Please Read the Criteria guide for this assessment to be evaluated at the end; attached!

Prepare for inter-professional stakeholders a 10–12-slide presentation (not including title and reference pages) explaining how nurse leaders can use information technology to improve nursing practices that support and sustain positive patient outcomes. You do not need to actually present your assessment but be sure to include speaker’s notes for each slide.

The dissemination of evidence-based practice outcomes helps nurses build stakeholder engagement and support for the use of information system and technology for health care delivery.

  

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

• Competency 1: Describe the importance of effective scholarship and evidence-based information to advance the profession of nursing.       
  • Describe the basic differences between research (qualitative and quantitative) and evidence-based practice (EBP).
  • Describe how nurse leaders use evidence-based practice to support and sustain patient-care outcomes.
  • Describe how theory development and research exploration supports nursing practice changes that increase positive patient outcome.
• Competency 3: Explain the use of information management tools and technologies to monitor and improve health care delivery and patient outcomes.       
  • Identify a nursing practice that has recently changed in a specific health care setting.
  • Describe how nurse leaders use communication to build inter-professional stakeholder engagements.
• 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.

Assessment Instructions 

  

For this assessment, imagine a group of inter-professional stakeholders involved with patient care in your health care setting would like to increase positive patient outcomes. Nurse leaders have recommended changes in the practice that incorporate informatics and the application of new knowledge into your nursing practices.

You are asked to present a brief overview using PowerPoint (or some other presentation software) to a small group of student nurses. After the session has concluded, the training department would like to use your presentation as a training resource.

Preparation

Select a nursing practice in your own health care setting that has changed for the better since you first began nursing.

Directions

Use the tools in your presentation software to develop a creative and engaging presentation. Use the notes portion of PowerPoint to capture your narrative script for each slide. Include the following in your presentation:

• Describe briefly an example of a nursing practice that has changed in the last two years.
• Explain how theory development, research exploration, and information technology supports the changes you have described.
• Describe the basic differences between research (qualitative and quantitative) and EVIDENCE-BASED PRACTICE (EBP).—-ITS IMPORTANT THIS IS EVIDANCE-BASED!
• Explain how nurse leaders use communication practices and technology to build inter-professional stakeholder engagements in support of the change you have identified.
• Describe how nurse leaders use evidence-based practice to support and sustain patient-care outcomes.

Additional Requirements

• Length: Submit a presentation of 10–12 slides (not including title and reference slides). Include both a title slide and a reference slide with 4–6 references to support your presentation information and ideas.
• Formatting Guidelines: Create streamlined slides with minimal information.      
  • Be precise.
  • Keep bulleted content on one line.
  • Use images instead of words when appropriate.
• Narrative Script: Use the notes portion to create a detailed narrative for each slide.

  

At least once a year, the media report on a seemingly healthy teenage athlete collapsing during a sports game and dying of heart complications. These incidents continue to outline the importance of physical exams and health screenings for teenagers, especially those who play sports. During these health screenings, examiners check for cardiovascular alterations such as heart murmurs because they can be a sign of an underlying heart disorder. Since many heart alterations rarely have symptoms, they are easy to miss if health professionals are not specifically looking for them. Once cardiovascular alterations are identified in patients, it is important to refer them to specialists who can further investigate the cause.

Consider the following scenario:

A 16-year-old male presents for a sports participation examination. He has no significant medical history and no family history suggestive of risk for premature cardiac death. The patient is examined while sitting slightly recumbent on the exam table and the advanced practice nurse appreciates a grade II/VI systolic murmur heard loudest at the apex of the heart. Other physical findings are within normal limits, the patient denies any cardiovascular symptoms, and a neuromuscular examination is within normal limits. He is cleared with no activity restriction. Later in the season he collapses on the field and dies.

To Prepare

· Review the scenario provided, as well as Chapter 25 in the Huether and McCance text. Consider how you would diagnose and prescribe treatment for the patient.

· Select one of the following patient factors: genetics, ethnicity, or behavior. Reflect on how the factor you selected might impact diagnosis and prescription of treatment for the patient in the scenario.

Post a description of how you would diagnose and prescribe treatment for the patient in the scenario. Then explain how the factor you selected might impact the diagnosis and prescription of treatment for that patient.

 Describe one internal and one external method for the dissemination of your EBP project results. For example, an internal method may be the hospital board, and an external method may be a professional nursing organization. Discuss why it is important to report your results to both of these groups. How will your communication strategies change for each group? 

 

Health Data Standards Discussion

What are health data standards and how do they relate to your role as an informaticist? Health data standards are the agreed upon representations of nursing data. From the coding of medical processes to documentation formats and terminology definitions, health data standards help to align nursing language. Being knowledgeable in health data standards is imperative to the data aggregation and informatics system selection process. It is the informaticist’s responsibility to not only understand the nursing domains of each standard, but also to be educated on the standards development organizations (SDO) that create, maintain, and approve these standards.

In this Discussion, you explore one health data standard of your choosing. For the purposes of this Discussion, do not focus on the standardization of nursing terminologies, as you will examine those in next week’s Discussion.

To prepare:

• Review the health data standards presented in this week’s Learning Resources.
  • How does each provide a framework to align the terminologies and data sets used in health care settings?
• Reflect upon your current health care setting.
  • Does your setting currently use any of the standards outlined by a specific organization? Why?
  • How might standards impact the documentation processes of your setting? Furthermore, which standards might most apply to you in your work as a nurse?

Note: If you are not currently working in a health care setting, select a setting with which you are familiar for this Discussion.

By Day 3

Post a description of the health data standards(1 or 2) your setting(VHA “Veterans Health Administration) uses and how these standards impact documentation and your specific nursing role (ICU RN Nurse). Explain how standard development organizations impact your health care setting.

*** please read the part “prepare”. APA Style, 500-600 words minimum. 

Due Date: April 11, 2018 at 8pm

***Master Degree Quality ***

 Discussion: 

                        Pediatric Bipolar Depression 

                        Disorder Debate

Some debate in the literature exists specific to whether or not bipolar disorder can be diagnosed in childhood. While some have anecdotally argued that it is not possible for children to develop bipolar disorder (as normal features of childhood confound the diagnosis), other sources argue that pediatric bipolar disorder is a fact.

In this Discussion, you engage in the debate theory that bipolar depression can or cannot be diagnosed in children and adolescents.

Some debate in the literature exists specific to whether or not bipolar disorder can be diagnosed in childhood. While some have anecdotally argued that it is not possible for children to develop bipolar disorder (as normal features of childhood confound the diagnosis), other sources argue that pediatric bipolar disorder is a fact.

In this Discussion, you engage in a debate as to whether pediatric bipolar disorder is possible to diagnose.

                                                                     Assignment

· Evaluate diagnosis of pediatric bipolar depression disorder

· Analyze consequences to diagnosing/failing to diagnose pediatric bipolar 

   depression disorder

· The instructor wants you to take the position FOR and not against the issue of 

   diagnosing pediatric bipolar depression disorder.

· Review the Learning Resources concerning the controversy over the diagnosis of 

  pediatric bipolar depression disorder.

· Based on the position FOR, justify that pediatric bipolar depression disorder 

  should be diagnose

                          N.B: YOU ARE DEBATING FOR.

                                                     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 31, “Child Psychiatry” (pp. 1226–1253)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

• “Bipolar and Related      Disorders”
• “Depressive Disorders”

Zeanah, C. H., Chesher, T., & Boris, N. W. (2016). Practice parameter for the assessment and treatment of children and adolescents with reactive attachment disorder and disinhibited social engagement disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 55(11), 990–103. Retrieved from http://www.jaacap.com/article/S0890-8567(16)31183-2/pdf

Stahl, S. M. (2014). Prescriber’s Guide: Stahl’s Essential Psychopharmacology (5th ed.). New York, NY: Cambridge University Press. 

                     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 62, “Bipolar      Disorder in Childhood” (pp. 858–873)
• Chapter 63, “Depressive Disorders in Childhood      and Adolescence” (pp. 874–892)