Professional Network Complete Part

Professional Network Complete Part

  

Assignment: Academic Success and Professional Development Plan Part 1: Developing an Academic and Professional Network

 

  • Consider individuals, departments, teams, and/or resources within  Walden University and within your profession that you believe can  support your academic and professional success.
  • Identify at least two academic and at least two professional  individuals, colleagues, or teams that might help you succeed in your  MSN program and as a practicing nurse.
  • Download the Academic Success and Professional Development Plan Template.

The Assignment:

Academic and Professional Network

Complete Part 1 of your Academic Success and Professional Development Plan Template. Be sure to address the following:

  • Identify at least two academic and at least two professional individuals or teams to collaborate with to be successful in your MSN program and as a practicing nurse.
  • Explain why you selected these individuals and/or teams and how they  will support your success in the MSN program and as a practicing nurse

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Major Histocompatibility Complex Changes

Major Histocompatibility Complex Changes

 For this assignment, you will conduct an article review of the article listed below. This review should be three (3) pages double-spaced, 12-point font. The title page and the reference page(s) do not count towards the three (3) pages double-spaced, 12-point font. The review should contain: 

 

summary:

  • State the main idea or thesis of the article.
  • Summarize the most important information, facts, and ideas presented in the article.

Critique:

  • Your critique of the article.
  • Anything interesting or surprising.
  • Include what you would do next to further the results from this study or remaining questions that were not covered within the article.

References:

  • You must use APA format to cite the article that is supplied.
  • Additional articles that you use concepts from should also be included.

 

Article:

Mompart, F., Kamgoué, A., Lahbib-Mansais, Y. et al. The 3D nuclear conformation of the major histocompatibility complex changes upon cell activation both in porcine and human macrophages (Links to an external site.). BMC Mol and Cell Biol 22, 45 (2021). 

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Fully Functioning Person According

Fully Functioning Person According

 

  1. Define self-efficacy. 
  2. What is a self-system in Bandura”s theory?
  3. List and explain Bandura’s four processes that influence learning. 
  4. Explain Kelly’s concept of constructive alternativism. 
  5. Why do we make the choices we do, according to Kelly’s choice corollary? 
  6. Explain what Rogers meant by the actualizing tendency. 
  7. Discuss Rogers’s idea that people are basically good. 
  8. List and explain the characteristics of a fully functioning person according to Rogers. 

          9.   Why do we call  Rogers’s theory a client centered theory? 

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Social Change Walden University

Social Change Walden University

  Respond to at least two of your colleagues’ posts by  suggesting additional individuals and/or teams with whom you wish to  collaborate or by offering additional networking strategies 

My name is Yusuf Adegoke. I live in Chicago IL.  I  graduated from City Colleges of Chicago with Associates in Nursing in  2016, and Resurrection University at Chicago with BSN degree in 2018. I  am currently working at John H. Stroger Hospital as a Registered Nurse  on medical surgical/tele unit. My hobbies include travelling, watching  soccer and listening to music.  My career goal is to become a Psychiatric Mental Health Nurse  Practitioner and I want to be able use my profession and experience to  change the way mental health is viewed in the community. I want to be  able educate people about mental health and encourage more people to  seek care, providing them with better resources and making mental health  more accessible to people. Walden University will give me the  opportunity to expand my view on a positive social change in the mental  health industry through research and collaborations towards the  achievement of my goal. This will lead to effective and efficient  intervention in providing care for people with mental health problems  and enhance provision of better resources and accessibility to mental  health. Also, it will enable me to develop strategies to meet every need  of the profession by learning, performing, and generalization of  adaptive behavior skills which is required for individuals with mental  health problems for them to socialize, adapt and integrate very well  within the community. 

Incorporation of Social Change

Walden  University make provision for many professionals with diverse careers,  with the opportunity of equipping themselves into motivated learners and  positive social change makers in their various communities (Walden  University, 2022).   With all the opportunities made available by Walden  University through the program, I will be able to carefully plan and  develop the skills needed to make it easy for me to accomplish my  established goals and support people with mental health problems with  better access to resources, encourage them to seek care and making  mental health accessible to more people in the community. This will make  it easier for people with mental health to socialize and integrate into  the community, through behavior intervention, behavior modification,  and behavior shaping. My plan for promoting changes involves  continuing to acquire the knowledge, identify the issues, educate, and  care for everyone I encounter throughout my career to improve health  outcomes and quality of life for the community. 

                                                                                                                                                                                                            Networking

                 Networking is getting to know people and developing personal and  professional relationship from there onward. It is like a process  whereby one interacts with others to get information and knowledge from  them. It is an accurate source of information and knowledge acquisition.  Networking will help me in getting the necessary information I needed  in developing and improving my skill sets. Meeting new people will allow  me to develop new skills, knowledge and help me in improving on my own  skills. Networking makes it possible to meet prospective mentors,  partners, and gain access to necessary resources will foster  professional and academic developments.

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Tools Must Always Consider

Tools Must Always Consider

 Reply to this post with at least 250 words, minimum of 2 scholarly references in APA format within the last 5 years published. 

Successful treatment of the patients involves a thorough evaluation process. Nurses play an essential role in successfully analyzing patients for effective diagnosis, treatment, and management of diseases. During the analysis process, nurses assess some factors leading to the change in symptoms and help develop effective management and prevention approaches to help deal with the symptoms. Nurses are directly involved in assisting patients with the self-management of their symptoms and ensuring an ongoing monitoring process (Toronto & Remington, 2020). The theory of unpleasant symptoms is among the essential strategies to assist nurses in effectively evaluating a patient’s system. The procedure is essential since it reveals some key elements of symptoms that guide nursing practice. 

       The nurses consider several elements when searching for a tool to evaluate a patient’s symptoms. The first important aspect that nurses look for is the self-reported symptoms that must be present in the assessment tool. The self-reported symptoms enable a nurse to collect information that helps derive the effects of the disease and treatment from the self-reported symptoms. The selected assessment tool used for the patient’s symptoms must contain different factors that impact the symptoms reported by the patient. When using the theory of unpleasant symptoms to determine the perfect assessment tool for patient symptoms, it is crucial to check for essential sections or areas of focus by the theory. For example, the theory focuses on the symptoms that it later defines subjectively as reported by the client. The theory then evaluates the factors that affect the symptoms, for example, gender, age, and the variables connected to the illness (Blackman, 2019). These are essential factors impacting the perception of the patient’s symptoms. This theory also concentrates on the social and physical environment that affects the symptoms presented by the patient. 

       Consequently, the assessment technique must also consider other factors like physiology, the changes in the circumstances, growth, and development, especially in children. This information is essential since they inform the nurse about the patient’s condition. The theory emphasizes the evaluation tool used by the nurses and that such tools must always consider variables impacting the patients’ symptoms (Blackman, 2019). The variables to be considered when selecting the tool are language, culture, age, and gender. 

         In conclusion, while selecting the tool for assessing a patient’s symptoms, it is the nurse’s responsibility to ensure that various factors are considered. The strategy involves an evaluation tool that considers self-reported symptoms. A nurse uses self-reported symptoms to determine how a patient is affected by a disease and the course of treatment. It is also essential to consider other variables affecting the symptoms.

References 

Blakeman, J. R. (2019). An integrative review of the theory of unpleasant symptoms. Journal of advanced nursing, 75(5), 946-961.   

Toronto, C. E., & Remington, R. (Eds.). (2020). A step-by-step guide to conducting an integrative review. Cham, Swizterland: Springer International Publishing.

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Monologue Occurs Three Months

Monologue Occurs Three Months

  

Lucy’s monologue occurs three months after Julia’s death. Lucy is in the emergency room. She is grieving and wants to talk about Julia and their life together. She feels very lonely, but has had some contact with her neighbor Adele and her niece, Nora. There have been other instances where she became anxious and dizzy and slightly confused, stating that her heart was pounding and she feels like she “can’t walk or do anything.” Lucy thinks she has called 911 “about once a month since Julia died” and was transported by ambulance to the emergency department.

Well, here I am again, waiting to be seen by the emergency room doctor. This must be the third time this has happened since Julia died. I miss her so much. I never knew it would be so lonely in that house by myself. Nora comes to visit every once and awhile. In fact she’s on her way here now, with my neighbor Adele. I don’t want to scare them though I know Adele saw the ambulance and must be worried. This has happened about once a month I think. I feel okay, then for no reason at all I just get anxious and dizzy. My heart kind of pounds and I just feel like I can’t walk or do anything. One time I fell, but I didn’t get hurt too bad. This time I almost fell, landed on my couch and scraped my arm. I think I tripped over my shoe that I was going to put on. I was able to reach for the phone and call 911. I felt a little better by the time the paramedics got there, but they thought I should come in and be checked out anyway. I need someone to look at this scrape on my arm. They should probably check my knees too. They’re a little weak. I had surgery on one of them. Most days I’m fine, it’s just once in a while……. I don’t think we ever had to call 911 when Julia was alive. I don’t remember ever having these dizzy spells then. My knees were weak, but I took it easy and never fell that I can recall. I was feeling pretty bad these past few years that I couldn’t walk as far or as fast as we used to. We loved to travel, and hike around new places. We traveled all over. I think my favorite place was Ireland. Julia wanted to go there, she picked that trip. It was wonderful. We rented a car and just drove all everywhere.

We went out to pubs for music every night, and we went to the Waterford crystal factory. It was lovely. It’s so sad to know we’ll never have those experiences again. Oh, we loved our adventures! They are all over now. It’s just me in that old house. Nora visits when she can, every few weeks or so. Neil came once for my birthday. That was nice. My neighbor Adele stops by, but not very often because she has her grandkids to take care of. Sometimes days go by and I never talk to another soul. That never happened when Julia was alive. She always had something to say! I felt safer then. I never had these dizzy spells. Maybe the doctors will figure it out this time.

Discussion Questions:

1. What are Lucy’s strengths?

2. What are your concerns for this patient?

3. What is the cause of your concern?

4. What information do you need?

5. What are you going to do about it?

6. What is Lucy experiencing?

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Old Otherwise Healthy Patient

Old Otherwise Healthy Patient

 What are the main pathogens that cause pneumonia? How would the treatment for pneumonia in a 23 year-old otherwise healthy patient possibly differ from a 66 year-old diabetic COPD patient. Would you order the same antibiotics for both patients? How would you determine if a your patient needs to be hospitalized for pneumonia? 

Length: A minimum of 250 words, not including references

Citations: At least one high-level scholarly reference in APA from within the last 5 years

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Phillipou Et Al

Phillipou Et Al

  

Student 1: Judy

What medications are considered first-line best practices for treating anxiety? How long can they expect these medications to take full effect? Alternative to use?

Selective serotonin reuptake inhibitors (SSRIs) are recommended as a first-line treatment for anxiety disorders (Bandelow et al., 2017). They increase serotonin levels by blocking the serotonin transporter (SERT) which helps to reduce anxiety (Stahl & Muntner, 2021). These drugs can be used long-term due to better tolerability, less sedation, and less chance of abuse or withdrawal (Bandelow et al., 2017). A study that was conducted by Jakubovski et al (2018), also reported that serotonin-norepinephrine reuptake inhibitors (SNRIs) are also the first-line pharmacological treatment for anxiety disorders, but higher doses of these medications are not needed to relieve anxiety. Therefore, the pharmacotherapeutic treatment is somewhat a matter of professional expertise and what the provider is comfortable with prescribing.

What therapy would be indicated for someone with anxiety?

Cognitive behavior therapy (CBT) can be indicated for someone with anxiety. It can be used to examine negative thoughts that contribute to anxiety symptoms and replace those thoughts with more positive realistic thoughts. This type of therapy approach is to help clients identify irrational thoughts and help them analyze their negative beliefs. Furthermore, the use of an SSRI with CBT can reduce the activity in the amygdala and insula which is responsible for pain and emotional perception, and addictive behaviors (Gorka et al., 2019).

What do you need to assess before prescribing a benzodiazepine? What special considerations should be given and discussed with the patient?

Benzodiazepines may be used in the management of diseases such as insomnia or anxiety. However, the use of benzodiazepines can result in respiratory depression due to its effects on the central nervous system hence patients should be educated on its use and contraindications. Benzodiazepines are recommended for short-term pharmacotherapeutic treatment use due to the significant risk of dependence. Long-term benzodiazepines should be avoided if possible due to the risk of dependence, possible abuse, and cognitive decline (Stahl, 2017). Moreover, patients should be tapered off long-term use if they can tolerate the discontinuation without severe withdrawal. According to Takaesu et al (2019), patients taking benzodiazepines are at increased risk of cognitive function decline, falls, as well as dependence, and tolerance. That being said, benzodiazepines should not be considered first-line due to their high potential for abuse.

Last Name: I-N

Body Dysmorphic Disorder (F45.22)

How would you define the disorder?

Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM 5) (2013), defines body dysmorphic disorder (BDD) as a preoccupation with one or more flaws in physical appearance that others do not see that causes social anxiety and avoidance. Individuals who have BDD excessively look at themselves in the mirror, and they are always grooming themselves. These types of behaviors cause a significant amount of distress which affects one’s everyday functioning. The person with BDD cannot control these behaviors and therefore has a high level of anxiety. They are always concerned about their appearance and try to compare themselves with others. Their preoccupation is not related to their weight or body fat therefore they do not have an eating disorder (American Psychiatric Association, 2013). Some individuals with this disorder have beliefs that their body is built too thin with insufficient muscles. Additionally, individuals have compulsions and obsessions that are mainly focused on their physical appearance, and they are usually time-consuming as well as difficult to control (American Psychiatric Association, 2013). According to Nicewicz and Boutrouille (2021), BDD was first recognized as an atypical somatoform disorder.

What signs/symptoms would one see in the patient that demonstrate the disorder?

The signs and symptoms that one would see that demonstrate body dysmorphic disorder are individuals engaging in repetitive behaviors, such as excessive mirror checking, compulsive skin picking, camouflaging, participating in excessive grooming, excessive weightlifting, or pervasive mental acts that involve them comparing themselves to other people (Field, 2018). These perceived physical flaws most commonly occur on the skin, hair, or nose, but any body part can be involved. An individual is hyper-focused on his/her appearance which makes them believe that they are ugly and unattractive. They are usually concerned about their eyes, teeth, lips, breasts, stomach, genitals, and legs among others (American Psychiatric Association, 2013). They compare themselves with other people, they think other people are taking note of their negative appearance and they might repeatedly apply makeup to try to cover flaws. Some individuals end up seeking medical procedures, excessively tanning their skin, and changing their clothes excessively (American Psychiatric Association, 2013). They also tend to seek reassurance from others about how they look and sometimes avoid social situations due to fear of being judged or maybe people will notice their imperfections.

What are the main DSM-5 criteria for this disorder?

According to the DSM 5, body dysmorphic disorder is classified under obsessive-compulsive and related disorders. An individual exhibits the four of the following features to meet the diagnostic criteria:

Preoccupation with one or more perceived defects or flaws in physical appearance that are not observable by others or others slightly notices them (American Psychiatric Association, 2013, p.242).

The person performs repetitive behaviors such as checking mirrors, excessive grooming, skin picking, reassurance-seeking, or mental acts that are concerning to their appearance (American Psychiatric Association, 2013, p.242).

The preoccupation causes clinically significant distress or impairment in social, occupational, or other important areas of functioning. (American Psychiatric Association, 2013, p.242).

The appearance preoccupation is not explained by concerns with body fat or weight that one meets the criteria for an eating disorder. (American Psychiatric Association, 2013, p.242).

What is the top 3 differential diagnosis for this disorder from the DSM-5?

The three top differential diagnoses from the DSM-5 include Obsessive-compulsive disorder whereby there are preoccupations and repetitive behaviors. However, in BDD they are more focused on their appearance hence the skin picking to improve how they look. The second is an eating disorder this can be comorbid. Thirdly is anxiety disorders which are common in body dysmorphic disorder. However, in BDD the anxiety is appearance-related and not social or avoidance (American Psychiatric Association, 2013).

What medications would you use? Why? Black box warnings?

Before prescribing any medications, I would first obtain consent for treatment. It is important to explain to the patient all the risks versus benefits of the medication. The medication class that is preferred for patients with BDD is selective serotonin reuptake inhibitors (SSRIs). According to Nicewicz and Boutrouille (2021), Fluoxetine is the recommended drug to treat BDD. The dosage will be 20mg daily as it is important to start low and see how the patient might tolerate the drug. The goal will be to reduce the symptoms. The onset of action is usually delayed 2-4 weeks and if it is not working within 6-8 but the patient is tolerating the drug then it should be increased. The side effects that need to be discussed with the patient include nausea, diarrhea, headache, drowsiness or activation, sexual dysfunction, or desire. Serious adverse effects include suicidal thoughts and/or behaviors, mania, and seizures (Stahl, 2021). While waiting on the therapeutic effects to take effect, the patient can also be started on a small dose of benzodiazepine short-term to give some relief to the distressing symptoms.

What type of therapy would you recommend for this patient?

The types of therapy that have shown to be beneficial for patients with BDD include cognitive-behavioral therapy (CBT) and metacognitive therapy (Phillipou et al., 2016). CBT is the recommended first line of treatment for BDD. These types of therapy will help the patient to work on his/her self-confidence. Also, help in identifying the behaviors and triggers that cause these feelings. 

What do you see as the possible outcomes for this patient?

Clinicians need to communicate realistic expectations to patients who are diagnosed with BDD at the beginning of treatment and explain that their disorder might not be cured but the goal is a reduction of symptoms. The outcome for the patient would be to continue taking fluoxetine until the symptoms of BDD have resolved or have been significantly reduced. Also, for the patient to participate in cognitive behavioral therapy to manage negative thoughts and modify behaviors.

What are the 5 components of a suicide risk assessment that the patient needs to be asked?

The five components of the suicide risk assessment that the patient needs to be asked are do you have current thoughts of killing yourself, what are your intentions, do you have a plan, have you ever tried to kill yourself in the past, what is keeping you alive, or what might decrease the chances of you trying to kill yourself as suicidality is high within individuals with body dysmorphic disorder. Furthermore, 80% of individuals with body dysmorphic disorder think about suicide while approximately 26% of those individuals have attempted suicide (Koenig et al., 2021).

In addition to the suicide risk assessment questions, the clinical can conduct a physical assessment of an individual who has body dysmorphic disorder, he or she might notice some skin lesions secondary to skin picking. Most patients with BDD have a history of self-inflicted injuries. Although clients might not want to share with the clinicians about their disorders, it is important to ask them questions about any cosmetic procedures, or surgical interventions. Also find out how they feel about their appearance, how much time they spend worrying about their appearance, and ask whether their condition affects their quality of life. Find out if the patient has other dermatologic issues. Find out the onset and duration of symptoms. Ask if the patient has mental health history in his or her family or if he/she is experiencing any significant life changes or stressors. It is also imperative for the clinician to assess and rule out disorders and other comorbidities like social anxiety disorder and obsessive-compulsive disorder (American Psychiatric Association 2013). 

Student 2: Klaus

What medications are considered first line best practice for treating anxiety? How long can they expect these medications to take full effect? Alternative to use?

To treat social anxiety disorder, health care providers may prescribe medications. This disorder can be effectively treated with a variety of medications, including selected serotonin reuptake inhibitors (SSRIs) and serotonin-norepinephrine reuptake inhibitors (SNRIs) are antidepressants (SNRIs); this class of medications may take several weeks to reach their effect usually four to six weeks; alternatively, benzodiazepines can also be utilized and these usually take a shorter time to take effect but long term use is contradicted as it can be addictive (Mayo Foundation for medical Education and Research, 2021).

What therapy would be indicated for someone with anxiety?

Most patients with social anxiety disorder benefit from psychotherapy. In therapy, you will learn how to recognize and modify negative beliefs about yourself as well as build skills to help you achieve social confidence; CBT (cognitive behavioral therapy) is the most successful type of psychotherapy for anxiety, and it can be used either individually or in groups (Mayo Foundation for medical Education and Research, 2021).

What do you need to assess before prescribing a benzodiazepine? What special considerations should be given and discussed with the patient?

Examine the patient for signs of addiction and abuse. Benzodiazepines should not be used by patients who have a history of substance abuse, particularly prescriiption drug abuse; If the patient has other risk factors, use cautious, such as: a background of chronic pain, a history of substance abuse and behavioral addictions in the family (Mayo Foundation for medical Education and Research, 2021).

Social Anxiety Disorder

How would you define the disorder?

In situations where they may be inspected, assessed, or judged by others, such as speaking in public, meeting new people, answering a question in class, or having to chat to a cashier in a store, a person with social anxiety disorder experiences anxiety or terror; commonplace activities such as eating or drinking in front of people or using a public lavatory, might generate anxiety or dread of being embarrassed, judged, or rejected (Mayo Foundation for medical Education and Research, 2021).

What signs/symptoms would one see in the patient that demonstrate the disorder?

Unlike ordinary uneasiness, social anxiety disorder include fear, anxiety, and avoidance that interfere with relationships, daily routines, job, school, or other activities (Mayo Foundation for medical Education and Research, 2021).

What are the main DSM-5 criteria for this disorder?

Several criteria are involved when diagnosing someone with social anxiety disorder (DSM-5 definition of social anxiety disorder, n.d).

persistent anxiety of being exposed to unfamiliar people or being scrutinized by others in one or more social or performance circumstances. The person is afraid that he or she may do something embarrassing and humiliating (or show anxiety symptoms).

Being exposed to the feared situation nearly always causes worry, which can manifest as a situationally bound or predisposed Panic Attack.

The individual recognizes that his or her fear is irrational or excessive.

Fearful circumstances are avoided or endured with a great deal of anxiety and distress.

The avoidance, nervous anticipation, or distress in the dreaded social or performance situation(s) severely interferes with the person’s usual routine, occupational (academic) functioning, social activities, or relationships, or the person feels distressed by having the phobia.

The fear, worry, or avoidance is long-term, usually lasting six months or more.

4.

What are the top 3 differential diagnosis for this disorder from the DSM-5?

panic disorder

agoraphobia

atypical depression

5.

What medications would you use? Why? Black box warnings?

Though there are a variety of drugs available, selective serotonin reuptake inhibitors (SSRIs) are frequently used to treat chronic social anxiety symptoms. Sertraline or paroxetine (Paxil) may be prescribed by your doctor (Zoloft); Venlafaxine (Effexor XR), a serotonin and norepinephrine reuptake inhibitor (SNRI), may also be used to treat social anxiety disorder (Mayo Foundation for medical Education and Research, 2021).

What type of therapy would you recommend for this patient?

Most patients with social anxiety disorder benefit from psychotherapy. In therapy, you will learn how to recognize and modify negative beliefs about yourself as well as build skills to help you achieve social confidence; CBT (cognitive behavioral therapy) is the most successful type of psychotherapy for anxiety, and it can be used either individually or in groups (Mayo Foundation for medical Education and Research, 2021).

What do you see as the possible outcomes for this patient?

Combination of an appropriate therapy and medications as last resort should be helpful to this patient to a high degree and go a long way in increasing the prognosis

What are the 5 components of a suicide risk assessment (From the PowerPoint/Kaltura in Week1) that the patient needs to be asked?

I’ll as if the patient has any plans of killing themselves

Ask what the plan is

Seek to know if they has any access to the plan

Seek to know their intention

Seek to find out what is keeping them from executing the plan so far

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Policies Module 1 Module

Policies Module 1 Module

  

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NURS 5051/NURS 6051: Transforming Nursing and Healthcare Through Technology

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Module 1: What Is Informatics? (Weeks 1-2)

Walden University, LLC. (Producer). (2018). What is Informatics? [Video file]. Baltimore, MD: Author.

Accessible player 

Learning Objectives

Students will:

Analyze how data collection and access can be used to derive knowledge in a healthcare setting

Analyze the role of the nurse leader in using clinical reasoning and judgement in the formation of knowledge

Explain the role of the nurse as a knowledge worker 

Explain concepts of nursing informatics

Create infographics related to nursing informatics and the role of the nurse as a knowledge worker

Due By Assignment

Week 1, Days 1–2 Read/Watch/Listen to the Learning Resources.

Compose your initial Discussion post.

Week 1, Day 3 Post your initial Discussion post.

Begin to compose your Assignment.

Week 1, Days 4-5 Review peer Discussion posts.

Compose your peer Discussion responses.

Continue to compose your Assignment.

Week 1, Day 6 Post at least two peer Discussion responses on two different days (and not the same day as the initial post).

Continue to compose your Assignment.

Week 1, Day 7 Wrap up Discussion.

Week 2, Day 1–6 Continue to compose your Assignment.

Week 2, Day 7 Deadline to submit your Assignment.

Learning Resources

Required Readings

McGonigle, D., & Mastrian, K. G. (2022). Nursing informatics and the foundation of knowledge (5th ed.). Jones & Bartlett Learning.

Chapter 1, “Nursing Science and the Foundation of Knowledge” (pp. 7–17)

Chapter 2, “Introduction to Information, Information Science, and Information Systems” (pp. 21–32)

Chapter 3, “Computer Science and the Foundation of Knowledge Model” (pp. 35–64)

Nagle, L., Sermeus, W., & Junger, A. (2017). Evolving Role of the Nursing Informatics Specialist. In J. Murphy, W. Goosen, & P. Weber (Eds.), Forecasting Competencies for Nurses in the Future of Connected Health (212-221). Clifton, VA: IMIA and IOS Press. Retrieved from https://serval.unil.ch/resource/serval:BIB_4A0FEA56B8CB.P001/REF

Sweeney, J. (2017). Healthcare informatics. Online Journal of Nursing Informatics, 21(1).

Required Media

Walden University, LLC. (Producer). (2018). Health Informatics and Population Health: Trends in Population Health [Video file]. Baltimore, MD: Author.

Accessible player 

Credit: Provided courtesy of the Laureate International Network of Universities.

Public Health Informatics Institute. (2017). Public Health Informatics: “translating” knowledge for health [Video file]. Retrieved from https://www.youtube.com/watch?v=fLUygA8Hpfo

Discussion: The Application of Data to Problem-Solving

In the modern era, there are few professions that do not to some extent rely on data. Stockbrokers rely on market data to advise clients on financial matters. Meteorologists rely on weather data to forecast weather conditions, while realtors rely on data to advise on the purchase and sale of property. In these and other cases, data not only helps solve problems, but adds to the practitioner’s and the discipline’s body of knowledge.

Of course, the nursing profession also relies heavily on data. The field of nursing informatics aims to make sure nurses have access to the appropriate date to solve healthcare problems, make decisions in the interest of patients, and add to knowledge.

In this Discussion, you will consider a scenario that would benefit from access to data and how such access could facilitate both problem-solving and knowledge formation.

To Prepare:

Reflect on the concepts of informatics and knowledge work as presented in the Resources.

Consider a hypothetical scenario based on your own healthcare practice or organization that would require or benefit from the access/collection and application of data. Your scenario may involve a patient, staff, or management problem or gap.

By Day 3 of Week 1

Post a descriiption of the focus of your scenario. Describe the data that could be used and how the data might be collected and accessed. What knowledge might be derived from that data? How would a nurse leader use clinical reasoning and judgment in the formation of knowledge from this experience?

By Day 6 of Week 1

Respond to at least two of your colleagues* on two different days, asking questions to help clarify the scenario and application of data, or offering additional/alternative ideas for the application of nursing informatics principles.

*Note: Throughout this program, your fellow students are referred to as colleagues.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 1 Discussion Rubric

Post by Day 3 and Respond by Day 6 of Week 1

To participate in this Discussion:

Week 1 Discussion

Assignment: The Nurse Leader as Knowledge Worker

The term “knowledge worker” was first coined by management consultant and author Peter Drucker in his book, The Landmarks of Tomorrow (1959). Drucker defined knowledge workers as high-level workers who apply theoretical and analytical knowledge, acquired through formal training, to develop products and services. Does this sound familiar?

Nurses are very much knowledge workers. What has changed since Drucker’s time are the ways that knowledge can be acquired. The volume of data that can now be generated and the tools used to access this data have evolved significantly in recent years and helped healthcare professionals (among many others) to assume the role of knowledge worker in new and powerful ways.

In this Assignment, you will consider the evolving role of the nurse leader and how this evolution has led nurse leaders to assume the role of knowledge worker. You will prepare a PowerPoint presentation with an infographic (graphic that visually represents information, data, or knowledge. Infographics are intended to present information quickly and clearly.) to educate others on the role of nurse as knowledge worker.

Reference: Drucker, P. (1959). The landmarks of tomorrow. New York, NY: HarperCollins Publishers.

To Prepare:

Review the concepts of informatics as presented in the Resources.

Reflect on the role of a nurse leader as a knowledge worker.

Consider how knowledge may be informed by data that is collected/accessed.

The Assignment:

Explain the concept of a knowledge worker.

Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.

Include one slide that visually represents the role of a nurse leader as knowledge worker.

Your PowerPoint should Include the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data that you could use, how the data might be accessed/collected, and what knowledge might be derived from that data. 

My discussion that is going to need to be incorporated

with the theme of this powerpoint is going to be infection control nurses and healthcare associated infections.

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Correct  € Œsalutationâ

Correct  € Œsalutationâ

  

identify a local, state, or federal healthcare issue that affects the nursing profession. These issues can be from newspaper articles, publications from ANA, PSNA, AJN, Nursing2019/2020 & other RN magazines.

Identify the individual who is to receive your letter. You can learn who your state & local legislators are by calling the county office or the local league of Women voters at 1-800-692-7281. This information can also be found online at https://www.usa.gov/elected-officials/

Make sure you choose the correct “salutation” e.g. though you may begin your letter to a Congressperson with Mr. or Ms., the letter should include their formal title in the address section to the left above the salutation. This web site gives you examples: http://www.formsofaddress.info/Congressman.html

Guidelines for letter writing:

Letter may be sent electronically according to the guidelines on the legislator’s web site.

Your name & address should be on the letter

Identify yourself as a student nurse & state why your entry into the profession of Nursing makes this a significant issue for you.

Limit your letter to one subject/issue-if you are referring to a specific bill include the bill number

Be brief. Limit letter to one page.

Be specific. Provide facts & figures to support your views or give anecdotal data on how your clients or families have been or may be affected.

Emphasize the positive or negative impact if proposed legislation and what the proposed legislation will mean to the legislator’s constituents in terms of healthcare.

Be polite & reasonable. A positive-sounding letter is usually an effective tool even if you asking the legislator to oppose a piece of legislation.

Letter to be submitted through the assignment Dropbox on Blackboard

Helpful hints for completing the assignment:

Make sure you are addressing YOUR local, state, or federal representative

Make sure you are using the current session bill number. If a bill does not make it out of committee or is not voted on during the two-year congressional session it is considered dead. If the bill is reintroduced in the next congressional session the bill number and/or identifying title will be different. Pay attention to this! Your letter will not get any attention if you are using an incorrect bill number. In the past few years students addressing the issue of nurse:patient ratios have used an old bill number to request help from their legislator. The bill number they are using has been reassigned to a bill protecting wild salmon for predators! Consider how this looks to the representative you are addressing.

If you are referencing a statistic e.g. lives saved with lower ratios, provide your reference. In the case of ratios, your reference might be a published article from a journal. Provide the representative with your source.

Make sure you have addressed each required element.

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