Nursing Informatics Best Practices . 2025

Please Check the Competencies: Overview Write 3–5 pages in which you describe a nursing informatics best practices policy for effective and safe data use in a nursing practice setting or organization. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 2: Identify strategies and best practices for using informatics in nursing and health care. Describe the best practices needed to promote and support data security. Describe the ethical standards needed to promote patient confidentiality. Describe regulatory requirements that promote and support positive patient outcomes related to a specific population. Describe the types of behaviors and skills nurse leaders need to guide the use of information technology and research for improved patient-care outcomes. Competency 4: Communicate in a manner that is consistent with expectations of a nursing professional. Write coherently to support a central idea in appropriate format with correct grammar, usage, and mechanics. To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community. How do nurses develop best practice? How does research support best practice? What are best practices in your organization that you think are exemplars for improving patient care? What nursing roles should be in place to support the use of evidenced-based practice? How would you describe the concept of meaningful use and technology adoption stages: electronic health records (EHR) incentive programs, and how does this fit within the context of best practice? What are the main points to consider as you review The Health Insurance Portability and Accountability Act (HIPAA), and why is this best practice? How does the Patient Safety and Quality Improvement Act (PSQIA) support patient safety and improved patient outcomes? Assessment Instructions Imagine an organization asks you to contribute to the development of an information system best-practices policy to help maintain patient safety and patient confidentiality in their practice setting. The organization wants you to create a document to help the group better understand why an informatics policy is needed and the practices that should be included in the policy. A nursing informatics best-practices document can serve multiple purposes, such as a handout for new-hire orientation or as a background report given to a committee tasked with creating or updating a nursing informatics best-practices policy. Preparation To expand your understanding of nursing informatics best practices within the industry, research the most current information about the topics of nursing best-practices documents and nursing informatics best practices. Using different methods (Web search, for example), locate 4–6 scholarly articles related to best practices designed to support positive patient outcomes related to the following areas: The meaning of secure data practices. Ethical standards needed to promote and support data security. Patient confidentiality. Regulatory requirements. Behaviors and skills nurse leaders need to guide the use of information technology and research for improved patient-care outcomes. Directions Create a description of a nursing informatics best-practices policy document designed to define and encourage effective and safe data use in a practice setting or organization. Purpose Statement: Statement of why an organization would create the policy. Include any reasons and intent that supports the creation of an informatics best-practices policy. Best Practices Definitions and Descriptions: Definitions of secure practices, data security, and patient confidentiality. Ethical standards. Regulatory requirements. Implementation: Behaviors – describe the behaviors nurse leaders will need to demonstrate that will guide implementation of the policy. Skills required – describe the skills needed to ensure policy adherence. Format your document using the professional format and style (corporate identity) used in your organization or practice setting. Note : If you are not currently working in an organizational setting, follow the formatting instructions below. Additional Requirements Written communication: Ensure written communication is free of errors that detract from the overall message. APA formatting: Format resources and citations according to current APA style and formatting guidelines. Number of resources: Cite a minimum of four peer-reviewed resources. Length: Submit 3–5 typed, double-spaced pages. Font and font size: Use Times New Roman, 12 point.

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Case study Mr C 2025

It is necessary for an RN-BSN-prepared nurse to demonstrate an enhanced understanding of the pathophysiological processes of disease, the clinical manifestations and treatment protocols, and how they affect clients across the life span. Evaluate the Health History and Medical Information for Mr. C., presented below. Based on this information, formulate a conclusion based on your evaluation, and complete the Critical Thinking Essay assignment, as instructed below. Health History and Medical Information Health History Mr. C., a 32-year-old single male, is seeking information at the outpatient center regarding possible bariatric surgery for his obesity. He currently works at a catalog telephone center. He reports that he has always been heavy, even as a small child, gaining approximately 100 pounds in the last 2-3 years. Previous medical evaluations have not indicated any metabolic diseases, but he says he has sleep apnea and high blood pressure, which he tries to control by restricting dietary sodium. Mr. C. reports increasing shortness of breath with activity, swollen ankles, and pruritus over the last 6 months. Objective Data: 1. Height: 68 inches; weight 134.5 kg 2. BP: 172/98, HR 88, RR 26 3. 3+ pitting edema bilateral feet and ankles 4. Fasting blood glucose: 146 mg/dL 5. Total cholesterol: 250 mg/dL 6. Triglycerides: 312 mg/dL 7. HDL: 30 mg/dL 8. Serum creatinine 1.8 mg/dL 9. BUN 32 mg/dl Critical Thinking Essay In 750-1,000 words, critically evaluate Mr. C.’s potential diagnosis and intervention(s). Include the following: 1. Describe the clinical manifestations present in Mr. C. 2. Describe the potential health risks for obesity that are of concern for Mr. C. Discuss whether bariatric surgery is an appropriate intervention. 3. Assess each of Mr. C.’s functional health patterns using the information given. Discuss at least five actual or potential problems can you identify from the functional health patterns and provide the rationale for each. (Functional health patterns include health-perception, health-management, nutritional, metabolic, elimination, activity-exercise, sleep-rest, cognitive-perceptual, self-perception/self-concept, role-relationship, sexuality/reproductive, coping-stress tolerance.) 4. Explain the staging of end-stage renal disease (ESRD) and contributing factors to consider. 5. Consider ESRD prevention and health promotion opportunities. Describe what type of patient education should be provided to Mr. C. for prevention of future events, health restoration, and avoidance of deterioration of renal status. 6. Explain the type of resources available for ESRD patients for nonacute care and the type of multidisciplinary approach that would be beneficial for these patients. Consider aspects such as devices, transportation, living conditions, return-to-employment issues. You are required to cite to a minimum of two sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice. Prepare this assignment according to the guidelines found in the APA Style Guide. 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 LopesWrite. References Whitney, S. GCU. (, 2020). Elimination Complexities. https://lc.gcumedia.com/nrs410v/pathophysiology-clinical-applications-for-client-health/v1.1/#/chapter/3 Whitey, S. (2018). Elimination Complexities. In Pathophysiology: Clinical Applications for Client Health. Grand Canyon University (Ed.). https://lc.gcumedia.com/nrs410v/pathophysiology-clinical-applications-for-client-health/v1.1/ Read “Estimated Glomerular Filtration Rate Decline and Risk of End-Stage Renal Disease in Type 2 Diabetes,” by Megumi et al., from PLOS ONE (2018). URL: https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=131037700&site=eds-live&scope=site Read “Facts About Chronic Kidney Disease,” from the A to Z Health Guide (2017), located on the National Kidney Foundation website. URL: https://www.kidney.org/atoz/content/about-chronic-kidney-disease Read “Acute Kidney Failure,” located on the Mayo Clinic website. URL: https://www.mayoclinic.org/diseases-conditions/kidney-failure/symptoms-causes/syc-20369048 Read “Kidney Failure (Symptoms, Signs, Stages, Causes, Treatment, and Life Expectancy),” by Wedro, located on the MedicineNet website. URL: https://www.medicinenet.com/kidney_failure/article.htm

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Assgn 2 – WK4 (C) 2025

Practicum: Decision Tree For this Assignment, you examine the client case study in this week’s Learning Resources. Consider how you might assess and treat pediatric clients presenting with symptoms noted in the case. Note: For these assignments, you will be required to make decisions about how to assess and treat clients. Each of your decisions will have a consequence. Some consequences will be insignificant, and others may be life altering. You are not expected to make the “right” decision every time; in fact, some scenarios may not have a “right” decision. You are, however, expected to learn from each decision you make and demonstrate the ability to weigh risks versus benefits to prescribe appropriate treatments for clients. The Assignment: Examine Case 1. You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment. (N: B. A CASE STUDY WITH ANSWER SAMPLE IS ATTACHED WITH THIS ASSIGNMENT) At each Decision Point, stop to complete the following: · Decision #1: Differential Diagnosis o Which Decision did you select? o Why did you select this Decision? Support your response with evidence and references to the Learning Resources. o What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources. o Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different? · Decision #2: Treatment Plan for Psychotherapy o Why did you select this Decision? Support your response with evidence and references to the Learning Resources. o What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources. o Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different? · Decision #3: Treatment Plan for Psychopharmacology o Why did you select this Decision? Support your response with evidence and references to the Learning Resources. o What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources. o Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different? · Also include how ethical considerations might impact your treatment plan and communication with clients and their families. Note: Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement. Case #1 A young girl with difficulties in school BACKGROUND In psychopharmacology you met Katie, an 8-year-old Caucasian female, who was brought to your office by her mother (age 47) and father (age 49). You worked through the case by recommending possible ADHD medications. As you progress in your PMHNP program, the cases will involve more information for you to sort through. For this case, you see Katie and her parents again. The parents have reported that the medication given to Katie does not seem to be helping. This has prompted you to reconsider the diagnosis of ADHD. You will consider other differential diagnoses and determine what information you need to accurately assess the DSM-5 criteria to make the diagnosis of ADHD or another disorder with similar diagnostic features. When parents bring their child to your office, they may have read symptoms on the internet or they may have been told by the school “your child has ADHD”. Your diagnosis will either confirm or refute that diagnosis. Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine a differential diagnosis and to begin medication, if indicated. The PMHNP makes this diagnostic decision based on interviews and observations of the child, her parents, and the assessment of the parents and teacher. To start, consider what assessment tools you might need to evaluate Katie. · Child Behavior Check List · Conners’ Teacher Rating Scale The parents give the PMHNP a copy of a form titled “Conner’s Teacher Rating Scale-Revised” (Available at: http://www.doctorrudy.com/files/teacher_add_adhd_short.pdf) . This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, makes careless mistakes in her schoolwork, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only pay attention to things she is interested in. She has difficulty interacting with peers in the classroom and likes to play by herself at recess. When interviewing Katie’s parents, you ask about pre- and post-natal history and you note that Katie is the first born with parents who were close to 40 years old when she was born. She had a low 5 minute Apgar score. The parents say that she met normal developmental milestones and possibly had some difficulty with sleep during the pre-school years. They notice that Katie has difficulty socializing with peers, she is quiet at home and spends a lot of time watching TV. SUBJECTIVE You observe Katie in the office and she is not able to sit still during the interview. She is constantly interrupting both you and her parents. Katie reports that school is “OK”- her favorite subjects are “art” and “recess.” She states that she finds some subjects boring or too difficult, and sometimes hard because she feels “lost”. She admits that her mind does wander during class. “Sometimes” Katie reports “I will just be thinking about something else and not looking at the teacher or other students in the class.” Katie reports that her home life is just fine. She reports that she loves her parents and that they are very good and kind to her. Denies any abuse, denies bullying at school. She offers no other concerns at this time. Katie’s parents appear somewhat anxious about their daughter’s problems. You notice the mother is fidgeting with her rings and watch while you are talking. The father is tapping his foot. Other than that, they seem attentive and straight forward in the interview process. MENTAL STATUS EXAM The client is an 8-year-old Caucasian female who appears appropriately developed for her age. Her speech is clear, coherent, and logical. She is appropriately oriented to person, place, time, and event. She is dressed appropriately for the weather and time of year. She demonstrates no noteworthy mannerisms, gestures, or tics. Self-reported mood is euthymic. Affect is neutral. Katie says that she doesn’t hear any ‘voices’ in her head but does admit to having an imaginary friend, ‘Audrey’. No reports of delusional or paranoid thought processes. Attention and concentration are somewhat limited based on Katie’s short answers to your questions. Decision Point One BASED ON THE INFORMATION PROVIDED IN THE SCENARIO ABOVE, WHAT IS YOUR DIAGNOSIS FOR KATIE? In your write-up of this case, be certain to link specific symptoms presented in the case to DSM–5 criteria to support your diagnosis. 299.00 Autism Spectrum Disorder (ASD), mild and co-occurring; 300.23 Social Anxiety Disorder 315.0 Specific Learning Disorder with Impairment in Reading and 315.1 Impairment in Mathematics 314.00 Attention Deficit Hyperactivity Disorder, predominantly inattentive presentation ANSWER CHOOSEN : Attention Deficit Hyperactivity Disorder, predominantly inattentive presentatio n 314.00 Attention Deficit Hyperactivity Disorder, predominantly inattentive presentation RESULTS OF DECISION POINT ONE · Client returns to clinic in four weeks · You selected Attention deficit hyperactivity disorder, predominantly inattentive presentation. Based on this choice, outline the remainder of the diagnostic evaluation that you will conduct on this child and their parents. Be sure to include standardized assessment instruments that you would administer · Decision Point Two · BASED ON THE ABOVE INFORMATION, SELECT YOUR NEXT ACTION. BE CERTAIN TO DISCUSS THE RATIONALE FOR YOUR DECISION. · Wellbutrin 75 mg orally daily · · Strattera 25 mg orally daily · · Adderall XR 10 mg orally daily ANSWER CHOOSEN : Adderall XR 10 mg orally daily RESULTS OF DECISION POINT TWO · Client returns to clinic in four weeks · Katie’s parents seem absolutely delighted upon their return stating that Katie is paying more attention in school, but note that there is still room for improvement, particularly in the afternoon · They report that Katie’s teacher has reported that Katie is able to maintain her attention throughout the morning classes but come afternoon, she “daydreams.” · Katie’s parents are also concerned about her decrease in appetite since starting the medication. Decision Point Three BASED ON THE ABOVE INFORMATION, SELECT YOUR NEXT ACTION. BE CERTAIN TO DISCUSS THE RATIONALE FOR YOUR DECISION. Katie’s parents that weight loss is common with stimulant medications used to treat ADHD medication with family thearpy a small dose of immediate release Adderall in the early afternoon ANSWER CHOOSEN: Add a small dose of immediate release Adderall in the early afternoon Guidance to Student Whereas weight loss is common with stimulant medication, this option does not address Katie’s parents’ concerns about the return of symptoms in the afternoon. Augmentation with family therapy is also a good idea as it can help Katie with her symptoms and further help her parents to understand the unique challenges that Katie experiences, as well as ways that they can help her with symptoms, however, this option does not address the return of inattentive symptoms in the afternoon. Adding a small dose of immediate relate Adderall in the afternoon can help Katie to maintain attention throughout the afternoon and into the early evening when she must do homework. This would be the best option. Learning Resources Required Readings Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer. Chapter 3, “Contributions of the Sociocultural Sciences” (pp. 131–150) Chapter 31, “Child Psychiatry” (pp. 1152–1181, 1244–1253) American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. “Neurodevelopmental Disorders” o “Intellectual Disabilities” o “Communication Disorders” “Disruptive, Impulse-Control, and Conduct Disorders” Volkmar, F., Siegel, M., Woodbury-Smith, M., King, B., McCracken, J., & State, M. (2014). Practice parameter for the assessment and treatment of children and adolescents with autism spectrum disorder. Journal of the American Academy of Child & Adolescent Psychiatry , 53 (2), 237–257. Retrieved from http://www.jaacap.com/article/S0890-8567(13)00819-8/pdf Stahl, S. M. (2014). Prescriber’s Guide: Stahl’s Essential Psychopharmacology (5th ed.). New York, NY: Cambridge University Press. Required Media Laureate Education (Producer). (2017b). A young girl with difficulties in school [Multimedia file]. Baltimore, MD: Author. (SEE THE ATTACHED CASE STUDY SAMPLE WITH ANSWER) Optional Resources Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015). Rutter’s child and adolescent psychiatry (6th ed.). Hoboken, NJ: Wiley Blackwell. Chapter 51, “Autism Spectrum Disorder” (pp. 665–682)

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PICO 2025

The Collaborative Learning Community: EBP Identification of Clinical Question assignment is due. Prepare for your upcoming Topic 5 assignment, Collaborative Learning Community: EBP Literature Search/Appraisal of Evidence. Remember to record all communication in the CLC Forum. Use the evidence hierarchy pyramid provided in Figure 2.1 in the Nursing Research: Generating and Assessing Evidence for Nursing Practice textbook as a guide for the levels of evidence in your reference list. Locate case studies, relevant clinical articles written by experts, research articles, evidence-based guidelines, protocols, and theories that may guide the identification of appropriate solutions. This can include the articles reviewed in Topic 3. Note: Not all theories will have research that allows them to have a level assigned to them. This does not mean they are not good theories. A true proposal would require a comprehensive review of the literature and inclusion of all relevant works. Appraise the evidence using the guidelines provided in the Nursing Research: Generating and Assessing Evidence for Nursing Practice textbook. Use these guidelines to discard references that are untrustworthy or irrelevant. Box 2.2 can help with this decision-making process. Chapter 5 provides guidance on how to synthesize the article findings. Use the assigned Topic Material, “CLC EBP Research Table,” to consolidate and present the findings. Limit the articles to no more than 10 (two per student in the CLC group would be reasonable). Choose one group member to submit the completed assignment by the end of Topic 5.

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