PROFESSIONAL PORTFOLIO

PROFESSIONAL PORTFOLIO

1.  Create a professional mission statement (suggested length of 1 paragraph) that includes the following:

●   a representation of your career goals, your aspirations, and how you want to move forward with your career

●   an overview of where you would like to focus your time and energies within the profession

a.  Reflect on how your professional mission statement will help guide you throughout your nursing career.

2.  Complete a professional summary (suggested length of 3–4 pages) that includes the following:

a.  Explain how the specific artifacts or completed work or both in your portfolio represent you as a learner and a healthcare professional.

b.  Discuss how the specific artifacts in your portfolio represent your professional strengths.

c.  Discuss challenges you encountered during the progression of your program.

i.  Explain how you overcame these challenges.

d.  Explain how your coursework helped you meet each of the nine nursing program outcomes.
Note: Refer to the attachment “Nursing Conceptual Model.”
e.  Analyze how you fulfilled the following roles during your program:

•   scientist

•   detective

•   manager of the healing environment

f.  Discuss how you have grown professionally since the beginning of your program.
B.  Complete the following within the section “Quality and Safety”:

1.  Reflect (suggested length of 1 page) on your professional definition of quality and safety developed in Professional Roles and Values, including any necessary changes to your definition.

a.  Discuss how the program assisted you in developing your professional definition.

b.  Identify the artifacts in your portfolio that support your definition.

i.  Explain how these artifacts support your definition from part B1.
Note: The artifacts should be attached within the portfolio.
2.  Discuss the importance of the Institute for Healthcare Improvement (IHI) certificate for your future role as a professional nurse.
C.  Complete the following within the section “Evidence-Based Practice”:

1.  Reflect (suggested length of 1 page) on your professional definition of evidence-based practice developed in Professional Roles and Values, including any necessary changes to your definition.

a.  Discuss how the program assisted you in developing your professional definition.

b.  Identify the artifacts in your portfolio that support your definition.

i.  Explain how these artifacts support your definition from part C1.
Note: The artifacts should be attached within the portfolio.
2.  Reflect (suggested length of 1 page) on your understanding of evidence-based practice and applied nursing research by doing the following:

a.  Discuss how you are able to evaluate current primary research and apply the concepts to your nursing practice, considering the following:

•   relevancy and believability of data

•   differences between quality improvement and research (places and uses of each)

•   differences between primary and secondary research and resources and the implications of each in clinical practice

b.  Explain how your experience in the program helped you achieve excellence in evidence-based practice.
D.  Complete the following within the section “Applied Leadership”:

1.  Reflect (suggested length of 1 page) on your professional definition of applied leadership you developed in Professional Roles and Values, including any necessary changes to your definition.

a.  Discuss how the program assisted you in developing your professional definition.

b.  Identify the artifacts in your portfolio that support your definition.

i.  Explain how these artifacts support the definition from part D1.
Note: The artifacts should be attached within the portfolio.
2.  Summarize (suggested length of 1 paragraph to 1 page) your Learning Leadership Experience task by doing the following:

a.  Discuss the importance of professional collaboration for effective nursing leadership.
E.  Complete the following within the section “Community and Population Health”:

1.  Reflect (suggested length of 1 page) on your professional definition of community and population health you developed in Professional Roles and Values, including any necessary changes to your definition.

a.  Discuss how the program assisted you in developing your professional definition.

b.  Identify the artifacts in your portfolio that support your definition.

i.  Explain how these artifacts support the definition from part E1.
Note: The artifacts should be attached within the portfolio.
2.  Summarize (suggested length of 1 page) your Community and Population Health task (STIs) by doing the following:

a.  Discuss what you learned during your Community Health Nursing task (STIs).

b.  Discuss what you learned led to your community diagnosis ( Nursing Diagnosis Statement: Sexually transmitted infections are common among adolescent individuals living in Florida).

c.  Discuss how your initial focus and diagnosis evolved after working with your population.

DO WHAT YOU CAN. THERE ARE SOME SECTIONS YOU WILL NOT BE ABLE TO QUITE ANSWER SUCH AS THE ARTIFACTS. DO THE BEST YOU CAN. THANK YOU.

Pre-Briefing Simulation And Drug Cards

Pre-Briefing Simulation And Drug Cards

 INSTRUCTION

Please keep in mind you will also be required to recognize a variety of signs and symptoms linked to abnormalities in these skills.

Therefore, in order to prepare for the simulation, you are required to complete the Pre-Briefing questions & Drug Cards below and submit to the faculty facilitating the simulation prior to the start of pre-briefing. If you do not complete the pre-briefing questions below and submit to faculty facilitating the simulation prior to the start of pre-briefing, you will not be permitted to participate in the simulation.

PART 1  QUESTIONS   

SCENARIO OVERVIEW: 

Keola Akana is a 70-year-old male with a history of heart failure. He was admitted to the medical-surgical unit early on Monday morning for medication adjustment, monitoring, and cardiac rehabilitation. The scenario takes place on Monday at 0900, at which time morning medications are due.

1. What are the nutritional implications, key assessment findings, and nursing interventions for a patient with hypokalemia?

2. What are the signs and symptoms of digoxin toxicity and how would the nurse assess for these symptoms? In your response, be sure to include specific body systems.

3. How would the nurse provide family-centered care?

PLEASE USE REFERENCE LESS THAN 5 YEARS OLD AND APA FORMAT NEEDED.

PART 11 QUESTIONS

SCENARIO OVERVIEW: 

Keola Akana is a 70-year-old male with a history of heart failure. He was admitted to the medical-surgical unit early on Monday morning for medication adjustment, monitoring and cardiac rehabilitation.  During this scenario, students will have the opportunity to assess and manage medication administration for a patient experiencing digoxin toxicity.

FOR EACH OF THE FOLLOWING DRUGS BELOW THAT WAS PRESCRIBED FOR THE ABOVE PATIENT WITH HEART FAILURE, WRITE OUT IN DRUG CARD FORMAT FOLLOWING THE HEADING BELOW

1) THE INDICATION, (2) DOSAGE, (3) CONTRAINDICATION, (4) SIDE EFFECTS, (5) ADVERSE EFFECTS AND (6) NURSING CONSIDERATION

⦁ Patient: Keola Akana Drug Lists

Lasix 40 mg po now and daily

Potassium Chloride CR 10 mEq po daily

Digoxin 0.25 mg po now and daily

Atenolol 50mg po now and daily

Acetaminophen 650 mg po Q 4 hrs PRN mild pain or temp greater than 101.3

IV saline flush Q 8hrs and PRN

N:B: SEE THE ATTACHED SAMPLE OF THE DRUG CARD LIST

HLTAAP001 RECOGNISE HEALTHY BODY SYSTEMS ASSESSMENT

HLTAAP001 RECOGNISE HEALTHY BODY SYSTEMS ASSESSMENT

ASSESSMENT INFORMATION for students

Throughout your training we are committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.

You are going to be assessed for:

Your skills and knowledge using written and observation activities that apply to your workplace.

Your ability to apply your learning.

Your ability to recognise common principles and actively use these on the job.

All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit.

How you will be assessed

The process we follow is known as competency-based assessment. This means that evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in your workplace, and some in the training room as required by each unit.

The assessment tasks have been designed to enable you to demonstrate the required skills and knowledge and produce the critical evidence to successfully demonstrate competency at the required standard.

Your assessor will ensure that you are ready for assessment and will explain the assessment process. Your assessment tasks will outline the evidence to be collected and how it will be collected, for example; a written activity, case study, or demonstration and observation.

The assessor will also have determined if you have any special needs to be considered during assessment. Changes can be made to the way assessment is undertaken to account for special needs and this is called making Reasonable Adjustment.

 

What happens if your result is ‘Not Yet Competent’ for one or more assessment tasks?

Our assessment process is designed to answer the question “has the desired learning outcome been achieved yet?” If the answer is “Not yet”, then we work with you to see how we can get there.

In the case that one or more of your assessments has been marked ‘NYC’, your trainer will provide you with the necessary feedback and guidance, in order for you to resubmit your responses.

 

What if you disagree on the assessment outcome?

You can appeal against a decision made in regards to your assessment. An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of.

Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The RTO will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form.

 

What if I believe I am already competent before training?

If you believe you already have the knowledge and skills to be able to demonstrate competence in this unit, speak with your trainer, as you may be able to apply for Recognition of Prior Learning (RPL).

 

Assessor Responsibilities

Assessors need to be aware of their responsibilities and carry them out appropriately. To do this they need to:

Ensure that participants are assessed fairly based on the outcome of the language, literacy and numeracy review completed at enrolment.

Ensure that all documentation is signed by the student, trainer, workplace supervisor and assessor when units and certificates are complete, to ensure that there is no follow-up required from an administration perspective.

Ensure that their own qualifications are current.

When required, request the manager or supervisor to determine that the student is ‘satisfactorily’ demonstrating the requirements for each unit. ‘Satisfactorily’ means consistently meeting the standard expected from an experienced operator.

When required, ensure supervisors and students sign off on third party assessment forms or third party report.

Follow the recommendations from moderation and validation meetings.

How should I format my assessments?

Your assessments should be typed in a 11 or 12 size font for ease of reading. You must include a footer on each page with the student name, unit code and date. Your assessment needs to be submitted as a hardcopy or electronic copy as requested by your trainer.

 

How long should my answers be?

The length of your answers will be guided by the description in each assessment, for example:

Type of Answer Answer Guidelines

 

Short Answer 4 typed lines = 50 words, or

5 lines of handwritten text

Long Answer 8 typed lines = 100 words, or

10 lines of handwritten text = of a foolscap page

Brief Report 500 words = 1 page typed report, or

50 lines of handwritten text = 1foolscap handwritten pages

Mid Report 1,000 words = 2 page typed report

100 lines of handwritten text = 3 foolscap handwritten pages

Long Report 2,000 words = 4 page typed report

200 lines of handwritten text = 6 foolscap handwritten pages

 

How should I reference the sources of information I use in my assessments?

Include a reference list at the end of your work on a separate page. You should reference the sources you have used in your assessments in the Harvard Style. For example:

Website Name – Page or Document Name, Retrieved insert the date. Webpage link.

For a book: Author surname, author initial Year of publication, Title of book, Publisher, City, State

Formulate a PICOT statement for your capstone project. (Childhood Obesity)

Formulate a PICOT statement for your capstone project. (Childhood Obesity)

A PICOT starts with a designated patient population in a particular clinical area and identifies clinical problems or issues that arise from clinical care. The intervention should be an independent, specified nursing change intervention. The intervention cannot require a provider prescription. Include a comparison to a patient population not currently receiving the intervention, and specify the timeframe needed to implement the change process.

Formulate a PICOT statement using the PICOT format provided in the assigned readings. The PICOT statement will provide a framework for your capstone project.

In a paper of 750 -1000 words, clearly identify the clinical problem and how it can result in a positive patient outcome.

Make sure to address the following on the PICOT statement:

  1. Evidence-Based Solution
  2. Nursing Intervention
  3. Patient Care
  4. Health Care Agency
  5. Nursing Practice

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

Literature Review

Literature Review

Childhood obesity is one of the leading public health issues facing the United States of America. This problem is characterized by children having a Body Mass Index (BMI) of more than 30. The rate of childhood obesity in the United States has been increasing significantly in the past decade. This has put many children at the risk of physical, social, and psychological issues; some of which are extended to their adulthood. Therefore, it is important to study this problem and develop interventions that can help reduce the rate of obesity in children. This study was designed to provide an evidence-based solution to obesity in children. The PICOT statement, “children with a BMI above 30 who are undergoing nutritional monitoring compared to not being monitored nutritionally can achieve significant weight loss in a period of a year” will be answered with help of a study aiming at evaluating how diet changes can be helpful in reducing the rates of obesity. This paper evaluates literature on childhood obesity, which helps to understand information on the public health issue that can be used to develop better interventions.

Comparison of Research Questions

The literature that has been included in this research mainly focuses on the causes and the effects of childhood obesity. Some of the studies evaluate the effects in childhood while others evaluate the adulthood effects. There are also studies on prevention and intervention methods for dealing with the public health issue. The study by GBD 2015 Obesity Collaborators (2017) has a different approach because it evaluates the trends in obesity across the world. This research is important because it helps to understand the extent of childhood obesity as a public health issue not only in America, but also in other countries.

Sahoo et al. (2015), evaluates the causes and effects of childhood obesity. The research takes an overall approach in evaluating all types of causes and effects of obesity in children. Xu and Xue (2016) also have a similar research question. This research also evaluates the causes and effects of obesity but is extended to evaluate the prevention strategies to avoid the occurrence of obesity in children. These two studies help to understand more about the factors that cause obesity in children, which is helpful in developing the intervention for this research. Other studies that have investigated the effects of childhood obesity pay attention to the possible effects in adulthood. Ayer et al. (2015) investigates the possible lifetime risks of cardiovascular disease because of childhood obesity. The authors hypothesize that a person has a higher lifetime risk of cardiovascular disease if they are overweight or obese as a child. Simmonds et al. (2016) investigates the risk of being obese as an adult when one is obese as a child. The study’s research question asks whether the risk of obesity in adulthood is increased by childhood obesity.

The remaining studies evaluated in the literature answer research questions aiming at understanding the dynamics of prevention and intervention techniques for childhood obesity. Oelscher et al. (2015) seeks to understand whether a system’s-based approach would work better than a primary based approach in preventing obesity in low income and ethnically diverse communities. Allender et al. (2016) evaluates how community action can influence childhood obesity prevention initiatives. Lastly, Davis et al. (2016) investigates whether mothers’ perceptions on obesity risk factors influence the rate of obesity in the communities. These three studies help to give an insight into the effective strategies of preventing and reducing obesity in children.

Comparison of Sample Populations

Half of the studies evaluated for this study were reviews of other studies done in the past either in the form of systematic literature reviews or meta-analyses. Sahoo et al. (2015) evaluated literature reviews but does not mention the methodological process; hence, the sample size is not clear. Similarly, Xu and Xue (2016) has a random evaluation of literature with no review of the methodology; hence, the exact sample is unknown. Ayer et al. (2015) sample is made up of primary cohort studies on cardiovascular disease and obesity. The study evaluates 8 research studies to with a total sample of over 300 participants. Lastly, Simmonds et al. (2016) conducted a meta-analysis that included 15 cohort studies with a total sample size of 200,777 participants.

The remaining literature includes primary studies. Oelscher et al. (2015) conducted a primary study with 576 children between 2 and 12 years as the participants. Allender et al. (2016) also did a primary study with a sample of 5050 children from 84 primary schools as the participants. GBD 2015 Obesity Collaborators (2017) performed a study of 67.8 million people in 175 countries across the world. Lastly, Davis et al. (2016) only had 40 Mexican American mothers as the participants of the research.

Comparison of the Limitations of the Studies

The most common limitation in the selected studies is in the sample size of the studies. Sahoo et al (2015) and Xu and Xue (2016) fail to mention the sample selection process. Therefore, the applicability of the information they present is limited. Davis et al (2016) only used 40 Mexican-American women in their study. This is a very small sample to apply the results to a wider community and includes the members of only one community. Therefore, cultural factors such as the beliefs and attitudes of Mexicans towards factors affecting obesity could affect the results. Oelscher et al. (2015) also has a very small sample of slightly above 500 kids; hence, the results may not be representative of the entire population. The limitation of GBD 2015 Obesity Collaborators (2017) study is that it is done in many countries but does not evaluate the unique cultural factors that affect obesity rates in each of the populations evaluated. It may be unwise to generalize the results for all populations.

Conclusion

Generally, there is consistency is the results of the studies evaluated in this literature review. All the studies show obesity as a serious public health issue regardless of the population within which the study has been conducted. The causes and effects of obesity are also similar in the studies that evaluate these factors. The prevention and intervention techniques that have been examined also revolve around diet and exercise in all studies.

 

References

Allender, S., Millar, L., Hovmand, P., Bell, C., Moodie, M., Carter, R., … & Orellana, L. (2016). Whole of systems trial of prevention strategies for childhood obesity: WHO STOPS childhood obesity. International journal of environmental research and public health13(11), 1143.

Ayer, J., Charakida, M., Deanfield, J. E., & Celermajer, D. S. (2015). Lifetime risk: childhood obesity and cardiovascular risk. European heart journal36(22), 1371-1376.

Davis, R. E., Cole, S. M., Blake, C. E., McKenney-Shubert, S. J., & Peterson, K. E. (2016). Eat, play, view, sleep: Exploring Mexican American mothers’ perceptions of decision making for four behaviors associated with childhood obesity risk. Appetite101, 104-113.

GBD 2015 Obesity Collaborators. (2017). Health effects of overweight and obesity in 195 countries over 25 years. New England Journal of Medicine377(1), 13-27.

Oelscher, D. M., Butte, N. F., Barlow, S., Vandewater, E. A., Sharma, S. V., Huang, T., … & Oluyomi, A. O. (2015). Incorporating primary and secondary prevention approaches to address childhood obesity prevention and treatment in a low-income, ethnically diverse population: study design and demographic data from the Texas Childhood Obesity Research Demonstration (TX CORD) study. Childhood obesity11(1), 71-91.

Sahoo, K., Sahoo, B., Choudhury, A. K., Sofi, N. Y., Kumar, R., & Bhadoria, A. S. (2015). Childhood obesity: causes and consequences. Journal of family medicine and primary care4(2), 187.

Simmonds, M., Llewellyn, A., Owen, C. G., & Woolacott, N. (2016). Predicting adult obesity from childhood obesity: a systematic review and meta‐analysis. Obesity reviews17(2), 95-107.

Xu, S., & Xue, Y. (2016). Pediatric obesity: Causes, symptoms, prevention and treatment. Experimental and therapeutic medicine11(1), 15-20.

Benchmark – Capstone Project Change Proposal

Benchmark – Capstone Project Change Proposal

In this assignment, students will pull together the change proposal project components they have been working on throughout the course to create a proposal inclusive of sections for each content focus area in the course. At the conclusion of this project, the student will be able to apply evidence-based research steps and processes required as the foundation to address a clinically oriented problem or issue in future practice.

Students will develop a 1,500 word paper that includes the following information as it applies to the problem, issue, suggestion, initiative, or educational need profiled in the capstone change proposal:

  1. Background
  2. Problem statement
  3. Purpose of the change proposal
  4. PICOT
  5. Literature search strategy employed
  6. Evaluation of the literature
  7. Applicable change or nursing theory utilized
  8. Proposed implementation plan with outcome measures
  9. Identification of potential barriers to plan implementation, and a discussion of how these could be      overcome
  10. Appendix section, if tables, graphs, surveys, educational materials, etc. are created

Review the feedback on the Topic 3 assignment, PICOT Statement Paper, and Topic 6 assignment, Literature Review. Use the feedback to make appropriate revisions to the portfolio components before submitting.

Prepare this assignment according to the guidelines found in the APA Style Guide.

NO PLAGIARISM PLEASE, MINIMUM OF SIX REFERENCES.

Assignment: Application: Using the Data/Information/Knowledge/Wisdom Continuum

Assignment: Application:
Using the Data/Information/Knowledge/Wisdom Continuum

Have you ever gone online to search for a journal article on a specific topic? It is amazing to see the large number of journals that are available in the health care field. When you view the library in its entirety, you are viewing untapped data. Until you actually research for your particular topic, there is little structure. Once you have narrowed it down, you have information and once you apply the information, you have knowledge. Eventually, after thoughtful research and diligent practice, you reach the level of wisdom—knowledge applied in meaningful ways.

Are there areas in your practice that you believe should be more fully explored? The central aims of nursing informatics are to manage and communicate data, information, knowledge, and wisdom. This continuum represents the overarching structure of nursing informatics. In this Assignment, you develop a research question relevant to your practice area and relate how you would work through the progression from data to information, knowledge, and wisdom.

To prepare:

  • Review the information in Figure 6–2 in Nursing Informatics and the Foundation of Knowledge.
  • Develop a clinical question related to your area of practice that you would like to explore.
  • Consider what you currently know about this topic. What additional information would you need to answer the question?
  • Using the continuum of data, information, knowledge, and wisdom, determine how you would go about researching your question.
    • Explore the available databases in the Walden Library. Identify which of these databases you would use to find the information or data you need.
    • Once you have identified useful databases, how would you go about finding the most relevant articles and information?
    • Consider how you would extract the relevant information from the articles.
    • How would you take the information and organize it in a way that was useful? How could you take the step from simply having useful knowledge to gaining wisdom?
By Day 7 of Week 4

Write a 4-page paper that addresses the following: MUST BE APA FORMAT

  • Summarize the question you developed, and then relate how you would work through the four steps of the data, information, knowledge, wisdom continuum. Be specific.
    • Identify the databases and search words you would use.
    • Relate how you would take the information gleaned and turn it into useable knowledge.
  • Can informatics be used to gain wisdom? Describe how you would progress from simply having useful knowledge to the wisdom to make decisions about the information you have found during your database search.

Your paper must also include a title page, an introduction, a summary, and a reference page ( YOU CAN ONLY USE THE REFERENCES LISTED BELOW).

 

 

 

 

 

American Nurses Association. (2015). Nursing informatics: Scope & standards of practice (2nd ed.). Silver Springs, MD: Author.

  • “Metastructures, Concepts, and Tools of Nursing Informatics”

    This chapter explores the connections between data, information, knowledge, and wisdom and how they work together in nursing informatics. It also covers the influence that concepts and tools have on the field of nursing.

McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning.

  • Chapter 6, “Overview of Nursing Informatics”

    This chapter defines the foundations of nursing informatics (NI). The authors specify the disciplines that are integrated to form nursing informatics, along with major NI concepts.

Brokel, J. (2010). Moving forward with NANDA-I nursing diagnoses with Health Information Technology for Economic and Clinical Health (HITECH) Act Legislation: News updates. International Journal of Nursing Terminologies & Classifications, 21(4), 182–185.

Retrieved from the Walden Library databases.

 

In this news brief, the author describes the initiatives that NANDA-I will implement to remain abreast of the HITECH legislation of 2009. The author explains two recommendations for the federal government’s role in managing vocabularies, value sets, and code sets throughout the health care system.

Matney, S., Brewster, P. J., Sward, K. A., Cloyes, K. G., & Staggers, N. (2011). Philosophical approaches to the nursing informatics data-information-knowledge-wisdom framework. Advances in Nursing Science, 34(1), 6–18.

Retrieved from the Walden Library databases.

 

This article proposes a philosophical foundation for nursing informatics in which data, information, and knowledge can be synthesized by computer systems to support wisdom development. The authors describe how wisdom can add value to nursing informatics and to the nursing profession as a whole.

Rutherford, M. A. (2008). Standardized nursing language: What does it mean for nursing practice? OJIN: The Online Journal of Issues in Nursing, 13(1). Retrieved from http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/vol132008/No1Jan08/ArticlePreviousTopic/StandardizedNursingLanguage.html

 

The author of this article provides justification for the use of a standardized nursing language, which will be necessary for incorporating electronic documentation into the health care field. The author defines standardized language in nursing, describes how such a language can be applied in a practice setting, and discusses the benefits of using a standardized language.

Westra, B. L., Subramanian, A., Hart, C. M., Matney, S. A., Wilson, P. S., Huff, S. M., … Delaney, C. W. (2010). Achieving “meaningful use” of electronic health records through the integration of the Nursing Management Minimum Data Set. The Journal of Nursing Administration, 40(7–8), 336–343.

Retrieved from the Walden Library databases.

 

This article explains the nursing management minimum data set (NMMDS), which is a research-based minimum set of standard data for nursing management and administration. The article describes how the NMMDS can be used to minimize the burden on health care administrators and increase the value of electronic health records within the health care system.

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.

NURS 6051N

1. 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.

Part 2:

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 presentation with an info graphic 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.

Develop a simple infographic to help explain these concepts.

 

NOTE: For guidance on infographics, including how to create one in PowerPoint, see “How to Make an Infographic in PowerPoint” as presented in the Resources.

 

Present 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. Be sure to incorporate feedback received from your colleagues’ replies.

The Role Of A Nurse Leader As A Knowledge Worker

The Role Of A Nurse Leader As A Knowledge Worker

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.

NURS 6051N

1. 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.

Part 2:

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 presentation with an info graphic 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.

Develop a simple infographic to help explain these concepts.

 

NOTE: For guidance on infographics, including how to create one in PowerPoint, see “How to Make an Infographic in PowerPoint” as presented in the Resources.

 

Present 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. Be sure to incorporate feedback received from your colleagues’ replies.

GI A4: Shadow Health

GI A4: Shadow Health

  • Write a 500-word APA reflection essay of your experience with the Shadow Health virtual assignment(s). At least two scholarly sources in addition to your textbook should be utilized. Answers to the following questions may be included in your reflective essay:
    • What went well in your assessment?
    • What did not go so well? What will you change for your next assessment?
    • What findings did you uncover?
    • What questions yielded the most information? Why do you think these were effective?
    • What diagnostic tests would you order based on your findings?
    • What differential diagnoses are you currently considering?
    • What patient teaching were you able to complete? What additional patient teaching is needed?
    • Would you prescribe any medications at this point? Why or why not? If so, what?
    • How did your assessment demonstrate sound critical thinking and clinical decision making?