer-based systems, which could lead them to believe that healthcare professionals are preoccupied with the computer interface instead of the patient. The identified occurrence could be attributed to a lack of proficiency or guidance, given that using electronic health records requires a specific level of technological expertise. In addition, substandard computer system design could potentially serve as a contributing element to this issue. Should the electronic health record (EHR) system exhibit deficiencies in usability or intuitiveness, healthcare professionals might be compelled to allocate more of their time to navigate the system instead of participating in direct patient interaction (Neves et al., 2020).

The ongoing discourse relates to the implications of Electronic Health Records (EHRs) for patient care delivery. Electronic health records (EHRs) have improved healthcare quality by providing practitioners with current and comprehensive patient data, according to several studies. This advancement possesses the capacity to yield enhanced patient outcomes and increased healthcare system efficiency. Conversely, some have posited that the implementation of Electronic Health Records (EHRs) could potentially yield unfavorable consequences regarding the delivery of healthcare services to patients. For example, in cases where healthcare practitioners allocate a greater amount of time engaging with the electronic health record (EHR) system compared to direct patient interaction, there exists the potential for an impact on the overall quality of treatment provided (Tactionsite, 2021).

Electronic health records (EHRs) sometimes need extensive use of checkbox selection in order to document important patient data. Although this approach demonstrates efficiency, it may not provide an accurate picture of the patient’s medical status and conditions, including their treatment. The possible difficulty arises from the insufficient level of information in Electronic Health Records (EHRs) in the context of a legal dispute. If a healthcare professional is accused of negligence, it might pose challenges when establishing a defense simply relying on the facts documented in the Electronic Health Record (EHR). Nevertheless, it is important to acknowledge that electronic health records (EHRs) might provide advantages in legal contexts. As an example, medical records may provide a precise and reliable account of a patient’s medical background, serving as pivotal evidence in a legal proceeding (Tactionsite, 2021).

  1. Telemedicine Data

Within the scope of my professional experience, organizations are already using telemedicine data as an additional kind of data that is being monitored and recorded. Telemedicine is a healthcare delivery method that utilizes technology to provide medical treatments from a distance. The information collected using this method possesses considerable worth. Telemedicine data comprises a variety of information, including patient health data communicated during virtual visits, video recordings of patient consultations, data obtained from remote patient monitoring equipment, and patient feedback regarding virtual treatment (Within, 2023).

The research on telemedicine data is crucial for a multitude of reasons. Primarily, this technology empowers healthcare professionals to oversee the well-being of their patients from a distance, thereby facilitating timely intervention when necessary. Moreover, it provides useful observations regarding patient conduct and their reaction to remote medical attention, thereby aiding in the improvement of telemedicine provisions. In conclusion, the utilization of telemedicine data possesses the capacity to yield substantial advancements in the realm of digital health research and streamline the process of formulating policies grounded in empirical evidence (Global Health Data Methods: Ethics of Collecting and Using Health Data, 2022).

The practice of monitoring telemedicine data has many advantages, yet it also gives rise to ethical considerations. Privacy is a significant problem. Telemedicine encompasses the process of transmitting confidential patient health data over digital channels, hence exposing it to potential risks of data breaches. In the year 2020, the telemedicine platform known as Babylon Health had a data breach whereby users could get unauthorized access to video consultations of other patients. This particular event serves as an illustration of the possible privacy hazards that are linked to telemedicine data (Within, 2023).

Another ethical consideration that arises is the issue of data ownership. The ownership and use of telemedicine data sometimes lack clarity. Can health technology businesses use telemedicine data for commercial reasons, for example? To what extent are patients have the opportunity to participate in the decision-making process about the use of their data? Hence, it is essential to acknowledge and tackle the ethical considerations associated with telemedicine data in order to guarantee the proper use of such data for healthcare delivery and research purposes (Global Health Data Methods: Ethics of Collecting and Using Health Data, 2022).

  1. Telehealth

For this section, the chosen subject matter is Telehealth. This area of study is seeing tremendous advancements and utilizes technological means to deliver healthcare services from a distance. Telehealth comprises a diverse array of services, encompassing virtual consultations, remote patient monitoring, and sharing digital health information. This research holds significant relevance within the context of the present course, which centers on healthcare informatics and the utilization of information technology in the healthcare sector (Wickramasinghe, 2018). Telehealth exemplifies the practical application of healthcare informatics, showcasing the ways in which technology can augment the provision of healthcare services. From an individual standpoint, this initiative holds significance due to the potential of Telehealth to enhance the accessibility and efficiency of healthcare services. Telehealth has the potential to address the issue of geographical barriers in healthcare and alleviate the strain on healthcare facilities by allowing people to get medical care from the comfort of their own homes (USF Health Online, 2023).

The theoretical framework in informatics/healthcare that corresponds to this project is the Information Processing Theory. As opposed to merely reacting to external inputs, it is hypothesized that humans engage in information processing in accordance with this theoretical framework. This concept is relevant within the framework of Telehealth, as it involves the application of technology to facilitate the processing of health-related data. The utilization of the Information Processing Theory in the context of Telehealth facilitates a thorough understanding of the cognitive processes that healthcare professionals employ when interpreting and analyzing health information that is transmitted digitally (Wilson & Obasanya, 2022). This can yield significant knowledge for the development of telehealth systems, guaranteeing their ability to process information effectively and, as a result, improving the provision of exceptional patient care. Hence, the telehealth initiative offers a positive opportunity to explore the potential of healthcare informatics in improving the delivery of medical services. The Information Processing Theory provides a substantial conceptual framework that facilitates the understanding and improvement of technology utilization in the context of Telehealth (Wilson & Obasanya, 2022).

References

Global Health data Methods: Ethics of collecting and using health data. (2022, November 3). Global Health Data Methods. https://globalhealthdata.org/ethics-of-collecting-and-using-health-data/

Neves, A. L., Freise, L., Laranjo, L., Carter, A. W., Darzi, A., & Mayer, E. (2020). Impact of providing patients access to electronic health records on quality and safety of care: a systematic review and meta-analysis. BMJ Quality & Safety, 29(12), 1019–1032. https://doi.org/10.1136/bmjqs-2019-010581

Tactionsite. (2021, December 3). How Does EHR Impact On Patient Care? – Taction Software. Taction Software. https://www.tactionsoftware.com/blog/how-does-ehr-impact-on-patient-care/

USF Health Online. (2023, October 9). What is Health Informatics? https://www.usfhealthonline.com/resources/health-informatics/what-is-health-informatics/

Wickramasinghe, N. (2018). Theories to inform superior Health informatics research and practice. In Springer eBooks. https://doi.org/10.1007/978-3-319-72287-0

Wilson, G. M., & Obasanya, M. (2022). Principles of health informatics. In Springer eBooks (pp. 15–38). https://doi.org/10.1007/978-3-030-91237-6_2

Within. (2023, June 19). Types of healthcare data. Within3. https://within3.com/blog/types-of-healthcare-data

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Theory in Healthcare Informatics

Paper details

Write 1000 words essay addressing each of the following points/questions. Be sure to
completely answer all the questions for each number item. There should be three
sections, one for each item number below, as well the introduction (heading is the title of
the essay) and conclusion paragraphs. Separate each section in your paper with a clear
heading that allows your professor to know which bullet you are addressing in that
section of your paper. Support your ideas with at least three (3) scholarly citations using
APA citations in your essay. Make sure to reference the citations using the APA writing
style for the essay. The cover page and reference page do not count towards the
minimum word amount. Review the rubric criteria for this assignment.
Write an essay addressing the following prompts:
1.     Electronic health records (EHRs) are easier to read than the paper charts of the
past, but many complain that healthcare providers are focusing too much on the
computer screen instead of the patient.
o   Is this due to a lack of skill or training, poor computer system design, or just the
nature of computer charting?
o   Is patient care suffering from the implementation of EHRs?
o   Charting in an EHR consist of clicking boxes, do you feel this provides enough detail
about the patient, condition, and events if there was a lawsuit?
2.     Hebda, Hunter, and Czar (2019) identify three types of data that are currently
being tracked by organizations (p. 46).
o   Identify and explain another type of data, specific to your practice, that is being
tracked by an organization.

o   Why do you feel this data is important to track?
o   Identify and discuss the organization that is tracking the data.
o   Are there any ethical concerns with an outside organization tracking this data,
explain, and give examples?
3.     In this week’s discussion post, you identified and explain the topic selected for the
project.(Telehealth)
o   Provide a description of your selected topic based on input from the discussion forum.
What is your project, why is it relevant to this class, and why is it important to you?
 Identify an informatics/healthcare theory from pages 29-30 of the textbook that
aligns with the project and explain why.
Hebda, T., Hunter, K., & Czar, P. (2019). Handbook of informatics for nurses and
healthcare professionals (6th ed.). Pearson. ISBN: 978-0134711010.
o
Include a title page and reference page in APA style. These do not count
towards the minimum word amount for this assignment. All APA papers should
include an introduction and conclusion.
References: Use the appropriate APA style in-text citations and references for
all resources utilized to answer the questions. Include at least three (3)
scholarly sources to support your claims.

Health and Nutrition Service Access Project

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Health and Nutrition Service Access Project

Question 1: Service Project Summary

 

Project Type: Health and Nutrition Service Access Project

 

Location: New York City

 

Date Completed:

 

Collaborators: City Harvest and Food Bank for New York City

 

This project, in collaboration with City Harvest and Food Bank for New York City, focused on improving access to health and nutrition services in New York City. The project aimed to feed the nearly 1.4 million New Yorkers who have been facing hunger and starvation. This would be achieved by rescuing approximately 150,000 pounds of food daily and delivering it free of charge to 500 community food programs across the five boroughs of New York City. In collaboration with these two of New York’s largest health and nutrition services organizations, we worked to end hunger throughout the five boroughs.

 

Question 2: Service Project Planning (15 points):

The planning process for our Health and Nutrition Service Access Project was meticulous and thorough, as shown below.

  1. Research: This nutrition service project began by carrying out a thorough research on the specific health and nutrition needs of the New York City community. The research involved studying recent health reports related to food and nutrition, consulting with local health and nutrition experts on the various ways we can deal with the nutrition crisis in New York, and understanding the operations of City Harvest and Food Bank for New York City.
  2. Collaboration: Having gone through the list of the various organizations dealing with Health and nutrition services in New York City, we decided to work with two organizations, namely, City Harvest and Food Bank for New York City. We reached out to these organizations to discuss potential collaboration. Later on, we planned a date and time for the first meetings with the sole purpose of understand how our project could align with their ongoing efforts.
  3. Project Design: Based on our research of the nutrition crisis in New York and the productive discussions we had with City Harvest and Food Bank for New York City organization. We designed our project with it main goal focused on rescuing food through the City Harvest organization and delivering it free of charge to community food feeding programs. We also planned specific activities such as food collection, sorting, and distribution to the various community feeding centers according to their nutrition needs.
  4. Implementation Plan: We then created a detailed implementation plan, including a timeline of the various activities, resource allocation such as food collection bags and containers, and roles and responsibilities for each team member.
  5. Feedback and Learning: Throughout the project, we planned for regular feedback sessions to understand what was working and what needed improvement. We also planned questions to ask and things to learn from our experiences through this project.

Question 3: Service Project Execution

Being our first time, the execution of this Health and Nutrition Service Access Project was a learning experience filled with challenges and triumphs.

  1. Engagement: Having conducted our research study and settled on the two organizations, I can testify that we chose the best to collaborate with. This is because our collaboration with City Harvest and Food Bank for New York City was met with enthusiasm and active participation in the various activities we had planned to take part in. For instance, the community food programs were eager to receive the food we rescued, and the feedback from these programs was overwhelmingly positive.
  2. Challenges: Despite our careful planning, especially on the foot collection procedure, we still encountered new challenges almost every day. For instance, coordinating the logistics of food collection and distribution was complex and required constant communication and instant problem-solving skills to challenges that required immediate solutions
  3. Volunteer Participation: We were fortunate to have a dedicated team of volunteers who worked tirelessly to ensure the project’s success. However, to add to this, it is very important to note that there were instances where we had peak food collection times, and we could have benefited from more volunteers.
  4. Impact: Our hard work and presence play a huge role in streamlining the process of food rescue and distribution around New York City. We were able to increase the efficiency of food delivery to the community food program points, thereby reaching more New Yorkers facing hunger and malnutrition as a result of poor eating habits.

5.Learning: The project was a valuable learning experience especially in the following areas. We learned about the importance open channels of communication when in a collaboration, the value of teamwork when working as a group, and the impact that such initiatives can have on communities.

Question 4: Service Project Controlling

In the process of this Health and Nutrition Service Access Project, we prepared and used a wealth of nutrition information that made it possible to attain our set goals and objectives.

1.Preparation: When collecting and distributing the donated food, we had to prepared a detailed nutritional guideline to ensure that the food would be supplied in time and in the right places where it will meet the nutrition needs of a particular community. For instance, the food being supplied to the elderly shelter, was different with that supplied to children shelter. The information prepared included information about the nutritional value of different types of food, the importance of a balanced diet, the role of various nutrients in maintaining health and the needs of a particular community according to their demographic data.

  1. Usage: The information collected and prepared was very helpful. This is becouse it was used to educate both our volunteers and the people we come across in the various community food programs we worked with. This information was shared through the provision of handouts and through group presentations.
  2. Learning: Through the various activities, this project provided a conducive environment where we were able to learn a great deal about nutrition. For example, we learned about the prevalence of malnutrition in New York City’s statistics. We were also able to learn the role that access to nutritious food can play in addressing the nutrition crisis in New York and its environs.
  3. Sources: A majority of the information we used was sourced from reputable organizations that deal specifically with nutrition, such as the World Health Organization, the U.S. Department of Agriculture, and the American Dietetic Association.

Question 5: Service Project Reviewing

In the course of this project, we received various complaints and feedback from our audience in relation to the various activities. These complaints and feedback have played a huge role in the formulation of the various changes we would consider for future iterations of our Health and Nutrition Service Access Project. These changes are as follows:

  1. Volunteer Recruitment: Going into this project, we did not anticipate that there would be instances where we would experience peak hours in the process of collecting food. From this experience, we have observed that there were times when additional volunteers could have improved our efficiency. In the future, we would aim to recruit more volunteers and perhaps establish a more structured volunteer schedule that would help in times of need.
  2. Logistics Management: Managing the logistics of food collection and distribution was a complex task as it would require good time management and proper food handling techniques. In the future, we will consider implementing a more robust logistics management system to streamline these processes and improve their effectiveness.
  3. Nutrition Education: While we did provide nutrition information to the various communities we served in the course of this project, we believe that more interactive and engaging methods of nutrition education could be beneficial, especially to the community that has no access to important nutritional information. In the future, we might incorporate workshops or interactive sessions as part of our project to ensure that the needs of every life we touch are valued and catered for fully. These changes, we believe, would enhance the effectiveness of our project and enable us to serve our community better.

References

City Harvest. (2023, November 16). Home – City Harvest. https://www.cityharvest.org/

Food Bank for New York City | One mission. five boroughs. Feed all. (2023, December 12). Food Bank for New York City. https://www.foodbanknyc.org/

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Health and Nutrition Service Access Project

Service Project Report
(60 Points)

Complete the following questions:
Service Project Summary (10 points): Discuss type of project, date completed, where and with
whom you completed your service project. (Minimum of 1-2 sentences)
Service Project Planning (15 points): Describe the process you used to plan the service project:
(Minimum of 4-5 sentences). For example, if you created a presentation or did an interview,
you may have contacted the group, planned a date/time, researched the nutrition topic,
created handouts, and planned activities or questions. If you volunteered at a community
organization, you may have researched options for volunteering, determined date and time,
and planned questions to ask or things to learn. Your answer should give specific planning
activities unique to your project.
Service Project Execution (15 points): Describe your observations about how the service
project went and give specific examples (Minimum of 4-5 sentences). For example, if you gave a
presentation or conducted an interview, was the audience engaged, was it an appropriate topic
for this audience, what about length of time it took, or how the audience interacted with it. If it
was an interview, what were the highlights of the interview? If a volunteer activity, were there
enough volunteers, was it well planned, what problems arose, how did your presence help or
hinder, etc.
Service Project Controlling (15 points): Describe nutrition information you prepared, used, or
learned in the project and the source for that information. (Minimum of 4-5 sentences). For
example, if you presented a project or conducted an interview, you would have prepared
nutrition information for the interaction with your audience. If you volunteered in a nutrition
project, you would have observed how the audience interacted with food or nutrition with
respect to food safety, nutrition, etc.

Service Project Reviewing (5 points): Describe the any changes you would make to your service
project, based on your experience or the experience of your audience. (Minimum of 2-3
sentences)

Therapeutic Communication

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Therapeutic Communication

Introduction

Therapeutic communication is an essential component employed in the treatment of patients. It embraces the general relationship that exists between the client and the healthcare provider to achieve a solution to any problem. This communication channel is very effective in coordinating a patient’s comprehensive care because it fosters trust, and the carer establishes rapport and identifies with the patient. In today’s healthcare settings, therapeutic communication is beneficial for transmitting information regarding patients’ conditions and emotional or psychological interventions. This discussion will describe some of the critical concepts of therapeutic communication, show how it is beneficial to healthcare practice, and, lastly, consider how research studies propose the use of therapeutic communication across various healthcare fields.

Key Principles of Therapeutic Communication

Therapeutic communication with patients is based on several key principles, and it is fundamental to building rapport between them and the provider. These include Empathy, active listening, openness, and nonverbal cues.

Empathy: Empathy is the ability to understand and share the feelings of another individual. Therapeutic empathy is crucial as a tool of interaction since it assists the healthcare provider in recognizing a patient’s emotions and answering correspondingly. Patient satisfaction and treatment compliance are known to be promoted through empathetic communication; this means one should be considerate when handling patients.

Active listening: This involves being able to listen to and understand the messages conveyed by the patients through words and nonverbal communication. Several studies prove that active listening is helpful in developing trust and making the patient calm, which is significant for diagnostics and treatment (Moudatsou et al., 2020).

Openness and honesty: Building rapport with the patient is essential to establishing trust, which cannot come at the cost of giving false information. Several studies point out that when doctors are honest, patients provide more details about their condition, enhancing their well-being (Hartley et al., 2020).

Nonverbal Communication: Proper body posture, maintaining eye contact, and appropriate hand gestures all contribute to the overall sense of attentiveness and empathy. Studies about nonverbal communication have estimated that more than 90 percent of communication does not involve the use of words, so it is critical to control nonverbal signs during interactions with patients (Hartley et al., 2020).

Benefits of Therapeutic Communication

Therapeutic communication is a powerful practice that goes far beyond the communication between healthcare providers and patients. Its benefits are related to patients’ level of satisfaction, their health status, and their general experience of staying in a healthcare setting.

Improved Patient Satisfaction: Through therapeutic communication, the patient is more likely to feel valued by their healthcare provider, resulting in greater satisfaction. Therapeutic communication increases patient satisfaction scores as they are likely to feel helpless, especially when hospitalized.

Enhanced Patient Outcomes: Therapeutic communication improves clients’ outcomes since they can better understand the doctor’s instructions and treatment plan. These findings have shown that patients who experience positive communication also follow their recommended course of treatment, adhere to follow-up appointments, and adopt preventive measures (Hartley et al., 2020).

Reduction in Anxiety and Stress: Hospitals and medical centers can make patients feel uncomfortable, worried, or stressed, depending on the type of disease or treatment being administered to them. Promoting therapeutic communication, especially when the approach adopted is empathy and active listening, reduces patients’ anxiety and increases their feelings of safety.

Better Provider-Patient Relationships: Good communication skills in building a therapeutic relationship also contribute to the development of a long-lasting rapport between patients and healthcare providers. It is argued that patients who have confidence in their providers are likely to come back for other care needs and refer other patients to the provider, thus enhancing the provider’s reputation and retention probabilities (Blank et al., 2019).

Therapeutic Communication vs. Everyday Communication

While it is a form of communication-based on normal communication practices, therapeutic communication is unique because of its goal, organization, and skills used in its implementation. Everyday communication is unsophisticated and unplanned and is carried out with the intention of interaction, while on the other hand, therapeutic communication is directed and has a specific purpose of healing. The key differences can be categorized as follows:

Purpose: Everyday communication can be classified as social, informative, or recreational since it may involve sharing ideas or creating rapport. On the other hand, therapeutic communication focuses entirely on enhancing patient well-being, comprehension, and concern (Hartley et al., 2020). It is used to obtain information, address patient concerns, and help them recover emotionally, psychologically, and physically.

Structure and intent: In daily conversations, people do not bother with topic formulation and are free to interrupt each other. The roles are interchangeable, and the conversation does not follow a set pattern. On the other hand, therapeutic communication is more formulated and done in a manner that is within the healthcare provider’s ability to understand while serving the patient’s purpose (Moudatsou et al., 2020). Sometimes, the healthcare provider initiates the conversation to obtain the patient’s health history, check the mental state, and give directions or encouragement.

Emotional depth: While ordinary conversation can include expressions of emotion, therapeutic communication goes further and addresses feelings like fear, anxiety, and suffering. Doctors and other healthcare providers are taught to be sensitive to these emotions and ensure the patient is comfortable expressing such feelings (Moudatsou et al., 2020).

Unique Skills Required for Therapeutic Communication

To effectively engage in therapeutic communication, healthcare providers must develop and refine several unique skills that go beyond those required for everyday communication:

Non-Judgmental Attitude: One key thing that must not be done in therapeutic communication is passing a verdict of social disapproval on any patient even though the patient may be engaged in certain behaviors, holding certain beliefs, or living a certain way that the healthcare provider does not approve of (Moudatsou et al., 2020). This is important as it helps the patients feel accepted, encouraging free and open communication between them and the healthcare provider.

Clarification and Summarization: Healthcare providers constantly repeat and restate what the patient is conveying to minimize misunderstandings. This skill ensures that the provider comprehends the patient’s message appropriately and that the patient has full assurance that their message has been understood.

Use of Silence: While silence in daily interactions may be uncomfortable, it could be very effective in therapeutic interactions. It gives patients an opportunity to think, feel, and express themselves as slowly or as rapidly as they wish (Moudatsou et al., 2020). Doctors and nurses who can handle silence can ensure that they focus on the patient rather than trying to fill the conversational gaps that do not necessarily exist.

Conclusion

Therapeutic communication is crucial in healthcare because it is multicultural and varies from ordinary communicational processes. Addressing a patient’s needs has to be done with intention, and the professional has to be empathetic, an active listener, and non-judgmental. Therapeutic communication rebuilds trust and emotional bonds between healthcare providers and patients, leading to high patient satisfaction, compliance, and healthier outcomes. Subsequently, healthcare providers need to acquire different techniques that can be used to work with the patient efficiently to not only meet their emotional needs but physical as well. Since present-day health care is so vast and multidimensional, incorporating therapeutic communication into general practice is crucial in enhancing patients’ outcomes and long-term prognosis.

References

Blank, R., Barnett, A. L., Cairney, J., Green, D., Kirby, A., Polatajko, H., Rosenblum, S., Smits‐Engelsman, B., Sugden, D., Wilson, P., & Vinçon, S. (2019). International clinical practice recommendations on the definition, diagnosis, assessment, intervention, and psychosocial aspects of developmental coordination disorder. Developmental Medicine & Child Neurology, 61(3), 242–285. https://doi.org/10.1111/dmcn.14132

Hartley, S., Raphael, J., Lovell, K., & Berry, K. (2020). Effective nurse–patient relationships in mental health care: A systematic review of interventions to improve the therapeutic alliance. International journal of nursing studies, 102, 103490. https://doi.org/10.1016/j.ijnurstu.2019.103490

Moudatsou, M., Stavropoulou, A., Philalithis, A., & Koukouli, S. (2020, January). The role of empathy in health and social care professionals. In Healthcare (Vol. 8, No. 1, p. 26). MDPI.  https://doi.org/10.3390/healthcare8010026

Therapeutic Communication

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Applying the Precede-Proceed Model

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Applying the Precede-Proceed Model

The Assigned Target Population for the Module 5 Assignment (Applying the Precede-Proceed Model) is school children.

From an ecological perspective, the Precede-Proceed model has been used to plan effective behavior change programs for over three decades. It was originally developed as the Precede model, with the Proceed part concentrating on intervention and evaluation added later.

The PRECEDE acronym stands for Predisposing, Reinforcing, and Enabling Constructs in Educational and/or Environmental Diagnosis and Evaluation. While the PROCEED acronym represents Policy, Regulatory, and Organizational Constructs in Educational and Environmental Development.

The following phases make up the Precede part:

  • Phase 1: Social Assessment
  • Phase 2: Epidemiological, Behavioral, and Environmental Assessment
  • Phase 3: Educational and Ecological Assessment
  • Phase 4: Administrative and Policy Assessment and Intervention Alignment

The Proceed part of the model consists of:

  • Phase 5: Implementation
  • Phase 6: Process evaluation
  • Phase 7: Impact evaluation
  • Phase 8: Outcome evaluation

The focus of the model is on the outcome rather than the activities. Using the eight phases, you will be asked to apply the Precede-Proceed model to a specific health topic and target population.

Planning, implementing, and evaluating a successful intervention, with its many “moving parts,” requires planners to have a “framework” by which to track the critical aspects of the intervention. Intervention Mapping provides for a sort of scope and sequence timeline, with key decision points, so that decisions can be made efficiently and effectively at these key points of planning, implementation, and evaluation. Intervention Mapping allows planners to use theory constructs to assess needs and strengths of a population, and design initiatives to address (needs) or utilize (strengths) these in a systematic order. As with any event, the process requires specific planning, and in public health education, Intervention Mapping can be a meaningful tool.

Both the Precede-Proceed model and Intervention Mapping will assist you in utilizing theory and effectively designing health interventions. Using theory and planning models as a basis for designing health interventions will result in more successful outcomes for target populations.

While the target population will be assigned by your Instructor, you will be asked to select a topic from the Topics document found in this module’s Resources.

To prepare:

  • Download the Topics document from your Learning Resources and select one topic to focus on.
  • Review the Module 5 Resources.

Submit a 6- to 7-page paper (not including title page or references) that includes the following:

Title page

Section headers addressing each of the following required sections for the narrative:

  1. In your own words, provide a brief description of the Precede-Proceed model.
  2. Using the Phase 2: Epidemiological, Behavioral, and Environmental Assessment, expand upon the factors you selected for this phase.
    1. Discuss/compare the behavior/lifestyle and environmental factors for your topic and target group.
    2. Explain why these were selected and deemed important to the health topic and target group.
  3. Using the Phase 3-Educational and Ecological assessment, discuss the predisposing, reinforcing, and enabling factors for your topic and target group.
    1. Explain why these were selected and deemed important to the health topic and target group.
  4. Using the Phase 4-Administration and policy assessment and Intervention Alignment, discuss the health education and policy regulation factors for your topic and target group.
    1. Explain why these were selected and deemed important to the health topic and target group.
  5. Briefly discuss how Phases 5–8 of the Proceed part of the model apply to your topic and target group.
  6. Summarize the Precede-Proceed Model and its application to your selected target group and assigned health topic.

Include a reference list using APA format.

Note:

  • Cite the sources within your text where you refer to them, using APA format.
  • Be sure to include peer-reviewed journal articles that establish the evidence-based research for your responses.
  • Be sure to present your narrative in paragraph form and avoid simply listing or bulleting the information.
  • Your final document should include title page, the narrative and an APA reference list presented in the format as described in the instructions.

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Content

Top of Form

Name: PUBH6038_Module5_Assignment_Rubric

Description: Criteria: Adherence to Assignment Expectations (see course for details)

  Does Not Meet Expectations Meets Expectations Very Good Outstanding
Description of the Precede-Proceed model in own words.
(10 points)		 Points Range:0 (0.00%) – 7 (7.00%)

Missing, unoriginal, or does not adequately describe the Precede-Proceed model

 Points Range:8 (8.00%) – 8 (8.00%)

Adequate description and support of the Precede-Proceed model, but with infrequent and minor issues

 Points Range:9 (9.00%) – 9 (9.00%)

Generally thorough, well organized, and supported explanation of the Precede-Proceed model with minimal concerns

 Points Range:10 (10.00%) – 10 (10.00%)

Fully developed and supported, insightful, credible, and scholarly discussion of the Precede-Proceed model
Discussion and comparison of the behavior/lifestyle and environmental factors for your topic and target group using the Phase 2: Epidemiological, Behavioral, and Environmental Assessment.
(10 points)		 Points Range:0 (0.00%) – 7 (7.00%)

Missing, unoriginal, or does not adequately discuss and compare the behavior/lifestyle and environmental factors for your topic and target group using the Phase 2: Epidemiological, Behavioral, and Environmental Assessment

 Points Range:8 (8.00%) – 8 (8.00%)

Adequate discussion, comparison, and support of how the intrapersonal and interpersonal levels can/do influence the assigned health topic using the Phase 2: Epidemiological, Behavioral, and Environmental Assessment, but with infrequent and minor issues

 Points Range:9 (9.00%) – 9 (9.00%)

Generally thorough, well organized, and supported discussion and comparison of how the intrapersonal and interpersonal levels can/do influence the assigned health topic using the Phase 2: Epidemiological, Behavioral, and Environmental Assessment with minimal concerns

 Points Range:10 (10.00%) – 10 (10.00%)

Fully developed and supported, insightful, credible, and scholarly discussion and comparison of how the intrapersonal and interpersonal levels can/do influence the assigned health topic using the Phase 2: Epidemiological, Behavioral, and Environmental Assessment
Explanation of why these behavior/lifestyle and environmental factors were selected and deemed important to your health topic and target group.
(10 points)		 Points Range:0 (0.00%) – 7 (7.00%)

Missing, unoriginal, or does not adequately explain why these behavior/lifestyle and environmental factors were selected and deemed important to your health topic and target group

 Points Range:8 (8.00%) – 8 (8.00%)

Adequate explanation and support of why these behavior/lifestyle and environmental factors were selected and deemed important to your health topic and target group, but with infrequent and minor issues

 Points Range:9 (9.00%) – 9 (9.00%)

Generally thorough, well organized, and supported explanation of why these behavior/lifestyle and environmental factors were selected and deemed important to your health topic and target group with minimal concerns

 Points Range:10 (10.00%) – 10 (10.00%)

Fully developed and supported, insightful, credible, and scholarly discussion of why these behavior/lifestyle and environmental factors were selected and deemed important to your health topic and target group
Discussion of the predisposing, reinforcing, and enabling factors for your topic and target group using the Phase 3-Educational and Ecological assessment.
(10 points)		 Points Range:0 (0.00%) – 7 (7.00%)

Missing, unoriginal, or does not adequately discuss predisposing, reinforcing, and enabling factors for your topic and target group using the Phase 3-Educational and Ecological assessment

 Points Range:8 (8.00%) – 8 (8.00%)

Adequate discussion and support of predisposing, reinforcing, and enabling factors for your topic and target group using the Phase 3-Educational and Ecological assessment, but with infrequent and minor issues

 Points Range:9 (9.00%) – 9 (9.00%)

Generally thorough, well organized, and supported discussion of predisposing, reinforcing, and enabling factors for your topic and target group using the Phase 3-Educational and Ecological assessment with minimal concerns

 Points Range:10 (10.00%) – 10 (10.00%)

Fully developed and supported, insightful, credible, and scholarly discussion of predisposing, reinforcing, and enabling factors for your topic and target group using the Phase 3-Educational and Ecological assessment
Explanation of why these predisposing, reinforcing, and enabling factors were selected and deemed important to your health topic and target group.
(10 points)		 Points Range:0 (0.00%) – 7 (7.00%)

Missing, unoriginal, or does not adequately explain why these predisposing, reinforcing, and enabling factors were selected and deemed important to your health topic and target group

 Points Range:8 (8.00%) – 8 (8.00%)

Adequate explanation and support of why these predisposing, reinforcing, and enabling factors were selected and deemed important to your health topic and target group, but with infrequent and minor issues

 Points Range:9 (9.00%) – 9 (9.00%)

Generally thorough, well organized, and supported explanation of why these predisposing, reinforcing, and enabling factors were selected and deemed important to your health topic and target group with minimal concerns

 Points Range:10 (10.00%) – 10 (10.00%)

Fully developed and supported, insightful, credible, and scholarly discussion of why these predisposing, reinforcing, and enabling factors were selected and deemed important to your health topic and target group
Discussion of the health education and policy regulation factors for your topic and target group using the Phase 4-Adminstration and policy assessment and Intervention Alignment.
(10 points)		 Points Range:0 (0.00%) – 7 (7.00%)

Missing, unoriginal, or does not adequately discuss health education and policy regulation factors for your topic and target group using the Phase 4-Adminstration and policy assessment and Intervention Alignment

 Points Range:8 (8.00%) – 8 (8.00%)

Adequate discussion of health education and policy regulation factors for your topic and target group using the Phase 4-Adminstration and policy assessment and Intervention Alignment, but with infrequent and minor issues

 Points Range:9 (9.00%) – 9 (9.00%)

Generally thorough, well organized, and supported discussion of health education and policy regulation factors for your topic and target group using the Phase 4-Adminstration and policy assessment and Intervention Alignment with minimal concerns

 Points Range:10 (10.00%) – 10 (10.00%)

Fully developed and supported, insightful, credible, and scholarly discussion of health education and policy regulation factors for your topic and target group using the Phase 4-Adminstration and policy assessment and Intervention Alignment
Explanation of why these health education and policy regulation factors were selected and deemed important to your health topic and target group.
(10 points)		 Points Range:0 (0.00%) – 7 (7.00%)

Missing, unoriginal, or does not adequately explain why these health education and policy regulation factors were selected and deemed important to your health topic and target group

 Points Range:8 (8.00%) – 8 (8.00%)

Adequate explanation and support of why these health education and policy regulation factors were selected and deemed important to your health topic and target group, but with infrequent and minor issues

 Points Range:9 (9.00%) – 9 (9.00%)

Generally thorough, well organized, and supported explanation of why these health education and policy regulation factors were selected and deemed important to your health topic and target group with minimal concerns

 Points Range:10 (10.00%) – 10 (10.00%)

Fully developed and supported, insightful, credible, and scholarly discussion of why these health education and policy regulation factors were selected and deemed important to your health topic and target group
Discussion of how Phases 5–8 of the Proceed part of the model apply to your topic and target group.
(5 points)		 Points Range:0 (0.00%) – 3 (3.00%)

Missing, unoriginal, or does not adequately discuss how Phases 5–8 of the Proceed part of the model apply to your topic and target group

 Points Range:4 (4.00%) – 4 (4.00%)

Adequate discussion and support of how Phases 5–8 of the Proceed part of the model apply to your topic and target group, but with infrequent and minor issues

 Points Range:4.5 (4.50%) – 4.5 (4.50%)

Generally thorough, well organized, and supported discussion of how Phases 5–8 of the Proceed part of the model apply to your topic and target group with minimal concerns

 Points Range:5 (5.00%) – 5 (5.00%)

Fully developed and supported, insightful, credible, and scholarly discussion of how Phases 5–8 of the Proceed part of the model apply to your topic and target group
Summary of the Precede-Proceed Model and its application to your selected target group and assigned health topic.
(5 points)		 Points Range:0 (0.00%) – 3 (3.00%)

Missing, unoriginal, or does not adequately summarize the Precede-Proceed Model and its application to your selected target group and assigned health topic

 Points Range:4 (4.00%) – 4 (4.00%)

Adequate summary of the Precede-Proceed Model and its application to your selected target group and assigned health topic, but with infrequent and minor issues

 Points Range:4.5 (4.50%) – 4.5 (4.50%)

Generally thorough, well organized, and supported summary of the Precede-Proceed Model and its application to your selected target group and assigned health topic with minimal concerns

 Points Range:5 (5.00%) – 5 (5.00%)

Fully developed and supported, insightful, credible, and scholarly summary of the Precede-Proceed Model and its application to your selected target group and assigned health topic
Written Communication: Extent to which writing is professional, appropriate, clear, properly formatted, grammatically and structurally correct, synthesized, supported, and scholarly.
(20 points)		 Points Range:0 (0.00%) – 15 (15.00%)

Writing does not meet basic expectations (e.g. clarity, tone, organization, grammar, spelling, punctuation, source citation, references, title page, synthesis of source material, insufficient originality, etc.)

 Points Range:16 (16.00%) – 17 (17.00%)

Writing adequately meets expectations  for writing and synthesis but with infrequent and minor issues

 Points Range:18 (18.00%) – 18 (18.00%)

Writing is generally thorough and grammatically correct, with proper formatting and minimal concerns. Synthesis is demonstrated and ideas are supported without reliance on quoting

 Points Range:19 (19.00%) – 20 (20.00%)

Writing is fully developed, exceptionally well organized, synthesized, supported, scholarly, and free of writing errors. Concepts are connected throughout paper with appropriate transitions and multiple appropriate resources and examples.

Name:PUBH6038_Module5_Assignment_Rubric

Description:Criteria: Adherence to Assignment Expectations (see course for details)

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Module 5: Precede-Proceed Model and Intervention Mapping (Weeks 8–9)

Aymelek is a middle-aged employee at a metropolitan health department. She supports a group of Middle Eastern refugees living in a rural community where community and religious groups have been mobilized to offer support. A plan is needed to offer direction to these groups, so the Middle Eastern refugees can be provided with essential necessities and assistance.

Health-related issues are often very complex. Making sense of all the aspects of the issue can be challenging. Planning models such as Precede-Proceed and Intervention Mapping are often described as maps, blueprints, or GPS systems, and are useful tools to help public health and health education professionals analyze and make sense of such problems.

Precede-Proceed and Intervention Mapping provide direction to plan, implement, and evaluate effective health programs and interventions. These models use the theories and their constructs/levels to enable successful planning and to develop interventions that address defined health issues for specific target populations. Unlike the theories/models you have examined previously, these models do not attempt to explain or predict behavior. Rather, they allow the planner to systematically create programs utilizing those theoretical constructs to create successful outcomes. These models also provide guidance for the application of theories/models and the development of effective evaluation methods within interventions.

Applying the constructs of the Precede Proceed Model, what impact might the model have on planning the essential needs and services for the Middle Eastern refugees that Aymelek is working with?

In this module, you will examine and apply the Precede-Proceed and Intervention Mapping models to design various health programs and interventions.

 

Please Note:

Two different versions of the Precede-Proceed Model are evident in your resource materials. The difference between the two depictions of the Model, is that one has 8 phases and one has 9 phases. The differences are in actuality quite minor, with the 8 phase description simply combining, in phase 2, Epidemiological with Behavioral and Environmental Assessment ( Behavioral and Environmental Assessment are a separate phase in the other depiction of the Model). The combining of the two, shifts the numbering system for the other phases, as well. You will find the other phases remain the same, but their numbers are off.

Resources

 

  • Chapter 19, “Planning Models for Theory-Based Health Promotion Interventions” (pp. 359–383) Retrieved from
    https://ebookcentral.proquest.com/lib/waldenu/reader.action?docID=4180250&ppg=377

https://journals-sagepub-com.ezp.waldenulibrary.org/doi/10.4278/ajhp.130820-QUAL-438

 

https://search-proquest-com.ezp.waldenulibrary.org/docview/2001020589?accountid=14872

 

http://sites.bu.edu/ciis/files/2016/06/PRECEDEPROCEED-Model-Cheat-Sheet_CGA.pdf

 

https://ctb.ku.edu/en/table-contents/overview/other-models-promoting-community-health-and-development/preceder-proceder/main

 

https://search-proquest-com.ezp.waldenulibrary.org/docview/1857324765?accountid=14872

 

https://www.ruralhealthinfo.org/toolkits/health-promotion/2/program-models/precede-proceed

 

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Root-Cause Analysis and Safety Improvement Plan

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Root-Cause Analysis and Safety Improvement Plan

 

Root-Cause Analysis and Safety Improvement Plan

For this assessment, you will use a supplied template to conduct a root-cause analysis of a quality or safety issue in a health care setting of your choice and outline a plan to address the issue.

As patient safety concerns continue to be addressed in the health care settings, nurses can play an active role in implementing safety improvement measures and plans. Often root-cause analyses are conducted and safety improvement plans are created to address sentinel or adverse events such as medication errors, patient falls, wrong-site surgery events, and hospital-acquired infections. Performing a root-cause analysis offers a systematic approach for identifying causes of problems, including process and system-check failures. Once the causes of failures have been determined, a safety improvement plan can be developed to prevent recurrences. The baccalaureate nurse’s role as a leader is to create safety improvement plans as well as disseminate vital information to staff nurses and other health care professionals to protect patients and improve outcomes. Assessment 2 Instructions: Root-Cause Analysis and Safety Improvement Plan

As you prepare for this assessment, it would be an excellent choice to complete the Quality and Safety Improvement Plan Knowledge Base activity and to review the various assessment resources, all of which will help you build your knowledge of key concepts and terms related to quality and safety improvement. The terms and concepts will be helpful as you prepare your Root-Cause Analysis and Safety Improvement Plan. Activities are not graded and demonstrate course engagement.

Demonstration of Proficiency

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

  • Competency 1: Analyze the elements of a successful quality improvement initiative.
    • Apply evidence-based and best-practice strategies to address a safety issue or sentinel event pertaining to medication administration. ;
    • Create a viable, evidence-based safety improvement plan for safe medication administration.
  • Competency 2: Analyze factors that lead to patient safety risks.
    • Analyze the root cause of a patient safety issue or a specific sentinel event pertaining to medication administration in an organization.
  • Competency 3: Identify organizational interventions to promote patient safety.
    • Identify existing organizational resources that could be leveraged to improve a safety improvement plan for safe medication administration.
  • Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.
    • Communicate in writing that is clear, logical, and professional, with correct grammar and spelling, using current APA style.

Professional Context

Nursing practice is governed by health care policies and procedures as well as state and national regulations developed to prevent problems. It is critical for nurses to participate in gathering and analyzing data to determine causes of patient safety issues, in solving problems, and in implementing quality improvements.

Scenario

For this assessment, you may choose from the following options as the subject of a root-cause analysis and safety improvement plan:

  • The specific safety concern identified in your previous assessment pertaining to medication administration safety concerns.
  • The readings, case studies, or a personal experience in which a sentinel event occurred surrounding an issue or concern with medication administration.

Instructions

The purpose of this assessment is to demonstrate your understanding of and ability to analyze a root cause of a specific safety concern in a health care setting. You will create a plan to improve the safety of patients related to the concern of medication administration safety based on the results of your analysis, using the literature and professional best practices as well as the existing resources at your chosen health care setting to provide a rationale for your plan.

Use the  to help you to stay organized and concise. This will guide you step-by-step through the root cause analysis process.

Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand ;what is needed for a distinguished score.

  • Analyze the root cause of a patient safety issue or a specific sentinel event pertaining to medication administration in an organization.
  • Apply evidence-based and best-practice strategies to address the safety issue or sentinel event pertaining to medication administration.
  • Create a feasible, evidence-based safety improvement plan for safe medication administration.
  • Identify organizational resources that could be leveraged to improve your plan for safe medication administration.
  • Communicate in writing that is clear, logical, and professional, with correct grammar and spelling, using current APA style.

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 but keep in mind that your Assessment 2 will focus on safe medication administration.

  • .

Additional Requirements

  • Length of submission: Use the provided Root-Cause Analysis and Improvement Plan template to create a 4-6 page root cause analysis and safety improvement plan pertaining to medication administration.
  • Number of references: Cite a minimum of 3 sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old.
  • APA formatting: Format references and citations according to current APA style.

Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course.

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Nurse Educator Philosophy Statement

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Nurse Educator Philosophy Statement

Nurse Educator Philosophy Statement

Assessment Instructions

For this assessment, develop your own nurse educator philosophy statement. Identify your beliefs and values regarding the adult learner, learning environment, and teaching strategies and applicable learning theories that you will use as an educator. Address how this philosophy will guide you in the tripartite roles of a nurse educator—how it will guide your teaching, scholarship, and service. Support your philosophy with your knowledge of historical events that are pertinent to your work. In addition, identify the competencies that you see as critical to your role. Nurse Educator Philosophy Statement.

In sum, your philosophy statement should guide your practice as a nurse educator.

Your educator philosophy statement should do the following:

  • Identify the area of nursing education or the area in health care in which you will apply your MSN, education specialization skills, and knowledge.
  • Formulate your nurse educator philosophy statement, which should comprise your beliefs and values regarding the adult learner, learning environment, and teaching strategies and applicable learning theories that you will use as an educator.
  • Apply your philosophy statement to each of the tripartite roles of the nurse educator. What does your philosophy mean for your approach to teaching, scholarship, and service? As you discuss the role of teacher, be sure to address any theories (adult learning theory, learner-center education, and others) that shape your approach as an educator.
  • Analyze the relationship of significant historical events that have shaped the role you seek to fill.
  • Analyze the most essential nurse educator competencies necessary for this MSN-prepared nurse educator. Explain why you selected the competencies you did.
  • Conclude with a summary.

ADDITIONAL REQUIREMENTS

Your assessment should meet the following requirements:

  • Written communication: Written communication should be free of grammar and spelling errors that distract from the content.
  • APA format: Use correct APA format, including running head, page numbers, and a title page. Citations and references (if used) are to be in correct APA format.
  • Format: Submit your assessment as a Word document.
  • Length: 3–5 double-spaced pages, not including the title page and references page.
  • Font and font size: Times New Roman or Arial, 12 point.

Resources

REQUIRED RESOURCES

The following resources are required to complete the assessment.

Capella Resources
  • .

SUGGESTED RESOURCES

The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The  can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.

Capella Resources
Capella University Library Resources
  • Ali, N. A. (2014). . International Journal of Nursing Education, 6(2), 122–124.
  • Felicilda-Reynaldo, R. F. D., & Utley, R. (2015). . Nursing Education Perspectives, 36(2), 89–95.
  • Russell, S. S. (2006). . Urological Nursing, 26(5), 349–352, 370.
  • Adelman-Mullally, T., Mulder, C. K., McCarter-Spalding, D. E., Hagler, D. A., Gaberson, K. B., Hanner, M. B., . . . Young, P. K. (2013). . Nurse Education in Practice, 13(1), 29–34.
  • Patterson, B. J., & Krouse, A. M. (2015). . Nursing Education Perspectives, 36(2), 76–78.
Internet Resources

Please note that links may change frequently. Permissions to use the following links have been granted, or the links have been deemed appropriate for educational use at the time of course publication.

  • American Nurses Credentialing Center. (n.d.). . Retrieved from
  • National League for Nursing. (n.d.). . Retrieved from
  • National League for Nursing. (n.d.). . Retrieved from

 

CU Complimentary Alternative Medicine

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CU Complimentary Alternative Medicine

 

CU Complimentary Alternative Medicine

Overview

Prepare a PowerPoint presentation of 8–10 slides that explains why an understanding of complimentary alternative medicine (CAM) and spirituality is important for members of health care teams; examines the ethical, legal, and financial principles related to CAM and spirituality; and describes how these forms of health care can impact plans of action. Note: The assessments in this course build upon each other, so you are strongly encouraged to complete them in sequence.As a leader in the field of nursing, it is important for you to identify areas within your organization that may need to improve cultural competence, and to develop educational materials to assist in doing so. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 2: Develop evidence-based health promotion and disease prevention initiatives for diverse and vulnerable populations.
    • Identify topics for an organizational education plan on CAM and spirituality.
    • Explain the importance of health care professionals developing an understanding of CAM, traditional medicine, holistic health, and spirituality.
  • Competency 3: Apply basic epidemiological concepts, data analysis methods, tools, and databases to determine the effectiveness of health promotion and disease prevention initiatives for diverse and vulnerable populations.
    • Provide a list of resources to include in an organizational education plan on CAM and spirituality.
  • Competency 4: Examine the ethical, legal, and economic factors related to health disparities in diverse and vulnerable populations.
    • Examine ethical, legal, and economic principles related to CAM, traditional medicine, holistic health, and spirituality.
  • Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the health care professions.
    • Write content clearly and logically, with correct use of grammar, punctuation, APA formatting, and mechanics.
Competency Map

Use this online tool to track your performance and progress through your course.

Context

Complementary and alternative medicine (CAM) is widely used in the United States. According to the 2007 National Health Interview Survey (NHIS), 38.8 percent of U.S. adults and 12 percent of U.S. children use CAM therapies. The survey also reported on CAM use among members of ethnic groups, as a percentage of the group’s overall population:

  • American Indian and Alaska Natives, 50.3 percent.
  • Native Hawaiian and other Pacific Islanders, 4.32 percent.
  • Non-Hispanic whites, 43.1 percent.
  • Asians, 39.9 percent.
  • Blacks or African Americans, 25.5 percent.
  • Hispanics, 23.7 percent (Pérez & Luquis, 2014, p. 113).

Spirituality is part of the human experience, and its implications should be addressed in the health care system with a focus on communities with health disparities. In working with communities, the implications of culture and diversity are, in some cases, a central focus. The integration of the community-based participatory model is one way of creating connections for health and wellness promotion and programming for racial and ethnic communities (Pérez & Luquis, 2014).

Reference

Pérez, M. A., & Luquis, R. R. (2014). Cultural competence in health education and health promotion (2nd ed.). San Francisco, CA: Jossey-Bass.

Questions to Consider

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

    • What types of complimentary alternative medicine (CAM), traditional medicine, holistic healing, or spirituality have you observed in your nursing practice?
    • How do these practices affect the health and wellness of the individuals who practice them? How do the practices affect your ability to provide health care to individuals who practice them?

CU Complimentary Alternative Medicine Presentation Paper Resources

SUGGESTED RESOURCES

The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Library Resources

The following e-books or articles from the Capella University Library are linked directly in this course:

  • Ka’opua, L. I., Park, S. H., Ward, M. E., & Braun, K. L. (2011). . Health & Social Work, 36(1), 55–65.
  • Hodge, D. R. (2013). . Social Work, 58(3), 223–230.
  • Schim, S. M., & Doorenbos, A. Z. (2010). . Journal of Social Work in End-of-Life & Palliative Care, 6(3/4), 256–270.
  • Misra, R., Balagopal, P., Klatt, M., & Geraghty, M. (2010). . Journal of Alternative and Complementary Medicine, 16(8), 843–852.
  • O’Regan, P., Wills, T., & O’Leary, A. (2010). . Nursing Standard, 24(21), 35–39.
  • Bishop, F. L., Yardley, L., & Lewith, G. T. (2010). . Journal of Alternative and Complementary Medicine, 16(2), 175–182.
  • Possamai-Inesedy, A., & Cochrane, S. (2013). . Health Sociology Review, 22(11), 65–74.
  • Stares, R. (2014). . Indian Journal of Gerontology, 28(4), 519–527.
  • McHale, J. V. (2013). . Nursing Ethics, 20(4), 365.
Course Library Guide

A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the  to help direct your research.

Bookstore Resources

The resource listed below is relevant to the topics and assessments in this course and is not required. Unless noted otherwise, this resource is available from the . When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.

    • Pérez, M. A., & Luquis, R. R. (Eds.). (2014). Cultural competence in health education and health promotion (2nd ed.). San Francisco, CA: Jossey-Bass.
      • Chapters 4 and 5.

CU Complimentary Alternative Medicine Presentation Paper Assessment Instructions

PREPARATION

Your organization has seen an increase in the number of individuals using complimentary alternative medicine (CAM), traditional medicine, holistic health, and spirituality. In addition to your work on the interdisciplinary team, you have been asked by your organization to prepare and deliver an educational session on CAM, traditional medicine, holistic health, and spirituality that can be used by all health care teams. How will you complete this task?You should focus on these concepts as they pertain to your population (from the Windshield Survey assessment), but also in a broader sense. Use the Capella library and the Internet to look for recent research articles or information on these topics to use as supporting resources in your assessment.

REQUIREMENTS

For this assessment, prepare a PowerPoint presentation in which you:

  • Identify the topics you will cover in your educational plan.
  • Provide a list of resources your audience can use to further their understanding of complimentary alternative medicine (CAM).
  • Explain why it is important for nurses and members of other health care teams to develop an understanding of CAM, traditional medicine, holistic health, and spirituality.
  • Examine any ethical, legal, and economic principles related to CAM, traditional medicine, holistic health, and spirituality.
  • Describe how these forms of health care can affect a plan of action for individuals and populations.

Your presentation should include a slide with the title of your educational session, a slide with the topics that will be covered (your agenda), and a reference slide at the end. Use the notes section of each slide to provide additional information on each topic, along with supporting references. References and in-text citations must adhere to APA guidelines.

ADDITIONAL REQUIREMENTS

    • Include a title slide and reference slide. The completed assessment should be 8–10 slides in length, not including the title slide and reference slide.
    • Reference at least three current scholarly or professional resources.
    • Use current APA format for references.
    • Be creative! CU Complimentary Alternative Medicine Presentation Paper

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DDHA 8246 Doctoral Prospectus Rural Healthcare Services

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DDHA 8246 Doctoral Prospectus Rural Healthcare Services

 

DDHA 8246 Doctoral Prospectus Rural Healthcare Services

Rural Healthcare Services: Providing a Framework for Cost, Quality, and Access in Nigeria healthcare system. (could be appropriately modified by studypool tutor to meet quality capstone writing standard)

Develop your Prospectus by selecting a suitable data set. To determine an appropriate data set, there are a number of questions that you will need to answer. For example, is your research question of global scale? Or will you focus on a local community? Are you focusing on a single hospital, or a hospital system? Are you looking at the Medicare population within a state, or comparing states? Do you have command of the language used in the data set? Are the data current enough or old enough for your needs?

As a health professional, you have access to a wide range of secondary data sources, including government agencies, such as the Census Bureau or the Centers for Disease Control (CDC), and private sources, including local health service providers. Global and international data are available from familiar sources, such as the World Health Organization and the United Nations. In addition, nearly every nation maintains statistics on social, economic, and environmental indicators, which contain a wealth of health information.

Prospectus: Title

Problem Statement

Insert the text of your problem statement here. Please list the actual problem as it relates to your study variables along with supporting references published within the last 5 years. List study variables, independent and dependent variables.)

Purpose of the Study

Insert the text of your purpose of the study here.

Significance

The purpose and significance of your study here. Must be quantitative and use a secondary dataset.

Background

The background of your study here. (In 2-3 sentences, how does each reference contribute or relate to background of your topic?

Framework

The framework of your study here. What is the theory you will use to base your study on?

Research Question(s) and Hypotheses

The research questions and hypotheses here. What is the association between variable A on Variable B? Identify 2 variables and study the relationship/correlation/impact of them on each other.)

Nature of the Study

The nature of your study here.

Secondary Data Types and Sources of Information

The secondary data types and sources of information for your study here.

Limitations, Challenges, and/or Barriers

Any limitations, challenges, and/or limitations for your study here.

References

Insert your reference list here.

(References need to be within the last five years.

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Is Supply and Demand in Healthcare Viability or Liability?

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Is Supply and Demand in Healthcare Viability or Liability?

 

Supply and Demand in Healthcare Viability or Liability

For the economist, healthcare often defies traditional rational economic models, theories, and rules. The buying and selling of goods and services, in general, defines economic transactions. These goods and services are traded or sold for a specific negotiated value. In many instances, price is the determining factor in the completion of a business transaction.

Healthcare is a derived demand, based on the perceived need to improve some condition or function. Healthcare demand differs from normal demand, because an individual does not control the onset of an illness nor its severity or duration. When this occurs, the demand for services increases regardless of the supply available or the cost associated with the care.

In healthcare, goods and services are not negotiable, may indeed be life threatening, and may force providers of goods and services to accept prices not even closely approaching the value they have assigned to them. To further this Discussion, consider the question: how is a value assigned to a good or service that may be the only step between life and death? Also consider the following economic question, especially as it pertains to healthcare: Who drives the healthcare market—the supplier or consumer?

By Day 7 of Week 6

This week, assigned Presenters should post a PowerPoint presentation with detailed notes section that contains the following:

  • Incorporation and analysis of the Learning Resources from this 2-week unit, including identification of any apparent gaps in the literature
  • An original research topic related to the week’s literature (the proposed research topic can be related to the general topic for the week or to gaps in the literature for the week, or it can be related to a specific reading for the week)
  • Background information on the research topic, including identification of principal schools of thought, tendencies in the academic literature, or commonalities that define the academic scholarship regarding your topic
  • Evaluation of the main concepts with a focus on their application to business/management practice and their impact on positive social change
  • A minimum of 10 peer-reviewed, scholarly new references

Note: The presentation must be in APA format and must incorporate direct evidence of addressing the Learning Objectives from this 2-week unit. Each of the content slides must include detailed notes/paragraphs with appropriate citation of peer-reviewed, scholarly references.

Refer to the Presentation Format document for more information about the expected contents of your Presentation. For suggestions on creating an effective PowerPoint presentation, see the Learning Resources for Weeks 2–3.

Refer to the Presentation Rubric for specific grading elements and criteria. Your Instructor will use this rubric to assess your work.

In addition, all Participants should post an annotated bibliography of at least five additional resources related to the research topic by Day 7 of Week 6.

Please note that I need to receive two documents.

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NURS 4030: Locating Credible Databases and Research

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NURS 4030: Locating Credible Databases and Research.

 

NURS 4030: Locating Credible Databases and Research.

Create a 1-2-page resource that will describe databases that are relevant to EBP around a diagnosis you chose and could be used to help a new hire nurse better engage in EBP.Evidence-based practice (EBP) integrates the best evidence available to guide optimal nursing care, with a goal to enhance safety and quality. EBP is crucial to nursing practice because it incorporates the best evidence from current literature, along with the expertise of the practicing nurse. The concern for quality care that flows from EBP generates a desired outcome. Without these factors, a nurse cannot be an effective leader. It is important to lead not only from this position but from knowledge and expertise. To gain the knowledge, you require a good understanding of how to search for scholarly resources, as well as identify which databases and websites are credible for the purposes of implementing evidence-based changes in practice. NURS 4030 Assessment #1 Instructions: Locating Credible Databases and Research.

DEMONSTRATION OF PROFICIENCY

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

  • Competency 1: Interpret findings from scholarly quantitative, qualitative, and outcomes research articles and studies.
    • Explain why the sources selected should provide the best evidence for the chosen diagnosis.
  • Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
    • Describe the best places to complete research and what types of resources one would want to access to find pertinent information for the diagnosis within the context of a specific health care setting.
  • Competency 4: Plan care based on the best available evidence.
    • Identify five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a clinical diagnosis.
  • Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
    • Describe communication strategies to encourage nurses to research the diagnosis, as well as strategies to collaborate with the nurses to access resources.
    • Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.

PROFESSIONAL CONTEXT

As a baccalaureate-prepared nurse, you will be responsible for providing patient-centered, competent care based on current evidence-based best practices. You will be required to do research, analysis, and dissemination of best evidence to stay abreast of these best practices. Understanding where to go to find credible sources and locate evidence, as well as which search terms to use, is the foundation of incorporation of best practices.

SCENARIO

You are supervising three nurses working on the medical-surgical floor of a local teaching hospital. This hospital is nationally recognized as a leader in education and has a computer lab with an online library where staff has access to medical research databases (that is, CINAHL, PubMed, Medline, and Cochrane library) and online sources of all hospital policies, procedures, and guidelines, and computers at nurse workstations that also have access to these resources. (For this scenario, use the Capella University Library to simulate the hospital’s online library.) You have given the nurses their patient assignments and you have all participated in shift report. A new nurse who just completed orientation and training a week ago approaches you and tells you that one of the assigned patients has a diagnosis he or she is very unfamiliar with. Knowing that patient-centered care based on best practices is imperative to positive patient outcomes, you want to assist this nurse to find research that can be utilized to provide the best care for this patient. Describe how you would communicate with this nurse to encourage him or her to research the diagnosis. Assume you will assist in the quest to locate evidence, then describe where you would go within the facility and what resources you would look for. These resources may include websites, journals, facility policies or guidelines, or any other sources of online information.You may choose the diagnosis for the patient in this scenario. Choose something you would find interesting to research or that applies to a clinical problem you would be interested in addressing. Create a list of at least five sources that could be used to find evidence, with the best source listed first, and explain why the sources you chose are best to find evidence for the diagnosis you chose and the clinical scenario. You are only evaluating the sources of evidence (database, website, policy database or website, et cetera). You are not actually completing a search and selecting evidence. Consider the following examples: a nursing journal in CINAHL may not be the best source of evidence for information on how to administer medications through a central-venous catheter, whereas a hospital policy database found on a website may not be the best source of information on caring for a patient with a rare chromosomal abnormality.

PREPARATION

To help ensure you are prepared to complete this assessment, review the following resources related to the Capella library. These resources will provide you an overview of the types of tools, resources, and guides available in the library. This may be useful in forming a better understanding of the library to apply to the hypothetical situation laid out in the scenario of this assessment. NURS 4030 Assessment #1 Instructions: Locating Credible Databases and Research.

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Remember, it is also appropriate to look toward databases and resources outside of the Capella library, such as organizational policies, professional organizations, and government health care resources.You are encouraged to complete the Evaluating the Credibility of Evidence activity. This activity offers an opportunity to practice evaluating the credibility of evidence. These skills will be necessary to complete Assessment 1 successfully and is for your own practice and self-assessment. Completing this activity is also a way to demonstrate course engagement.

INSTRUCTIONS

The purpose of this assessment is to understand where to find evidence that can be applied to clinical scenarios and to learn effective communication and collaboration with clinical staff during the process of evidence location. As a baccalaureate-prepared nurse, you will not only use research for self-improvement in your clinical role, but you will also serve as a mentor to supervised nursing staff. Therefore, you will need to be able to communicate and collaborate effectively to guide them toward resources to find research, as well as support them through the initial evidence location process. In doing so, nurses can gain access to evidence that can be analyzed and utilized to stay current on best practices. This allows them to provide safe, patient-centered care and improve patient outcomes.For this assessment:

  • Describe your role as a baccalaureate-prepared nurse supervising clinical staff nurses with regard to communication and collaboration in locating evidence for application to a nursing practice scenario.
  • Compile a list of five online databases or other online sources (that is, websites, journals, facility policies or guidelines, et cetera) that can be used to research evidence to apply to this scenario and describe to which of these you would direct a nurse colleague to search for evidence.
  • Describe where you might go in the clinical setting to complete this research and how you would access the desired, relevant research within research databases or other online sources.

Be sure to address the following in this assessment, which correspond to the grading criteria in the scoring guide. Please study the scoring guide carefully so that you will know what is needed for a distinguished score.

  • Describe communication strategies to encourage nurses to research the diagnosis, as well as strategies to collaborate with the nurses to access resources.
  • Describe the best places to complete research and what types of resources you would want to access to find pertinent information for the diagnosis within the context of a specific health care setting.
  • Identify five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a clinical diagnosis.
  • Explain why the sources of online information selected should provide the best evidence for the chosen diagnosis.
  • Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.

Note: While you are not selecting and evaluating specific evidence to help with the clinical diagnosis, you should still be citing the literature and best practices to support your description of your communication and collaboration approach. Additionally, it is appropriate to cite best practices related to EBP and evaluating databases to support your explanation as to why you selected the five sources of online information that you did.

SUBMISSION REQUIREMENTS

Your assessment should meet the following requirements:

  • Length of submission: 1–2 pages (not including the reference page) description of communication, collaboration, and evidence location process, including a list of databases or other sources with description of why they are appropriate for clinical scenario diagnosis (that is, something that would be useable in professional practice for other nurses). Be sure to include an APA-formatted reference page at the end of your submission.
  • Number of references: Cite a minimum of three sources of scholarly or professional evidence that supports your findings and considerations. Resources should be no more than five years old.
  • APA formatting: References and citations are formatted according to current APA style.

Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course. NURS 4030 Assessment #1 Instructions: Locating Credible Databases and Research.

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