Conduct a health assessment of a population of your choice. Explain the process and summarize the results. 

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

• Competency 1: Health Assessment – Conduct comprehensive and focused assessments of health and illness parameters in individuals, groups, and vulnerable populations.       
  • Describe the key elements that make up a health assessment at the community, group, and individual levels.
  • Explain the process involved in conducting a comprehensive health assessment.
  • Summarize the findings of a health assessment for a specific population.
• Competency 3: Nursing Research and Informatics – Incorporate evidence-based practice interventions (for example, information systems and patient care technologies) as appropriate for managing the acute and chronic care of patients, promoting health across the lifespan.       
  • Use valid, scholarly research resources relevant to the field of nursing to support information presented.
• Competency 5: Communication – Communicate effectively with all members of the health care team, including interdepartmental and interdisciplinary collaboration for quality outcomes.       
  • Write coherently to support a central idea in appropriate APA format with correct grammar, usage, and mechanics as expected of a nursing professional.

Conduct a health assessment of a population of your choice as you complete the following:

1. Describe the key elements that make up a health assessment at each of the following levels:      
   1. Community.
   2. Group.
   3. Individual.
2. Explain the process for completing a comprehensive health assessment.
3. Summarize the findings of the health assessment you conducted. Be sure you include a brief description of the population you selected.

Additional Requirements

• Format: Include a title page and reference. Use APA style and formatting.
• Length: This assessment should be approximately 3–5 pages in length. 
• References: Cite at least three current scholarly or professional resources.
• Font: Use double-spaced, 12-point, Times New Roman font.

Assignment:

Conduct an assessment of the health care environment where you work (i.e. health department, long-term care facility, specialty clinic, inpatient hospital, etc). Specifically, examine potential barriers that may exist for a member of a minority group that has a significant presence in your community (i.e. Native American, Cubans, Hmong). Using the criteria below (and explained in greater detail on pages 39 and 40), assess the potential organizational barriers to care in your work environment. Explore ways to decrease barriers to health care for this minority group so that your organization can strive for cultural competency.

• Availability
• Accessibility
• Affordability
• Appropriateness
• Accountability
• Adaptability
• Acceptability
• Awareness
• Attitudes
• Approachability
• Alternative practices and practitioners
• Additional services
• The assignment should be between 1500 and 2000 words in length and contain at least two scholarly sources, in addition to the textbook and provided material. Please submit your assignment in one APA formatted document.

Purnell, L., (2013). Transcultural healthcare: A culturally competent approach (4th ed.). Philadelphia: F. A. Davis.

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.
• 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” presented in the Resources.

• 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. Be sure to incorporate feedback received from your colleagues’ responses.
• 3 to 4 references less than 5 years

Respond 

As a reminder to those who may have not read my posts in the past six weeks, my PICOT question is: In patients with CHF, would a scheduled education program with booklet versus just education handouts decrease 30 day hospital admissions over a 3 month period?” Heart failure readmission rates cause the Center for Medicare and Medicaid Services to now give hefty penalties to organizations within thirty days so there is currently a tremendous amount of research surrounding this topic. There are two major research studies that really follow the PET model that I am aiming for with this study. My goal is to have approximately 60 test subjects from my primary care practice who fall within the categories of having a low ejection fraction, diagnosed with heart failure, and who do not have severe comorbidities including other systems. I will split this group into a control group and an intervention group. The control group will receive a three-month educational program and booklet while the other will receive the standardized care that has been used in the office.

            The PDSA model was created by Edward Deming and is a great way to implement change and improve quality of care. The PDSA stands for Plan, Do, Act, and Study (Donnelly & Kirk, 2015). The key through the literature research review was that patients’ who had better education about their disease process, diet, exercise, lifestyle modifications, medications, and treatment plan, ultimately had better outcomes than those who are simply receiving the standardized care. Through review of quantitative and qualitative research literature, it was evident that the influence and key tools to self-management precluded better patient outcomes, lower readmission rates, decrease in length of stay in the hospital, and improved quality of life. Using the PDSA model, I will outline my plan and figure out the ultimate goal of this process. This PICOT question would require planning who will be doing the education session, who will create the booklet, how we will fund this project, and how to select as well as the selection process for our test subjects (as well as informed consent). This also includes the approval of an ethics committee for this research in order to protect the test subjects. The “Do” would be to start the research program by following the two groups and providing the education and reference channels to the patients as see fit. It is important to document throughout the course of this research in order to gain the most information possible. The “Study” would be at the conclusion of the three-month period when all the finalized data is collected and analyzed. This is where the researcher would see if their predicaments were correct and how they related to the research literature. The final step is “Act” and this will involve assessing the overall cycle and looking where to make changes to being the next PDSA cycle. In a world of health care where it is constantly changing and evolving, it is important that processes are being assessed in order to change and improve. Following the three-month process of education, intervention, and data collection, it is really important to focus on what worked during the process, what didn’t, and what changes can be made to reach the goal of healthier and happier patients.

            One article I found had a very similar PICOT and used a PET method that seemed very relevant to my PDSA. It used a similar number of subjects and also slipt them into groups over a three month period. It had very positive results in a sense that the patients who were in the intervention group were very satisfied with their quality of life and managed to stay out of the hospital. As nurses and a future nurse practitioner, isn’t that what our goal of all this EBP is for – to improve patient outcomes? I think to truly take my study one step further would be to also perform a qualitative study and take a closer look at their perception of the education, self-management, and possibly ways to improve my program.

Alireza, A., Tahereh, N., & Mansoureh, A. (2018). Effect of the self-management education program on the quality of life in people with chronic heart failure: A randomized controlled trial. Electronic Physician, 10(7), 7028-7037. doi:10.19082/7028

Donnelly, P., & Kirk, P. (2015). Use the PDSA model for effective change management. Education For Primary Care: An Official Publication Of The Association Of Course Organisers, National Association Of GP Tutors, World Organisation Of Family Doctors, 26(4), 279–281. Retrieved from https://search-ebscohost-com.chamberlainuniversity.idm.

            oclc.org/login.aspx?direct=true&db=mdc&AN=26253069&site=ehost-live&scope=site

Respond to this 

Statistical Significance as described by Wasserstein & Lazar (2016) is the “P” value of less than .05, which Pstands for probability. The probability of the research that was not due to chance and that something significant has occurred. The value of the “P” in the study denotes that the true difference between the control and experimental compared groups is as big or if not bigger than reported in the study.  The “p” value depends on three factors such as the degree of the effect or the performance difference between the selected group; the number of participants; and the data distribution which commonly measured as variance and standard deviation (Pintea, 2010).

Clinical significance of results or clinical importance is used to assess and evaluate the effects ofinterventions or outcomes that may be relevant to the target subject. To assess clinical significance, it isimportant to perform a systematic and complete evaluation between the advantagesand disadvantages effects of the study (Guyatt et.al, 2013). It is the difference between the two therapyresults that are proven to justify, modify or change the standard of care.

In my opinion, there is a possibility that research study results can support the acceptance of the nullhypothesis and develop clinical significance.  An example that I came across was the study conducted byLockyer, Hodgson, Dumville, and Cullum (2013) on wound care. The study reported that 74% (32/43) of thereviewed articles have no clear and solid primary outcome and included a finding that was not significant forthe study. This can happen if the selected sample of the research was too small and missed in describing orestablishing the relationship and difference between the groups being studied. It can also happen if thestatistical test was weak, and the measure utilized during the research was defective or unreliable. Andlastly, if the method that was applied to develop an intervention missed identifying the significant variables orideas of the study (Polit & Beck, 2014).

I believe that questioning the credibility of the result from a qualitative study may contribute to clinicalsignificance in my practice area. Credibility refers to facts and certainty of data collected and theresearcher’s interpretation and understanding of results (Polit and Beck, 2014). Qualitative research is focused on exploring ones’ experiences, establishing trust and rapport and describing a comprehensive understanding of a phenomenon. The researcher in a qualitative study must demonstrate engagement withthe participants/informants to validate if the data and conclusion were accurately interpreted.

An example is a qualitative inquiry of patients diagnosed with breast cancer (Pederson et.al,2013). Thequalitative study in the discovery of emotions, experiences, and challenges of cancer patients throughout thedisease process helps to recognize the needed support and care from the health care providers (Cope,2014). Measuring outcomes is important in any research. Data collected must be accurately analyzed andinterpreted. Defining if the outcome is effective and significant comprises of accurate and concisejudgments. As future leaders, we must recognize the credibility of the study and the need for furtherresearch before the application of any new intervention or information into practice.

References:

Cope, D. G. (2014). Methods and Meanings: Credibility and Trustworthiness of Qualitative Research. Oncology Nursing Forum, 41(1), 89–91. Retrieved from https://doi-org.chamberlainuniversity.idm.oclc.org/10.1188/14.ONF.89-91

Guyatt, G., Oxman, AD., Sultan, S., Brozek, J., Glasziou, P., Alonso-Coello, P., Atkins. D., Kunz, R., Montori, V., Jaeschke, R., Rind, D., Dahm, P., Akl, EA., Meerpohl, J., Vist, G., Berliner, E., Norris, S., Falck-Ytter, .Y., &Schunemann, HJ.( 2013). Making an overall rating of confidence in effect estimates for a single outcome and for all outcomes. J Clin Epidemiol, 66(2):151–157.

Lockyer, S., Hodgson, R., Dumville, J.C., & Cullum, N. (2013). “Spin” in wound care research: The reporting and interpretation of randomized controlled trials with statistically nonsignificant primary outcomes results or unspecified primary outcomes. Trails, 14(1), 371

Pintea, S. (2010). The Relevance of Results in Clinical Research: Statistical, Practical, and Clinical Significance. Journal of Cognitive & Behavioral Psychotherapies, 10(1), 101–114. Retrieved from https://search-ebscohost-com.chamberlainuniversity.idm.oclc.org/login.aspx?direct=true&db=a9h&AN=60820813&site=eds-live&scope=site

Pederson, A.E., Hack, T.F., McClemont, S.E., & Taylor-Brown, J. (2013). An exploration of the patient navigator role: Perspectives of younger women with breast cancer. Oncology Nursing Forum, 41, 77–88. doi: 10.1188/14.ONF.77-88

Polit, D.F., & Beck, C.T. (2014). Essentials of nursing research: Appraising evidence for nursing practice (8th ed.). Philadelphia, PA: Wolters Kluwer/Lippincott Williams & Wilkins.

Wasserstein, RL., & Lazar, NA. (2016). The ASA’s statement on p-values: context, process, and purpose. Am Stat.,70:129-133. Retrieved from https://doi.org/10.1080/000313 05.2016.1154108