• 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. 

 

  Excellent   Good   Fair   Poor       Develop a 5- to 6-slide PowerPoint presentation that addresses the following:

·   Explain the concept of a knowledge worker.
·   Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.        
 Points Range:     32 (32%) – 35 (35%)

The presentation clearly and accurately explains the concept of a knowledge worker.

The presentation clearly and accurately defines and explains nursing  informatics with a detailed explanation of the role of the nurse leader  as a knowledge worker.

Includes: 3 or more peer-reviewed sources and 2 or more course resources.
     
 Points Range:     28 (28%) – 31 (31%)

The presentation explains the concept of a knowledge worker.

The presentation defines and explains nursing informatics with an  explanation of the role of the nurse leader as a knowledge worker.

Includes: 2 peer-reviewed sources and 2 course resources.
     
 Points Range:     25 (25%) – 27 (27%)

The presentation inaccurately or vaguely explains the concept of a knowledge worker.

The presentation inaccurately or vaguely defines and explains nursing  informatics with an inaccurate or vague explanation of the role of the  nurse leader as a knowledge worker.

Includes: 1 peer-reviewed sources and 1 course resources.
     
 Points Range:     0 (0%) – 24 (24%)

The presentation inaccurately and vaguely explains the concept of a knowledge worker or is missing.  

The presentation inaccurately and vaguely defines and explains nursing  informatics with an inaccurate and vague explanation of the role of the  nurse leader as a knowledge worker or is missing.

Includes:  1 or fewer resources.
    ·   Develop a simple infographic to help explain these concepts.        
 Points Range:     14 (14%) – 15 (15%)

The presentation provides an accurate and detailed infographic that helps explain the concepts related to the presentation.
     
 Points Range:     12 (12%) – 13 (13%)

The presentation provides an infographic that helps explain the concepts related to the presentation.
     
 Points Range:     11 (11%) – 11 (11%)

The presentation provides an infographic related to the concepts of the presentation that is inaccurate or vague.
     
 Points Range:     0 (0%) – 10 (10%)

The infographic provided in the presentation related to the concepts of the presentation is inaccurate and vague, or is missing.
    ·   Present the hypothetical scenario you originally shared in the  Discussion Forum. Include your examination of the data you could use,  how the data might be accessed/collected, and what knowledge might be  derived from the data. Be sure to incorporate feedback received from  your colleagues’ replies.        
 Points Range:     32 (32%) – 35 (35%)

The presentation clearly and  thoroughly includes the hypothetical scenario originally shared in the  Discussion Forum, including a detailed and accurate examination of the  data used, how the data might be accessed/collected, and the knowledge  that could be derived from the data.
     
 Points Range:     28 (28%) – 31 (31%)

The presentation includes the  hypothetical scenario originally shared in the Discussion Forum,  including an accurate examination of the data used, how the data might  be accessed/collected, and the knowledge that could be derived from the  data.
     
 Points Range:     25 (25%) – 27 (27%)

The presentation includes the  hypothetical scenario originally shared in the Discussion Forum,  including an examination of the data used, how the data might be  accessed/collected, and the knowledge that could be derived from the  data that is vague or inaccurate.
     
 Points Range:     0 (0%) – 24 (24%)

The presentation includes the  hypothetical scenario originally shared in the Discussion Forum,  including an examination of the data used, how the data might be  accessed/collected, and the knowledge that could be derived from the  data that is vague and inaccurate, or is missing.
    Written Expression and Formatting – Paragraph Development and Organization:

Paragraphs  make clear points that support well developed ideas, flow logically,  and demonstrate continuity of ideas. Sentences are carefully  focused–neither long and rambling nor short and lacking substance.        
 Points Range:     5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
     
 Points Range:     4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.
     
 Points Range:     3.5 (3.5%) – 3.5 (3.5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.
     
 Points Range:     0 (0%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.
    Written Expression and Formatting – English writing standards:

Correct grammar, mechanics, and proper punctuation        
 Points Range:     5 (5%) – 5 (5%)

Uses correct grammar, spelling, and punctuation with no errors.
     
 Points Range:     4 (4%) – 4 (4%)

Contains a few (1-2) grammar, spelling, and punctuation errors.
     
 Points Range:     3.5 (3.5%) – 3.5 (3.5%)

Contains several (3-4) grammar, spelling, and punctuation errors.
     
 Points Range:     0 (0%) – 3 (3%)

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
    Written Expression and Formatting – The paper follows correct APA  format for title page, headings, font, spacing, margins, indentations,  page numbers, running head, parenthetical/in-text citations, and  reference list.        
 Points Range:     5 (5%) – 5 (5%)

Uses correct APA format with no errors.
     
 Points Range:     4 (4%) – 4 (4%)

Contains a few (1-2) APA format errors.
     
 Points Range:     3.5 (3.5%) – 3.5 (3.5%)

Contains several (3-4) APA format errors.
     
 Points Range:     0 (0%) – 3 (3%)

Contains many (≥ 5) APA format errors.
  

     Total Points: 100 

Article Analysis 1 

The interpretation of research in health care is essential to decision making. By understanding research, health care providers can identify risk factors, trends, outcomes for treatment, health care costs and best practices. To be effective in evaluating and interpreting research, the reader must first understand how to interpret the findings. You will practice article analysis in Topics 2, 3, and 5.

For this assignment:

Search the GCU Library and find three different health care articles that use quantitative research. Do not use articles that appear in the Topic Materials or textbook. Complete an article analysis for each using the “Article Analysis 1” template.

Refer to the “Patient Preference and Satisfaction in Hospital-at-Home and Usual Hospital Care for COPD Exacerbations: Results of a Randomised Controlled Trial,” in conjunction with the “Article Analysis Example 1,” for an example of an article analysis.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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. Refer to the LopesWrite Technical Support articles for assistance.

AttachmentsHLT-362V-RS2-ArticleAnalysisExample-1.docx
HLT-362V-RS2-ArticleAnalysis-1-Template.docx

Article Analysis 1

No of Criteria: 10 Achievement Levels: 5CriteriaAchievement LevelsDescriptionPercentage1: Unsatisfactory0.00 %2: Less Than Satisfactory65.00 %3: Satisfactory75.00 %4: Good85.00 %5: Excellent100.00 %Content100.0     Three Quantitative Articles10.0Fewer than three articles are presented. None of the articles presented use quantitative research.N/AThree articles are presented. Of the articles presented, only two articles are based on quantitative research.N/AThree articles are presented. All three articles are based on quantitative research.Article Citation and Permalinka 210.0Article citation and permalink are omitted.Article citation and permalink are presented. There are significant errors. Page numbers are not indicated to cite information, or the page numbers are incorrect.Article citation and permalink are presented. Article citation is presented in APA format, but there are errors. Page numbers to cite information are missing, or incorrect, in some areas.Article citation and permalink are presented. Article citation is presented in APA format. Page numbers are used to cite information. There are minor errors.Article citation and permalink are presented. Article citation is accurately presented in APA format. Page numbers are accurate and used in all areas when citing information.Broad Topic Area/Title10.0Broad topic area and title are omitted.Broad topic area and title are referenced but are incomplete.Broad topic area and title are summarized. There are some minor inaccuracies.Broad topic area and title are presented. There are some minor errors, but the content overall is accurate.Broad topic area and title are fully presented and accurate.Independent and Dependent Variables and Type of Data for Variables10.0Variable types and data for variables are omitted.Variable types and data for variables are presented. There are major inaccuracies or omissions.Variable types and data for variables are presented. There are inaccuracies.Variable types and data for variables are presented. Minor detail is needed for accuracy.Variable types and data for variables are presented and accurate.Population of Interest for the Study10.0Population of interest for the study is omitted.Population of interest for the study is presented. There are major inaccuracies or omissions.Population of interest for the study is presented. There are inaccuracies.Population of interest for the study is presented. Minor detail is needed for accuracy.Population of interest for the study is presented and accurate.Sample10.0Sample is omitted.Sample is presented. There are major inaccuracies or omissions.Sample is presented. There are inaccuracies.Sample is presented. Minor detail is needed for accuracy.Sample is presented and accurate.Sampling Method10.0Sampling method is omitted.Sampling is presented. There are major inaccuracies or omissions.Sampling is presented. There are inaccuracies.Sampling is presented. Minor detail is needed for accuracy.Sampling method is presented and accurate.Descriptive Statistics (mean, median, mode; standard deviation) (Identify examples of descriptive statistics in the article.)10.0Descriptive statistic examples from the article are omitted. There are major inaccuracies or omissions.N/ADescriptive statistic examples from the article are presented. There are some very minor inaccuracies or omissions.N/ADescriptive statistic examples from the article are presented and accurate.Inferential Statistics (Identify examples of inferential statistics in the article.)10.0Inferential statistic examples from the article are omitted. There are major inaccuracies or omissions.N/AInferential statistic examples from the article are presented. There are some very minor inaccuracies or omissions.N/AInferential statistic examples from the article are presented and accurate.Mechanics of Writing (includes spelling, punctuation, grammar, and language use)10.0Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.The writer is clearly in command of standard, written, academic English.Total Percentage  100

 

Write a short (50-100-word) paragraph response for each question. This assignment is to be submitted as a Microsoft Word document.

1. Give examples of psychosocial factors that affect the health care professional and the effect those factors could have on patient education.
2. Give examples of psychosocial factors that affect the patient and the effect those factors could have on patient education.
3. Explain what is meant by personality styles and give examples of approaches that could be used to help the patient. Include self-perception as a factor.
4. List the steps in adjustment to illness and how the patient copes with each step.
5. Explain the health professional’s role in teaching the patient at different life stages.
6. Define the role of the family in patient education.
7. How might the family influence the compliance of the patient and what measures can the health care professional use in communication with the family?

Annotated Bibliography Instructions:

An important part of the concept analysis is review of articles related to the concept you will focus on. An annotated bibliography is a method you can use to summarize and assess the articles that you plan to use for your concept analysis paper.

Grief is the concept of focus!

– You are required to write an annotated bibliography of two articles related to grief. One article must have an empirical referent of grief. For example, your required reading, Martincekova, L. & Klatt, J. (2017). Mothers’ grief, forgiveness, and posttraumatic growth after the loss of a child. OMEGA-Journal of Death and Dying,75(3), 248-265. contains three empirical referents—the Texas Revised Inventory of Grief, the Enright Forgiveness Inventory, and the Posttraumatic Growth Inventory.

Paper Instructions:

1. You will write an annotated bibliography (summary and assessment) of two articles related to the concept of grief. The annotated bibliography of each article should be two to three paragraphs long. The Purdue OWL Annotated Bibliographies website contains a useful guide to writing annotated bibliographies. The Purdue OWL Annotated Bibliographies Samples provides annotated bibliography examples. You should follow these suggestions related to summarizing and assessing articles:

Summarize: Some annotations merely summarize the source. What are the main arguments? What is the point of this book or article? What topics are covered? If someone asked what this article/book is about, what would you say? The length of your annotations will determine how the degree of detail of your summary. 

Assess: Is it a useful source? (Source: Purdue OWL: Annotated Bibliographies, retrieved from https://owl.purdue.edu/owl/general_writing/common_writing_assignments/annotated_bibliographies/)

2. You need to write your annotated bibliography in your own words. Do not use the abstract of an article as your annotated bibliography.

3. The articles you select must be at a graduate level. They must be from academic/professional level journals. You cannot use articles from introductory nursing journals (e.g., Registered Nurse Journal or American Journal of Nursing).

4. You are required to write your annotated bibliography according to APA Manual 6th edition guidelines. The Owl Purdue Annotated Bibliographies Samples website includes an example of an annotated bibliography for a book, Ehrenreich, B. (2001). Nickel and dimed: On (not) getting by in America. New York: Henry Holt.

Please refer to the Annotated Bibliography Rubric for details on how this activity will be graded.

THIS IS A TURNITIN ASSIGNMENT. Graduate level!

  

Assignment 1: Gastrointestinal Tract: Disorders of Motility

Jamie is a 3-month-old female who presents with her mother for evaluation of “throwing up.” Mom reports that Jamie has been throwing up pretty much all the time since she was born. Jamie does not seem to be sick. In fact, she drinks her formula vigorously and often acts hungry. Jamie has normal soft brown bowel movements every day and, overall, seems like a happy and contented baby. She smiles readily and does not cry often. Other than the fact that she often throws up after drinking a bottle, she seems to be a very healthy, happy infant. A more precise history suggests that Jamie does not exactly throw up—she does not heave or act unwell—but rather it just seems that almost every time she drinks a bottle she regurgitates a milky substance. Mom thought that she might be allergic to her formula and switched her to a hypoallergenic formula. It didn’t appear to help at all, and now Mom is very concerned.

Cases like these are not uncommon. The mother was concerned and thinking her daughter may have an allergy; she changed to a different formula. However, sometimes babies have immature GI tracts that can lead to physiology reflux as they adapt to normal life outside the uterus. Parents often do not consider this possibility, prompting them to change formulas rather than seeking medical care. As in the case study above, GI alterations can often be difficult to identify because many cause similar symptoms. This same issue also arises with adults—adults may present with symptoms that have various potential causes. When evaluating patients, it is important for the advanced practice nurse to know the types of questions he or she needs to ask to obtain the appropriate information for diagnosis. For this reason, you must have an understanding of common GI disorders such as gastroesophageal reflux disease (GERD), peptic ulcer disease (PUD), and gastritis.

To Prepare

· Review this week’s media presentation on the gastrointestinal system.

· Review Chapter 35 in the Huether and McCance text. Identify the normal pathophysiology of gastric acid stimulation and production.

· Review Chapter 37 in the Huether and McCance text. Consider the pathophysiology of gastroesophageal reflux disease (GERD), peptic ulcer disease (PUD), and gastritis. Think about how these disorders are similar and different.

· Select a patient factor different from the one you selected in this week’s Discussion: genetics, gender, ethnicity, age, or behavior. Consider how the factor you selected might impact the pathophysiology of GERD, PUD, and gastritis. Reflect on how you would diagnose and prescribe treatment of these disorders for a patient based on this factor.

· Review the “Mind Maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a guide to construct a mind map for gastritis. Consider the epidemiology and clinical presentation of gastritis.

To Complete

Write a 2- to 3-page paper that addresses the following:

· Describe the normal pathophysiology of gastric acid stimulation and production. Explain the changes that occur to gastric acid stimulation and production with GERD, PUD, and gastritis disorders.

· Explain how the factor you selected might impact the pathophysiology of GERD, PUD, and gastritis. Describe how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected.

· Construct a mind map for gastritis. Include the epidemiology, pathophysiology, and clinical presentation, as well as the diagnosis and treatment you explained in your paper.

Assignment 2: The Pathophysiology of Disorders

During the last 5 weeks, you have explored various body systems: neurological, cardiovascular, respiratory, and hematological. These four systems work together along with other body systems to complete a myriad of functions. For this reason, when disorders occur within one body system, it can create potentially devastating effects throughout the entire body. For instance, Parkinson’s disease is a disorder of the central nervous system, yet its alterations actually affect multiple body systems from the cardiovascular system to the gastrointestinal system. In this Assignment, you examine alterations associated with disorders, as well as the impact of the alterations on multiple body systems.

To Prepare

· From the list below, select a disorder of interest to you:

o Alzheimer’s disease

o Asthma in children

o Chronic obstructive pulmonary disease (COPD)

o Congestive heart failure

o Hepatic disease (liver disease)

o Hypertension

o Hyperthyroidism and hypothyroidism

o Seizures

o Sepsis

· Identify alterations associated with your selected disorder. Consider the pathophysiology of the alterations. Think about how these alterations produce pathophysiological changes in at least two body systems.

· Reflect on how patient factors such as genetics, gender, ethnicity, age, and behavior might impact the pathophysiology of the alterations you identified, as well as the diagnosis and treatment of your selected disorder. 

· Review the “Mind maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a guide to construct a mind map for the disorder you selected. Consider the epidemiology and clinical presentation of your selected disorder.

To Complete

Develop a 5- to 10-slide PowerPoint presentation that addresses the following:

· Describe your selected disorder, as well as associated alterations. Explain the pathophysiology of the alterations, including changes that occur in at least two body systems.

· Explain how genetics, gender, ethnicity, age, and behavior might impact the pathophysiology of the alterations you identified, as well as diagnosis and treatment of your selected disorder.

· Construct a mind map for the disorder you selected. Include the epidemiology, pathophysiology of alterations, risk factors, and clinical presentation, as well as the diagnosis and treatment of the disorder.

Use resources below

Huether, S. E., & McCance, K. L. (2017). Understanding pathophysiology (6th ed.). St. Louis, MO: Mosby.

• Chapter 35, “Structure and      Function of the Digestive System”

This chapter provides information relating to the structure and function of the digestive system. It covers the gastrointestinal tract and accessory organs of digestion.

• Chapter 36, “Alterations of      Digestive Function”

This chapter presents information relating to disorders of the gastrointestinal tract and accessory organs of digestion. It also covers the pathogenesis, clinical manifestations, evaluation, and treatment of gastroesophageal reflux disease, gastritis, peptic ulcer disease, inflammatory bowel disease, and irritable bowel syndrome.

• Chapter 37, “Alterations of      Digestive Function in Children”

This chapter presents information relating to disorders of the gastrointestinal tract and liver that affect children. It focuses on congenital impairment, inflammatory disorders, metabolic disorders, as well as the impairment of digestion, absorption, and nutrition.

Hammer, G. D., & McPhee, S. J. (2019). Pathophysiology of disease: An introduction to clinical medicine (8th ed.). New York, NY: McGraw-Hill Education.

• Chapter 13,      “Gastrointestinal Disease”

This chapter provides a foundation for exploring gastrointestinal disorders by reviewing the structure and function of the GI tract. It also describes mechanisms of regulation of GI tract disorders such as acid-peptic disease, inflammatory bowel disease, and irritable bowel syndrome.

• Chapter 14, “Liver Disease”

This chapter reviews the structure and function of the liver. It then explores the clinical presentation, etiology, pathogenesis, pathology, and clinical manifestations of three liver disorders: acute hepatitis, chronic hepatitis, and cirrhosis.

• Chapter 15, “Disorders of      the Exocrine Pancreas”

This chapter begins by reviewing the anatomy, histology, and physiology of the exocrine pancreas. It then examines the clinical presentation, etiology, pathology, pathogenesis, and clinical manifestations of acute and chronic pancreatitis, pancreatic insufficiency, and pancreatic cancer.

• de Bortoli, N., Martinucci, I., Bellini, M.,      Savarino, E., Savarino, V., Blandizzi, C., & Marchi, S. (2013).      Overlap of functional heartburn and gastroesophageal reflux disease with      irritable bowel syndrome. World Journal of Gastroenterology,      19(35), 5787-5797. doi:10.3748/wjg.v19.i35.5787