1-2 Worksheet – Describe the Case 2025

For Final Project I: Malpractice Case, you will analyze a provided on the Final Project 1 Guidelines and Rubric. First, you will complete the Describe the Case Worksheet to start the analysis of your case. One common method of case analysis is called the Issue, Rule, Application, and Conclusion (IRAC) method. For this task, you will only be completing the “Issue” portion of the IRAC method. To complete this assignment, review the Describe the Case Worksheet Rubric document. Attached below is the link to the case thats needed to answer the worksheet and the rubric and guidelines for all

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MEdical Terminology CHP 3-4 2025

DIS 3 Topic 1 Because of the pain medication, Gladys Gwynn may not be able to speak for herself. Since she has no relatives to help, is it appropriate for Dr. Johnstone to make the decision about surgery for her? Under the circumstances, is it possible that when Gladys moved into Sunny Meadows they had her sign a Health Care Power of Attorney to someone at the facility? Topic 2 Because the accident happened when Sheri Smith was helping Mrs. Gwynn, do you think Sheri should be held responsible for the accident? Given that Sheri is an employee of Sunny Meadows, should that facility be held responsible? Topic 3 The recovery time for internal fixation surgery is shorter than that following a total hip replacement. The surgery is also less expensive and has a less strenuous recovery period; however, Mrs. Gwynn probably will not be able to walk again. Given the patient’s condition, and the limited dollars available for health care, which procedure should be performed? Topic 4 Would you have answered Question 3 differently if Mrs. Gwynn were your mother? ESSAY After visiting the Media Links for this chapter, complete this assignment by writing a 2 to 3 paragraph essay about something you learned from one or more of the web sites. Enter the essay in the submission box and submit it. http://orthopedics.about.com/mlibrary.htm http://www.nof.org/ http://www.arthritis.org/ DIS 4 Topic 1 On what basis do you think Aifreight determined that this was a safety violation? Topic 2 Use lay terms to explain Sandor’s injury and the treatment that was required. Topic 3 Sandor knows how to handle heavy loads safety; however, the crate may have slipped because he was busy thinking about his daughter’s birthday party and not about his work. Could the responsibility for this accident be considered negligence on Sandor’s part? Do you think Sandor should be held responsible or is blameless in this situation? Topic 4 It was determined that Airfreight was not responsible for the accident. Therefore, do you think the company should take away Sandor’s job if he does not return in 30 calendar days? ESSAY SAME AS ABOVE DIS 3

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4040 # 2 Protected Health Information (PHI): Privacy, Security, and Confidentiality Best Practices 2025

Prepare a 2-page interprofessional staff update on HIPAA and appropriate social media use in health care. As you begin to consider the assessment, it would be an excellent choice to complete the Breach of Protected Health Information (PHI) activity. The will support your success with the assessment by creating the opportunity for you to test your knowledge of potential privacy, security, and confidentiality violations of protected health information. The activity is not graded and counts towards course engagement. Health professionals today are increasingly accountable for the use of protected health information (PHI). Various government and regulatory agencies promote and support privacy and security through a variety of activities. Examples include: Meaningful use of electronic health records (EHR). Provision of EHR incentive programs through Medicare and Medicaid. Enforcement of the Health Insurance Portability and Accountability Act (HIPAA) rules. Release of educational resources and tools to help providers and hospitals address privacy, security, and confidentiality risks in their practices. Technological advances, such as the use of social media platforms and applications for patient progress tracking and communication, have provided more access to health information and improved communication between care providers and patients. At the same time, advances such as these have resulted in more risk for protecting PHI. Nurses typically receive annual training on protecting patient information in their everyday practice. This training usually emphasizes privacy, security, and confidentiality best practices such as: Keeping passwords secure. Logging out of public computers. Sharing patient information only with those directly providing care or who have been granted permission to receive this information. Today, one of the major risks associated with privacy and confidentiality of patient identity and data relates to social media. Many nurses and other health care providers place themselves at risk when they use social media or other electronic communication systems inappropriately. For example, a Texas nurse was recently terminated for posting patient vaccination information on Facebook. In another case, a New York nurse was terminated for posting an insensitive emergency department photo on her Instagram account. Health care providers today must develop their skills in mitigating risks to their patients and themselves related to patient information. At the same time, they need to be able distinguish between effective and ineffective uses of social media in health care. This assessment will require you to develop a staff update for the interprofessional team to encourage team members to protect the privacy, confidentiality, and security of patient information. 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: Describe nurses’ and the interdisciplinary team’s role in informatics with a focus on electronic health information and patient care technology to support decision making. Describe the security, privacy, and confidentially laws related to protecting sensitive electronic health information that govern the interdisciplinary team. Explain the importance of interdisciplinary collaboration to safeguard sensitive electronic health information. Competency 2: Implement evidence-based strategies to effectively manage protected health information. Identify evidence-based approaches to mitigate risks to patients and health care staff related to sensitive electronic health information. Develop a professional, effective staff update that educates interprofessional team members about protecting the security, privacy, and confidentiality of patient data, particularly as it pertains to social media usage. Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies. Follow APA style and formatting guidelines for citations and references. Create a clear, concise, well-organized, and professional staff update that is generally free from errors in grammar, punctuation, and spelling. Preparation To successfully prepare to complete this assessment, complete the following: Review the infographics on protecting PHI provided in the resources for this assessment, or find other infographics to review. These infographics serve as examples of how to succinctly summarize evidence-based information. Analyze these infographics, and distill them into five or six principles of what makes them effective. As you design your interprofessional staff update, apply these principles. Note: In a staff update, you will not have all the images and graphics that an infographic might contain. Instead, focus your analysis on what makes the messaging effective. Select from any of the following options, or a combination of options, the focus of your interprofessional staff update: Social media best practices. What not to do: Social media. Social media risks to patient information. Steps to take if a breach occurs. Conduct independent research on the topic you have selected in addition to reviewing the suggested resources for this assessment. This information will serve as the source(s) of the information contained in your interprofessional staff update. Consult the BSN Program Library Research Guide for help in identifying scholarly and/or authoritative sources. Instructions In this assessment, assume you are a nurse in an acute care, community, school, nursing home, or other health care setting. Before your shift begins, you scroll through Facebook and notice that a coworker has posted a photo of herself and a patient on Facebook. The post states, “I am so happy Jane is feeling better. She is just the best patient I’ve ever had, and I am excited that she is on the road to recovery.” You have recently completed your annual continuing education requirements at work and realize this is a breach of your organization’s social media policy. Your organization requires employees to immediately report such breaches to the privacy officer to ensure the post is removed immediately and that the nurse responsible receives appropriate corrective action. You follow appropriate organizational protocols and report the breach to the privacy officer. The privacy officer takes swift action to remove the post. Due to the severity of the breach, the organization terminates the nurse. Based on this incident’s severity, your organization has established a task force with two main goals: Educate staff on HIPAA and appropriate social media use in health care. Prevent confidentiality, security, and privacy breaches. The task force has been charged with creating a series of interprofessional staff updates on the following topics: Social media best practices. What not to do: Social media. Social media risks to patient information. Steps to take if a breach occurs. You are asked to select one of the topics, or a combination of several topics, and create the content for a staff update containing a maximum of two content pages. When distributed to interprofessional team members, the update will consist of one double-sided page. The task force has asked team members assigned to the topics to include the following content in their updates in addition to content on their selected topic(s): What is protected health information (PHI)? Be sure to include essential HIPAA information. What are privacy, security, and confidentiality? Define and provide examples of privacy, security, and confidentiality concerns related to the use of the technology in health care. Explain the importance of interdisciplinary collaboration to safeguard sensitive electronic health information. What evidence relating to social media usage and PHI do interprofessional team members need to be aware of? For example: How many nurses have been terminated for inappropriate social media usage in the United States? What types of sanctions have health care organizations imposed on interdisciplinary team members who have violated social media policies? What have been the financial penalties assessed against health care organizations for inappropriate social media usage? What evidence-based strategies have health care organizations employed to prevent or reduce confidentiality, privacy, and security breaches, particularly related to social media usage? Notes Your staff update is limited to two double-spaced content pages. Be selective about the content you choose to include in your update so that you are able to meet the page length requirement. Include need-to-know information. Leave out nice-to-know information. Many times people do not read staff updates, do not read them carefully, or do not read them to the end. Ensure your staff update piques staff members’ interest, highlights key points, and is easy to read. Avoid overcrowding the update with too much content. Also supply a separate reference page that includes 2–3 peer-reviewed and 1–2 non-peer-reviewed resources (for a total of 3–5 resources) to support the staff update content. Additional Requirements Written communication: Ensure the staff update is free from errors that detract from the overall message. Submission length: Maximum of two double-spaced content pages. Font and font size: Use Times New Roman, 12-point. Citations and references: Provide a separate reference page that includes 2–3 current, peer-reviewed and 1–2 current, non-peer-reviewed in-text citations and references (total of 3–5 resources) that support the staff update’s content. Current mean no older than 5 years. APA format: Be sure your citations and references adhere to APA format. Consult the APA Style and Format page for an APA refresher.

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NURS 5052/NURS 6052: ESSENTIALS OF EVIDENCE-BASED PRACTICE – Course Project: Part 1 (Grading Rubic and Media Attached) 2025

Course Project: Part 1—Identifying a Researchable Problem One of the most challenging aspects of EBP is to actually identify the answerable question. —Karen Sue Davies Formulating a question that targets the goal of your research is a challenging but essential task. The question plays a crucial role in all other aspects of the research, including the determination of the research design and theoretical perspective to be applied, which data will be collected, and which tools will be used for analysis. It is therefore essential to take the time to ensure that the research question addresses what you actually want to study. Doing so will increase your likelihood of obtaining meaningful results. In this first component of the Course Project, you formulate questions to address a particular nursing issue or problem. You use the PICOT model—patient/population, intervention/issue, comparison, and outcome—outlined in the Learning Resources to design your questions. To prepare: Review the article, “Formulating the Evidence Based Practice Question: A Review of the Frameworks,” found in the Learning Resources for this week. Focus on the PICOT model for guiding the development of research questions. Review the section beginning on page 71 of the course text, titled, “Developing and Refining Research Problems” in the course text, which focuses on analyzing the feasibility of a research problem. Reflect on an issue or problem that you have noticed in your nursing practice. Consider the significance of this issue or problem. Generate at least five questions that relate to the issue which you have identified. Use the criteria in your course text to select one question that would be most appropriate in terms of significance, feasibility, and interest. Be prepared to explain your rationale. Formulate a preliminary PICO question—one that is answerable—based on your analysis. What are the PICO variables (patient/population, intervention/issue, comparison, and outcome) for this question? Note: Not all of these variables may be appropriate to every question. Be sure to analyze which are and are not relevant to your specific question. Using the PICOT variables that you determined for your question, develop a list of at least 10 keywords that could be used when conducting a literature search to investigate current research pertaining to the question. To complete: Write a 3- to 4-page paper that includes the following: A summary of your area of interest, an identification of the problem that you have selected, and an explanation of the significance of this problem for nursing practice The 5 questions you have generated and a description of how you analyzed them for feasibility Your preliminary PICOT question and a description of each PICOT variable relevant to your question At least 10 possible keywords that could be used when conducting a literature search for your PICOT question and a rationale for your selections Reference: Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks. Evidence Based Library and Information Practice, 6(2), 75–80. Retrieved from https://ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144 Required Readings Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer. Chapter 2, “Evidence-Based Nursing: Translating Research Evidence into Practice” (Review pages 14–31) Chapter 5, “Literature Reviews: Finding and Critiquing Evidence” In this chapter, you focus on conducting a literature review. Topics include how to identify the relevant literature on a given topic and then how to critique the strengths and weaknesses of the literature that you have found. Finally, the chapter examines how to synthesize the research findings into a written literature review. Houde, S. C. (2009). The systematic review of literature: A tool for evidence-based policy. Journal of Gerontological Nursing, 35(9), 9–12. Retrieved from the Walden Library databases. This article emphasizes the importance of systematic reviews of literature. The authors present an overview of resources that may assist in conducting systematic reviews. Krainovich-Miller, B., Haber, J., Yost, J., & Jacobs, S. K. (2009). Evidence-based practice challenge: Teaching critical appraisal of systematic reviews and clinical practice guidelines to graduate students. Journal of Nursing Education, 48(4), 186–195. Retrieved from the Walden Library databases. This article reviews the features of the TREAD Evidence-Based Practice Model. In particular, the authors of this article stress how the model emphasizes the use of standardized critical appraisal tools and Level I evidence. Robeson, P., Dobbins, M., DeCorby, K., & Tirilis, D. (2010). Facilitating access to pre-processed research evidence in public health. BMC Public Health, 10, 95. Retrieved from the Walden Library databases. This article describes a hierarchy of pre-processed evidence and how it is adapted to the public health setting. The authors identify a range of resources with relevant public health content. Walden Student Center for Success. (2012). Clinical Question Anatomy. Retrieved July 9, 2014, from http://academicguides.waldenu.edu/content.php?pid=183871&sid=2950360 Barker, J. (n.d.) Basic search tips and advanced Boolean explained. Retrieved August 3, 2012, from http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Boolean.pdf This resource provides a graphical representation of different approaches to research and gives examples of each. Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks. Evidence Based Library and Information Practice, 6(2), 75–80. Retrieved from https://ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144 This article reviews the frameworks commonly used to assist in generating answerable research questions. The author recommends considering the individual elements of the frameworks as interchangeable (depending upon the situation), rather than trying to fit a situation to a specific framework. Walden University Library. (2012). Levels of evidence. Retrieved from http://academicguides.waldenu.edu/c.php?g=80240&p=523225 This guide provides a listing of evidence-based clinical resources, including systematic reviews and meta-analyses, critically appraised topics, background information and expert opinions, and unfiltered resources. Indiana State University. (n.d.). Database search strategies. Retrieved July 6, 2012, from http://libguides.indstate.edu/content.php?pid=118904&sid=1065428 In this resource, the most common types of database searches are highlighted. It includes topics such as nesting searches, phrase searches, and using synonyms of key words in the search. Library of Congress Online Catalog. (2008). Boolean searching. Retrieved from http://catalog.loc.gov/help/boolean.htm This web page provides a basic overview of Boolean searches and provides simple examples of key search terms. Walden University. (n.d.b.). Searching and retrieving materials in the research databases. Retrieved August 10, 2012, from http://academicguides.waldenu.edu/foundationscoursedocs/SearchingRetrieving This resource provides tips for searching in the Walden Library. It includes a guide to keyword searches, an explanation of Boolean searches, and tips on locating specific journals or articles. Document: Course Project Overview (Word document) Note: You will use this document to complete the Project throughout this course. Media Laureate Education (Producer). (2012e). Finding resources for EBP. Baltimore, MD: Author. Note: The approximate length of this media piece is 6 minutes. In this video, Dr. Marianne Chulay identifies sources where nurses can find evidence to support their practices. She provides several examples of resources that provide specific information about best practices in health care. Accessible player Laureate Education (Producer). (2012f). Finding sources of evidence. Baltimore, MD: Author. Note: The approximate length of this media piece is 9 minutes. Dr. Kristen Mauk explains the process of performing a literature review in this video. She provides advice for nursing students in browsing databases and analyzing sources of evidence. Accessible player Laureate Education (Producer). (2012g). Hierarchy of evidence pyramid. Baltimore, MD: Author. This multimedia piece explains the hierarchy of evidence pyramid. The piece offers definitions and key information for each level of the pyramid. DO 4 Pages Please. Complete.

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