Consumer Informatics/Telehealth Case Study NR 706
Week 3 Consumer Informatics/Telehealth Case Study Discussion
Purpose
The purpose of this discussion is for you to investigate telehealth and technology relationships to social justice principles.
Case Study Scenario
Watch the following video.
Consumer Informatics/Telehealth Case Study (1:55)
Transcript
[MUSIC] Mr. Kasich is a 77-year old who was recently taken to the emergency room after he fell when trying to get out of bed. There, he was found to have a blood glucose level of 35 milligrams per deciliter and was diagnosed with uncontrolled type 2 diabetes mellitus and hypoglycemia despite many years of well-maintained the blood glucose levels.
After further assessment, Mr. Kasich was transferred to a medical room in the hospital. His background includes diagnosed with type two diabetes mellitus, advanced congestive heart failure and lung cancer. Has Medicare parts A and B. Lives with wife in a remote area that is 40 miles from the closest healthcare provider. Is proficient using his home computer.
Mr. Lane is a 42-year old who was admitted for exacerbation of heart failure. His background includes has diabetes mellitus type two. Is a long-haul truck driver with a large trucking company. Is privately insured. Is single and primarily lives in his truck. Both Mr. Kasich and Mr. Lane are going home with telehealth consisting of a telemonitoring device that transmits weight, blood pressure, blood glucose levels and pulse oximetry to a remote telehealth nurse.
Even though the use of telehealth does not often include hands on interaction, the goal of keeping patients out of a hospital is consistent with quality nursing practice. Telehealth applications are designed to enhance the patient experience and improve clinical outcomes while providing care for patients in their home environment rather than an institutional setting. Telehealth supports self-care by empowering patients, which is a central tenet of nursing practice.
Consumer Informatics/Telehealth Case Study NR 706 Instructions
Review the case scenario above and address the following:
- Examine concepts such as equity, respect, self-determinism, health literacy, cyclic disadvantage, and healthcare disparities among marginalized populations or groups and how they affect patient outcomes.
- Compare and contrast how each patient in the video may benefit from telehealth services and the ethical considerations from the viewpoint of the nurse.
- Propose barriers that must be removed to achieve well-being, sufficiency, and healthcare access for all.
Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:
Program Competencies
This discussion enables the student to meet the following program competencies:
- Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
- Appraises current information systems and technologies to improve health care. (POs 6, 7)
Course Outcomes
This discussion enables the student to meet the following course outcomes:
- Design programs that monitor and evaluate outcomes of care, care systems, and quality improvement. (PC 4; PO 7)
- Evaluate the types of healthcare information systems, knowledge-based systems, and patient care technology and the impact on patient safety, quality of care, and outcome measurement. (PC 4; PO 7)
- Appraise consumer health information sources for accuracy, timeliness, and appropriateness. (PC 4; PO 7)
- Resolve ethical and legal issues related to the use of information, communication networks, and information and patient care technology. (PCs 2, 4; PO 6)
Due Dates
- Initial Post: By 11:59 p.m. MT on Wednesday
- Follow-Up Posts: By 11:59 p.m. MT on Sunday
NR 706 Week 4: Information Technology as the Basis for Quality Improvement
Week 4 References
Harris, C., Garrubba, M., Melder, A., Voutier, C., Waller, C., King, R., & Ramsey, W. (2018). Sustainability in healthcare by allocating resources effectively (SHARE) 8: Developing, implementing and evaluating an evidence dissemination service in a local healthcare setting. BMC Health Services Research, 18(1), 151. https://doi.org/10.1186/s12913-018-2932-1
McBride, S., & Tietze, M. (2023). Nursing informatics for the advanced practice nurse: Patient safety, quality, outcomes, and interprofessionalism (3rd ed.). Springer Publishing Company.
Otitigbe, J. (2017). Fishbone facilitation reflection: Team-based cause-and-effect study can point the way to the real problem. ISE: Industrial & Systems Engineering at Work, 49(7), 48-51.
Reed, J. E., Howe, C., Doyle, C., & Bell, D. (2018). Simple rules for evidence translation in complex systems: A qualitative study. BMC Medicine, 16(1) 92. https://doi.org/10.1186/s12916-018-1076-9
Schaefer, J. D., & Welton, J. M. (2018). Evidence-based practice readiness: A concept analysis. Journal of Nursing Management, 26(6), 621-629. https://doi.org/10.1111/jonm.12599
Warnick, R. E., Lusk, A. R., Thaman, J. L., Levick, A. H., & Seitz, A. D. (2020). Failure mode and effect analysis (FMEA) to enhance safety and efficiency of Gamma Knife radiosurgery. Journal of Radiosurgery and SBRT, 7(2), 115-125.
Week 4 Translating Evidence Into Practice Discussion
Purpose
The purpose of this discussion is for you to evaluate a National Practice Problem within the context of your practice problem idea and technology expansion within your healthcare setting.
Instructions
Select one leading National Practice Problem that is prevalent in your patient population or healthcare setting and address the following:
- Describe an issue related to the National Practice Problem you selected that is impacting quality, safety, or financial outcomes at your practice setting.
- Elaborate how technology such as the electronic medical record might assist in implementing, evaluating, or sustaining an evidence-based intervention to address the identified problem.
Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:
Program Competencies
This discussion enables the student to meet the following program competencies:
- Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
- Appraises current information systems and technologies to improve health care. (POs 6, 7)
Course Outcomes
This discussion enables the student to meet the following course outcomes:
- Use information technology to collect and analyze data to generate evidence-based nursing practice across healthcare settings. (PC 4; PO 7)
- Design programs that monitor and evaluate outcomes of care, care systems, and quality improvement. (PC 4; PO 7)
- Evaluate the types of healthcare information systems, knowledge-based systems, and patient care technology and the impact on patient safety, quality of care, and outcome measurement. (PC 4; PO 7)
- Resolve ethical and legal issues related to the use of information, communication networks, and information and patient care technology. (PCs 2, 4; PO 6)
Due Dates
- Initial Post: By 11:59 p.m. MT on Wednesday
- Follow-Up Posts: By 11:59 p.m. MT on Sunday
NR 706 Week 4 Translation Science Project Assignment
Purpose
The purpose of this assignment is to identify a practice problem idea and an evidence-based intervention to address the practice problem idea. Data management is essential to drive actions and decisions to improve healthcare outcomes. The content will support the formulation of a literature synthesis related to your practice problem idea, which supports professional formulation, communication, and dissemination skills relevant to the DNP-prepared nurse.
Instructions
In order to create flexible options, we are providing you options on this assignment. Concept maps are an effective way to express complex ideas, especially for visual learners. For this assignment, each of the following sections may be presented either as a narrative or concept map:
- Practice Problem and PICOT Question
- Evidence Synthesis of Literature
- Data Driven Decision Making
Please note you are not required to complete any or all of the sections identified as conceptual maps. If you choose to use a concept map for a section, it should be created in Microsoft Word using Smart Art and placed in that section of the paper under the associated first level heading. The concept map must meet all the requirements outlined in the assignment rubric for each section. The rubric and page length are unchanged.
Concept Map Resources
If you need additional information on concept maps and how to create a concept map in Microsoft Word, review the following resources:
Concept Map (2:48) Information:
As a leader, how you manage, and present information may vary depending upon the project, stakeholders, and goals. One approach to present information to gain support for projects is with visual aids such as a concept map. A concept map organizes and displays knowledge in a graphical manner to show relationships between different concepts. By showing interrelationships, concept maps help engage and heighten problem solving.
One way to construct a concept map is by using Word and its graphic art capabilities known as Smart Art. – Open a blank Word document. – Go to the toolbar. – Select Insert. – Select Smart Art. Select the graphic shape you think most accurately reflects the information you want to share. Let’s say the topic is related to Maslow’s Hierarchy of Needs.
You know it is usually presented as a pyramid. So you select Pyramid from the SmartArt options. Once selected, it is placed on your Word document for editing. The Smart Art tool allows you to identify three sections of the pyramid. But Maslow’s Hierarchy has five levels, so you need to add two levels to the basic design. Place the cursor in the text box, right click, copy, and paste into position. You now should have four textboxes for the pyramid.
Repeat the step to have five textboxes. Then, enter your labels inside each text box. This is one example to illustrate the ease of using Word Smart Art to create a concept map. Again, the concept map design depends upon the concepts of interest. Let’s try one more. You want to make a concept map of the three sciences integrated into nursing informatics: computer science, information science, and nursing science. – Open the Word document. – Go to Insert. – Select Smart Art. – Select Relationships, – Select Basic Venn Diagram.
Click on the text boxes and enter Nursing Science in the top circle, then Computer Science and Information Science. Once you have identified a shape from Smart Art, in addition to adding or deleting parts of the graphic, you can change the location of parts of the graphic as well. Left click the part of the graphic you want to move and drag to a new location. You can connect with lines or arrows by going to the Toolbar and selecting, Insert and then Shapes. These are some basic examples of how to create a concept map. Follow the assignment instructions and use the rubric to guide your creation of the concept map.
Additionally, review the conceptual maps section in the current APA manual.
The assignment should include the following components. Contact course faculty for questions.
- Introduction
- Develop a focused one-sentence purpose statement.
- Explain the selected practice problem idea in general terms (cited).
- Practice Problem and Question (Narrative or Conceptual Map)
- Discuss the significance of the practice problem idea (cited).
- Discuss the prevalence of the practice problem idea (cited).
- Discuss the economic ramifications of the practice problem idea (cited).
- Identify an evidence-based intervention to address the selected practice problem idea (cited).
- Construct the practice problem PICOT in question format.
- Evidence Synthesis of the Literature (Narrative or Conceptual Map)
- Discuss the scope of evidence including databases searched and keywords.
- Compare and contrast main points from the evidence integrated in a cohesive manner (cited).
- Provide objective rationale for the evidence-based intervention to address the practice problem idea. (cited).
- Data-Driven Decision-Making (Narrative or Conceptual Map)
- Describe the source of the evidence (i.e., internal data to support the need for change at practicum site to improve outcomes and/or nursing practice. Example: incident reports, readmission rates, infection rates, etc.).
- Identify how the use of information technologies potentially influence data capture, process improvement, evaluation, and patient outcomes related to your practice problem idea.
- Conclusion (Write one concise paragraph.)
- Summarize the impact of the practice problem idea.
- Summarize the role of the evidence-based intervention to address the practice problem idea.
- References
- Identify and list four scholarly sources used in evidence synthesis on the reference pages.
- Identify and list other scholarly sources used in the paper on the reference pages.
- List scholarly sources in alphabetical order.
- Use correct hanging-indent format.
- Appendix: Summary Table of the Evidence
- Attach the completed John Hopkins Nursing Evidence-Based Practice Individual Evidence Summary Tool.
- Provide a minimum of four research studies.
- Complete all sections completely for the four sources of evidence.
- Identify both the quality and level of evidence for each scholarly source on the table.
Level I Headings for the Assignment
- Practice Problem and Question
- Evidence Synthesis of the Literature
- Data-Driven Decision Making
- Conclusion
- References
- Appendix: Summary Table of the Evidence
Writing Requirements (APA format)
- Length: 6-8 pages (not including title page or references page)
- 1-inch margins
- Double-spaced pages
- 12-point Times New Roman or 11-point Arial font
- Headings & subheadings
- In-text citations
- Title page
- Reference page
- Standard English usage and mechanics
Graduate Re-Purpose Policy
The late assignment policy and the reuse repurpose policy (located in the student handbook) apply to this assignment.
Program Competencies
This assignment enables the student to meet the following program competencies:
- Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
- Appraises current information systems and technologies to improve health care. (POs 6, 7)
Course Outcomes
This assignment enables the student to meet the following course outcomes:
- Use information technology to collect and analyze data to generate evidence-based nursing practice across healthcare settings. (PC 4; PO 7)
- Design programs that monitor and evaluate outcomes of care, care systems, and quality improvement. (PC 4; PO7)
- Evaluate the types of healthcare information systems, knowledge-based systems, and patient care technology and the imp act on patient safety, quality of care, and outcome measurement. (PC 4; PO 7)
- Resolve ethical and legal issues related to the use of information, communication networks, and information and patient care technology. (PCs 2, 4; PO 6)
Due Date
- By 11:59 p.m. MT on Sunday
- Late Assignment Policy applies
Rubric
W4 Assignment Grading Rubric
| W4 Assignment Grading Rubric | ||||||
| Criteria | Ratings | Pts | ||||
| This criterion is linked to a Learning OutcomeIntroduction Requirements: |
| 10 pts | ||||
| This criterion is linked to a Learning OutcomePractice Problem and Question (Narrative or Conceptual Map) Requirements: |
| 70 pts | ||||
| This criterion is linked to a Learning OutcomeEvidence Synthesis of the Literature (Narrative or Conceptual Map) Requirements: |
| 70 pts | ||||
| This criterion is linked to a Learning Outcome Data-Driven Decision-Making (Narrative or Conceptual Map) Requirements: |
| 70 pts | ||||
| This criterion is linked to a Learning Outcome Conclusion (1 concise paragraph) Requirements: |
| 10 pts | ||||
| This criterion is linked to a Learning Outcome References Requirements |
| 20 pts | ||||
| This criterion is linked to a Learning OutcomeAPA Style and Organization for Scholarly Papers Requirements: |
| 15 pts | ||||
| This criterion is linked to a Learning OutcomeClarity of Writing Requirements: |
| 15 pts | ||||
| This criterion is linked to a Learning OutcomeAppendix: Summary Table of the Evidence Requirements: |
| 20 pts | ||||
| Total Points: 300 | ||||||
