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NURS FPX 6610 Case Presentation of a Patient Paper Example

NURS FPX 6610 Assessment 4 Case Presentation

NURS FPX 6610 Case Presentation of a Patient Paper Assignment Brief

Course: NURS-FPX6610 Introduction to Care Coordination

Assignment Title: NURS FPX 6610 Assessment 4 Case Presentation

Assignment Overview

In this assessment, you will develop a presentation of a patient’s case for stakeholders, supplemented by 10–15 slides with notes. The ability to deliver effective presentations is crucial for care coordinators, particularly when addressing diverse groups of stakeholders, including patients, family members, and multiple providers in various settings. This assessment provides an opportunity for you to present a patient’s case to stakeholders, demonstrating your proficiency in key course competencies.

Understanding Assignment Objectives

This assignment aims to evaluate your ability to:

• Explain the effect of societal, economic, and interprofessional factors on patient outcomes and the care coordinator’s role.
• Evaluate care coordination plans and outcomes according to performance measures and professional standards.
• Develop collaborative interventions that address the needs of diverse populations and varied settings.
• Communicate effectively with diverse audiences, presenting patient case information to stakeholders clearly and accurately, and supporting main points with relevant evidence.

The Student’s Role

As a student in this assignment, your role is to prepare and deliver a comprehensive presentation of a patient’s case to stakeholders. You will analyze the patient’s background, care plan, and transitional care plan, identifying key goals, elements, and factors influencing outcomes. Additionally, you will explain how an interprofessional care team contributes to high-quality patient outcomes and determine the resources needed for continuing care.

You Can Also Check Other Related Assessments for the NURS-FPX6610 Introduction to Care Coordination Course:

NURS FPX 6610 Assessment 1 Comprehensive Needs Assessment Example

NURS FPX 6610 Assessment 2 Patient Care Plan Example

NURS FPX 6610 Assessment 3 Transitional Care Plan Example

NURS FPX 6610 Case Presentation of a Patient Paper Example

Slide 1: Title Slide

Title: Comprehensive Case Presentation for Mrs. Snyder’s Continuing Care

Course Code: NURS FPX 6610

Presenter’s Name: [Student’s Name]

Date: [Date of Presentation]

Speaker Notes:

• Good morning/afternoon, everyone. Today, I’m excited to present a comprehensive case study focusing on Mrs. Snyder’s continuing care.
• We’ll look at the details of transitional care, stakeholder engagement, and the multidisciplinary approach to ensure optimal patient outcomes for Mrs. Snyder.
• Let’s dive into the details of Mrs. Snyder’s case and explore the collaborative efforts of healthcare professionals in providing patient-centered care.

Slide 2: Introduction

Importance of Case Studies in Healthcare

• Case studies play a crucial role in providing insights into patient care (Hinchliffe et al., 2020).
• They offer comprehensive patient information, aiding healthcare providers in understanding diagnoses, treatment options, and potential health issues.

Speaker Notes:

• Case studies serve as invaluable tools for healthcare professionals, offering a detailed overview of patient cases.
• In today’s presentation, we’ll explore how case studies, particularly Mrs. Snyder’s, contribute to our understanding of transitional care and collaborative patient management.

Slide 3: Transitional Care Plan and Goals

Definition of Transitional Care

• Transitional care focuses on ensuring the smooth transition of patients between healthcare settings (Daliri et al., 2019).
• Its primary goal is to uphold the quality of care while respecting patients’ preferences and needs during transitions.

Goals of Continuing Care for Mrs. Snyder

• Ensure seamless transfer between healthcare settings.
• Uphold the quality of care and treatment.
• Respect religious and cultural beliefs, particularly in Mrs. Snyder’s case (Lianov et al., 2020).

Speaker Notes:

• Transitional care is essential for patients like Mrs. Snyder who require transfer between medical centers.
• The goal is to facilitate a stress-free transition for Mrs. Snyder while maintaining the quality of care and respecting her religious and cultural preferences.

Slide 4: Stakeholder Engagement

Role of Stakeholders in Patient Health and Safety

• Stakeholders play a crucial role in shaping patient care and well-being (Lianov et al., 2020).
• Their involvement ensures that patients receive optimal care and support throughout their healthcare journey.

Importance of Stakeholder Collaboration in Mrs. Snyder’s Case

• Collaborative efforts are essential in ensuring a smooth transfer process for Mrs. Snyder.
• Healthcare professionals must prioritize her needs and preferences, including cultural considerations like providing kosher food (Lianov et al., 2020).

Speaker Notes:

• Stakeholders, including healthcare professionals and family members, play a pivotal role in Mrs. Snyder’s care.
• Collaboration ensures that Mrs. Snyder’s transfer is seamless and that her cultural and religious beliefs are respected throughout the process.

Slide 5: Elements of Continuous Care

Components of Continuous Care

• Medical record analysis: Understanding Mrs. Snyder’s medical history and current health status (Asmirajanti et al., 2019).
• Patient evaluation: Assessing Mrs. Snyder’s physical, emotional, and cultural needs.
• Emotional support: Providing Mrs. Snyder with the necessary support to navigate her healthcare journey effectively.

Importance of Understanding Mrs. Snyder’s Medical History

• Mrs. Snyder’s medical history, including her battle with ovarian cancer and diabetes, informs her ongoing treatment and care plan (Khanlarkhani et al., 2021).

Speaker Notes:

• Continuous care involves a comprehensive approach to Mrs. Snyder’s health and well-being.
• Understanding her medical history and current health status is crucial for tailoring effective treatment plans and ensuring optimal outcomes.

Slide 6: Mrs. Snyder’s Health Assessment

Overview of Mrs. Snyder’s Health Issues

• Mrs. Snyder faces multiple health challenges, including ovarian cancer, diabetes, and stress-related issues (Khanlarkhani et al., 2021; Demir et al., 2021).
• These conditions significantly impact her overall well-being and require specialized care and attention.

Impact on Mrs. Snyder’s Well-being

• Mrs. Snyder’s health issues pose significant challenges, affecting her physical and emotional health (Khanlarkhani et al., 2021; Demir et al., 2021).
• Understanding the extent of these challenges is essential for developing a comprehensive care plan tailored to her needs.

Speaker Notes:

• Mrs. Snyder’s health assessment reveals the complexity of her medical condition.
• Her health issues, including ovarian cancer and diabetes, require a holistic approach to address both physical and emotional well-being.

Slide 7: Interprofessional Care Team

Composition of Mrs. Snyder’s Care Team

• Mrs. Snyder’s care team comprises various specialists, including oncologists, endocrinologists, and nurses (Ansa et al., 2020).
• Each team member plays a unique role in managing her complex health issues and ensuring coordinated care.

Speaker Notes:

• Mrs. Snyder’s care team consists of a diverse group of healthcare professionals, each bringing their expertise to her treatment.
• Collaboration among team members is essential for ensuring comprehensive care and optimal patient outcomes.

Slide 8: Factors Affecting Patient Outcomes

Determinants of Patient Outcomes

• Patient outcomes can be influenced by various factors, including economic status, lifestyle choices, and social support systems (Chung et al., 2020).
• Understanding these determinants is crucial for developing a tailored care plan that addresses Mrs. Snyder’s unique circumstances.

Speaker Notes:

• Several factors, including economic status and social support, can impact patient outcomes.
• Recognizing these determinants allows us to develop a care plan that addresses Mrs. Snyder’s individual needs and challenges.

Slide 9: Assumptions and Areas of Uncertainty

Acknowledging Assumptions in Mrs. Snyder’s Case

• Cultural and religious considerations: Assumptions about Mrs. Snyder’s dietary preferences and religious beliefs must be taken into account.
• Family dynamics: Understanding Mrs. Snyder’s family situation and support network is essential for providing comprehensive care.

Addressing Areas of Uncertainty

• Uncertainties may arise throughout Mrs. Snyder’s care journey, requiring flexibility and adaptability from healthcare providers.
• Ongoing training and communication among the care team are essential for addressing uncertainties effectively.

Speaker Notes:

• Assumptions about Mrs. Snyder’s cultural and religious preferences guide our approach to her care.
• However, uncertainties may arise, necessitating ongoing communication and flexibility among the care team.

Slide 10: Determination of Required Resources

Essential Resources for Mrs. Snyder’s Care

• Monitoring vital signs: Regular assessment of Mrs. Snyder’s health indicators, including blood pressure and blood sugar levels (Howell et al., 2020).
• Dietary modifications: Providing Mrs. Snyder with appropriate dietary options, including kosher food, to meet her cultural and religious needs (Lianov et al., 2020).

Speaker Notes:

• Adequate resources, including monitoring equipment and dietary options, are essential for Mrs. Snyder’s care.
• Ensuring access to these resources is crucial for maintaining her health and well-being throughout her healthcare journey.

Slide 11: Conclusion

Key Takeaways

• Comprehensive transitional care is essential for patients like Mrs. Snyder, who require transfer between healthcare settings.
• Interprofessional collaboration and patient-centered care are vital for ensuring optimal outcomes and addressing patients’ individual needs.

Speaker Notes:

• Mrs. Snyder’s case highlights the importance of collaborative, patient-centered care in achieving optimal outcomes.
• By prioritizing her needs and preferences, we can ensure that Mrs. Snyder receives the support and resources necessary for a smooth transition and recovery journey.

Slide 12: References

Ansa, B. E., Zechariah, S., Gates, A. M., Johnson, S. W., Heboyan, V., & De Leo, G. (2020). Attitudes and behavior towards interprofessional collaboration among healthcare professionals in a large academic medical center. Healthcare, 8(3), 323. https://doi.org/10.3390/healthcare8030323

Asmirajanti, M., Hamid, A. Y. S., & Hariyati, Rr. T. S. (2019). Nursing Care Activities Based on Documentation. BMC Nursing, 18(1). https://doi.org/10.1186/s12912-019-0352-0

Chung, G. K.-K., Dong, D., Wong, S. Y.-S., Wong, H., & Chung, R. Y.-N. (2020). Perceived poverty and health, and their roles in the poverty-health vicious cycle: A qualitative study of major stakeholders in the healthcare setting in Hong Kong. International Journal for Equity in Health, 19(1). https://doi.org/10.1186/s12939-020-1127-7

Daliri, S., Hugtenburg, J. G., ter Riet, G., van den Bemt, B. J. F., Buurman, B. M., Scholte op Reimer, W. J. M., van Buul-Gast, M.-C., & Karapinar-Çarkit, F. (2019). The effect of a pharmacy-led transitional care program on medication-related problems post-discharge A before—After prospective study. Plos One, 14(3), 0213593. https://doi.org/10.1371/journal.pone.0213593

Demir, S., Nawroth, P. P., Herzig, S., & Ekim Üstünel, B. (2021). Emerging targets in type 2 diabetes and diabetic complications. Advanced Science, 8(18), 2100275. https://doi.org/10.1002/advs.202100275

Hinchliffe, R. J., Forsythe, R. O., Apelqvist, J., Boyko, E. J., Fitridge, R., Hong, J. P., Katsanos, K., Mills, J. L., Nikol, S., Reekers, J., Venermo, M., Zierler, R. E., & Schaper, N. C. (2020). Guidelines on diagnosis, prognosis, and management of peripheral artery disease in patients with foot ulcers and diabetes (IWGDF 2019 update). Diabetes/Metabolism Research and Reviews, 36(1). https://doi.org/10.1002/dmrr.3276

Slide 13: Q&A

• Inviting Questions from Stakeholders

Speaker Notes:

• Thank you for your attention. I’m happy to address any questions or concerns you may have about Mrs. Snyder’s case or our approach to her care.
• Please feel free to ask any questions, and I’ll do my best to provide comprehensive answers based on the information presented today.

Detailed Assessment Instructions for the NURS FPX 6610 Case Presentation of a Patient Paper Assignment

Description

Assessment 3 Instructions: Case Presentation of a Patient Paper

• Develop a presentation of the patient’s case for stakeholders, supplemented by 10–15 slides with notes.
  Note: Each assessment in this course builds on your work from the preceding assessment; therefore, complete the assessments in the order in which they are presented.
• The ability of care coordinators to deliver effective presentations can have a significant impact on the quality of patient care, particularly when addressing a diverse group of stakeholders, including the patient, family members, and multiple providers in a range of different settings. This assessment provides an opportunity for you to present Mrs. Snyder’s case to stakeholders.
  Communication and interdisciplinary collaboration include the patients and their families or significant others. Care coordinators understand that patients may need help navigating the complex health care system and that partnering with patients and their families improves education, safety, and patient outcomes.
  By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
  • Competency 2: Explain the effect of societal, economic, and interprofessional factors on patient outcomes and the care coordinator’s role.
    • Identify the factors that could affect outcomes for a patient.
  • Competency 3: Evaluate care coordination plans and outcomes according to performance measures and professional standards.
    • Determine the resources needed to implement continuing care.
  • Competency 4: Develop collaborative interventions that address the needs of diverse populations and varied settings.
    • Identify the goals, elements, and overall scope of a plan for continuing care.
    • Explain how an interprofessional care team delivers high-quality patient outcomes.
  • Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
    • Present patient case information to stakeholders clearly and accurately.
    • Support main points, arguments, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.
  • Competency Map
    CHECK YOUR PROGRESSUse this online tool to track your performance and progress through your course.
• Toggle DrawerResources
• Asssessment InstructionsNote: Complete the assessments in this course in the order in which they are presented.
  Preparation
  For your final assessment, you will present Mrs. Snyder’s case to the health care team, including all internal and external stakeholders and key family members. The purpose of the presentation is to ensure that everyone connected with Mrs. Snyder’s case is well informed and that they have a common understanding of her care to date and of plans for providing the best possible patient-centered care.
  To prepare for the presentation, you are encouraged to review the care plan and the transitional care plan that you developed for Mrs. Snyder in Assessments 2 and 3.
  Note: Remember that you can submit all or a portion of your presentation draft to Smarthinking for feedback before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.
  Presentation Software
  You may use Microsoft PowerPoint or any other suitable presentation software to create your slides. Use the speaker’s notes section of each slide to develop your talking points and cite your sources, as appropriate. If you need help designing your presentation, you are encouraged to review the various presentation resources provided.
  Inclusion of audio voiceover or video is optional. Required information should be included in the slides and speaker notes.
  You may use Kaltura or another technology of your choice to record your presentation. If using Kaltura, refer to the Using Kaltura page for directions on recording and uploading your video in the courseroom.
  Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:
  • Assessment 4 Example [PPTX].
  • Requirements
    Develop a presentation of your patient’s case for stakeholders.
    Presentation Format and Length
    Your slide deck should consist of 10–15 slides, not including the title slide, objectives slide, and references slide.
    Supporting Evidence
  • Cite 3–5 sources of scholarly or professional evidence to support your presentation.
  • List your sources on the references slide at the end of your presentation.
  • Developing the Presentation
    The requirements outlined below correspond to the grading criteria in the scoring guide. Be sure that your case presentation addresses each point, at a minimum. Read the Case Presentation Scoring Guide to better understand how each criterion will be assessed.
  • Identify the goals, elements, and overall scope of a plan for continuing care.
    • Include a high-level overview of the care plan and the transitional care plan, with relevant background on the patient.
  • Explain how an interprofessional care team delivers high-quality patient outcomes.
    • Include and address the various roles associated with particular care coordination functions.
    • Cite credible evidence to support your conclusions.
    • Consider the informational needs of various stakeholders and their familiarity with care coordination.
  • Identify the factors that could affect outcomes for a patient.
    • Specify the information on which are you basing your conclusions.
    • Note any assumptions you are making about the specific patient, her needs, and the nature of ongoing care.
  • Determine the resources needed to implement continuing care.
    • Identify the factors that influence your determination.
    • Justify your assertions, specific to Mrs. Snyder’s case.
  • Present patient case information to stakeholders clearly and accurately.
    • Express your main points and conclusions coherently.
    • Proofread your slides to minimize errors that could distract readers and make it difficult to focus on the substance of your presentation.
  • Support main points, arguments, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.
    • Ensure that the evidence you provide is clear, explicit, and understood by all stakeholders.
  • Additional Requirements
    Submit your slide deck and, if you included audio voiceover or video, a link to your recording. If you used technology other than PowerPoint or Kaltura to create your slides or recording, make sure to submit any other relevant documentation or links for this assessment.
    Portfolio Prompt: You may choose to save your presentation to your ePortfolio.

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NURS FPX 6610 Patient Care Plan Paper Example

NURS FPX 6610 Assessment 2 Patient Care Plan

NURS FPX 6610 Patient Care Plan Paper Assignment Brief

Course: NURS-FPX6610 Introduction to Care Coordination

Assignment Title: NURS FPX 6610 Assessment 2 Patient Care Plan

Assignment Overview

In this assessment, you will engage in an interactive simulation involving interviews with a patient, family members, and experienced healthcare workers. From the insights gained, you will craft a proactive and patient-centered care plan for the individual, focusing on care coordination and aligning with national care coordination initiatives.

Understanding Assignment Objectives

Your primary objective is to develop a comprehensive care plan that addresses the patient’s holistic needs while incorporating principles of care coordination. You will apply nursing assessments to identify patient needs, formulate nursing diagnoses aligned with assessment data, and devise appropriate interventions in collaboration with other healthcare professionals. Moreover, you will evaluate the outcomes of care coordination efforts and revise the care plan as necessary, ensuring adherence to professional standards and guidelines.

The Student’s Role

As a nursing student, your role in this assignment is that of a care coordinator responsible for developing and implementing a patient-centered care plan. You will leverage your understanding of patient assessments, nursing diagnoses, and evidence-based interventions to promote optimal health outcomes for the individual.

Competencies Measured

This assessment aims to evaluate your proficiency in the following course competencies:

• Competency 1: Develop patient assessments: Assess a patient’s condition from a coordinated-care perspective and develop nursing diagnoses aligned with assessment data.
• Competency 3: Evaluate care coordination plans and outcomes: Evaluate care coordination outcomes according to measures and standards.
• Competency 4: Develop collaborative interventions: Determine appropriate nursing or collaborative interventions and explain the rationale for each intervention.
• Competency 5: Communicate effectively: Write clearly and concisely, supporting main points with credible evidence and correctly formatting citations and references using APA style.

You Can Also Check Other Related Assessments for the NURS-FPX6610 Introduction to Care Coordination Course:

NURS FPX 6610 Assessment 1 Comprehensive Needs Assessment Example

NURS FPX 6610 Assessment 3 Transitional Care Plan Example

NURS FPX 6610 Assessment 4 Case Presentation Example

NURS FPX 6610 Patient Care Plan Paper Example

Patient Medical Diagnosis: Diabetes

Nursing Diagnosis: Hyperglycemia

Assessment Data:

• Patient has a past medical history (PMH) of uncontrolled diabetes.
• Overweight due to poor management of the disease condition.
• Experiences frequent urination secondary to the disease process.

Goals and Outcome:

• Lower the patient’s BMP blood sugar to 110 mg/dL or less over the next few weeks.
• Reduce chances of additional health complications and emphasize self-care needs.

Nursing Interventions:

• Monitor and control blood sugar.
• Identify factors causing glucose instability.
• Collaborate with a dietitian to create a diabetic diet.

Rationale:

• Frequent monitoring and controlling blood sugar facilitate better control of diabetes.
• A diabetic diet with the help of a dietitian maximizes nutritional intake, manages diabetes, and reduces the risk for cardiovascular illnesses (Sami et al., 2017).
• Identifying and addressing factors contributing to glucose instability aids in controlling blood sugar levels.

Outcome Evaluation and Re-planning:

The goals and outcomes were partially met. Incorporating additional nutritional needs due to the patient’s cancer diagnosis is essential for a more comprehensive care plan.

Nursing Diagnosis: Obesity

Assessment Data:

• Patient presents with hypercholesterolemia.
• Experiences pain and shortness of breath on inspiration due to strain on the body secondary to weight.
• Ineffective management of blood pressure secondary to the disease process.

Goals and Outcome:

• Get the patient to lose some weight (at least 2 pounds per week) through healthy eating and exercising.
• Maintain the patient’s blood pressure below 120/80 mmHg.
• Reduce shortness of breath and fatigue.
• Increase oxygen saturation to 95%.

Nursing Interventions:

• Educate and engage family members in the patient’s diet formulation.
• Monitor body weight for weight loss every other week.
• Consult with a dietitian on the patient’s caloric and nutritional needs.
• Encourage light exercise to promote good cardiovascular health.
• Educate patient and family on the need for a low salt diet for blood pressure management.

Rationale:

• The patient’s diet should contain the right nutrients to manage her health condition and meet her nutritional needs (Ridder et al., 2017).
• Periodic weight monitoring allows for tracking of the patient’s condition and facilitates necessary adjustments.
• Consulting with a dietitian helps achieve more effective results in weight management (Bleich et al., 2015).

Outcome Evaluation and Re-planning:

While the interventions helped the patient lose weight and feel better, considering her cancer diagnosis and need for a high-protein diet, increasing physical exercises may aid in weight management in the future.

Nursing Diagnosis: Pain-related Anxiety

Assessment Data:

• Patient exhibits low pain tolerance.
• Verbalizes anxiety and fear.
• PMH of being on and off anti-anxiety medication.

Goals and Outcome:

• Demonstrate minimal to no psychological symptoms of anxiety.
• Identify and overcome distinct stressors that cause or heighten anxiety levels.

Nursing Interventions:

• Discuss pain management options with the patient.
• Explore alternative anxiety management and coping strategies such as aromatherapy.
• Identify and encourage positive reinforcement, including positive self-talk.

Rationale:

• Patient education helps comprehend the situation and increases confidence (Paterick et al., 2017).
• Alternative anxiety management strategies help reduce anxiety without medication-associated side effects (Curtiss et al., 2021).
• Positive reinforcement and self-talk aid in reducing anxiety by focusing on changing thoughts (Curtiss et al., 2021).

Outcome Evaluation and Re-planning:

The interventions significantly reduced the patient’s anxiety. In future care plans, involving family members and addressing additional factors contributing to anxiety in the clinical and home environment may enhance effectiveness.

Nursing Diagnosis: Compromised Family Coping

Assessment Data:

• Ineffective family coping due to avoidance of the needs of a sick family member.
• Caregiver role strain due to poor understanding of the role and lack of effective communication.
• Denial of the severity of disease-related complications and risk of death.

Goals and Outcome:

• Obtain as much support as possible from family members.
• Encourage family members to express their feelings and assist the patient in managing her diabetes.
• Ensure family members can identify signs and symptoms of diabetes and intervene accordingly.

Nursing Interventions:

• Offer valuable feedback and constantly engage family members.
• Identify available resources and support systems.
• Educate and involve family members in the treatment plan.

Rationale:

• Offering valuable feedback motivates family members to care for the patient.
• Community resources and support systems help families interact with others for emotional support (Whitehead et al., 2017).
• Family members understanding the condition aids in effective support and medication administration (Jazieh et al., 2018).

Outcome Evaluation and Re-planning:

While these interventions increased family involvement, further focus on specific disease-related measures and addressing the lack of support from family members, especially Mr. Snyder, would enhance the effectiveness of the care plan.

References

Bleich, S. N., Bandara, S., Bennett, W. L., A., C. L., & Gudzune, K. A. (2015). Enhancing the role of nutrition professionals in weight management: A cross-sectional survey. Obesity, 23(2), 454-460.

Curtiss, J. E., Levine, D. S., Ander, I., & Baker, A. W. (2021). Cognitive-Behavioral Treatments for Anxiety and Stress-Related Disorders. Focus, 19(2), 184-189.

Jazieh, A. R., Volker, S., & Taher, S. (2018). Involving the Family in Patient Care: A Culturally Tailored Communication Model. Global Journal on Quality and Safety in Healthcare, 1(2), 33–37.

Paterick, T. E., Patel, N., Tajik, A., & Chandrasekaran, K. (2017). Improving health outcomes through patient education and partnerships with patients. Baylor University Medical Center Proceedings, 30(1), 112–113.

Ridder, D. d., Kroese, F., Evers, C., Adriaanse, M., & Gillebaart, M. (2017). Healthy diet: Health impact, prevalence, correlates, and interventions. Psychology & Health, 32(8), 907-941.

Sami, W., Ansari, T., Butt, N., & Hamid, M. (2017). Effect of diet on type 2 diabetes mellitus: A review. International Journal of Health Sciences, 65-71.

Whitehead, L., Jacob, E., Towell, A., Abu-Qamar, M., & Cole-Heath, A. (2017). The role of the family in supporting the self-management of chronic conditions: A qualitative systematic review. Journal of Clinical Nursing, 27(1-2), 22-30.

Detailed Assessment Instructions for the NURS FPX 6610 Patient Care Plan Paper Assignment

Description

Assessment 2 Instructions: Patient Care Plan Paper Assignment

• Complete an interactive simulation that includes interviews of a patient, family members, and experienced health care workers. Then, develop a care coordination strategy and a care plan for the patient based on the information gathered from the interviews.
  Note: Each assessment in this course builds on your work from the preceding assessment; therefore, complete the assessments in the order in which they are presented.
  Whether designing care plans directed by patients’ needs and preferences, educating patients and their families at discharge, or doing their best to facilitate continuity of care for patients across settings and among providers, registered nurses use accredited health care standards to realize coordinated care. This assessment provides an opportunity for you to explore health care standards with respect to the quality of care, investigate opportunities and challenges in care coordination, and develop a proactive, patient-centered care plan.
  The National Strategy for Quality Improvement in Health Care (2011) focuses on improving patient care, maximizing health resources, and reducing preventable hospital readmissions. Care coordinators reduce readmissions of those suffering from chronic conditions (such as congestive heart failure, pneumonia, asthma, and diabetes) and are responsible for providing quality care in a fiscally responsible manner. While this may seem a reasonable task, shifting the way we use health care resources can be a challenge. Consequently, you must be cognizant of effective strategies for reducing preventable readmissions and understand the barriers that nurses face when coordinating care for patients with chronic illnesses.
  By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
  • Competency 1: Develop patient assessments.
    • Assess a patient’s condition from a coordinated-care perspective.
    • Develop nursing diagnoses that align with patient assessment data.
  • Competency 3: Evaluate care coordination plans and outcomes according to performance measures and professional standards.
    • Evaluate care coordination outcomes according to measures and standards.
  • Competency 4: Develop collaborative interventions that address the needs of diverse populations and varied settings.
    • Determine appropriate nursing or collaborative interventions.
    • Explain why each intervention is indicated or therapeutic.
  • Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
    • Write clearly and concisely, using correct grammar and mechanics.    
    • Support main points, claims, and conclusions with credible evidence, correctly formatting citations and references using APA style.
  • Reference
    Agency for Healthcare Research and Quality. (2011). 2011 report to Congress: National strategy for quality improvement in health care. Retrieved from https://www.ahrq.gov/workingforquality/reports/2011-annual-report.html
    Competency Map
    CHECK YOUR PROGRESSUse this online tool to track your performance and progress through your course.
• Toggle DrawerResources
• Asssessment InstructionsNote: Complete the assessments in this course in the order in which they are presented.
  Preparation
  To prepare for this assessment, complete the following simulation:
  • Vila Health: Care Coordination Scenario I.
  • In this simulation, you will obtain the information needed to develop a care coordination strategy for Mrs. Snyder and her family. You may use an intervention developed as part of your first assessment. Locate applicable current standards and benchmarks as you determine the best way to develop this strategy.
    Note: Remember that you can submit all or a portion of your draft to Smarthinking for feedback before you submit the final version of this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.
    Requirements
    Develop a proactive, patient-centered care plan for the patient, using the information gained from your simulated interviews. Focus on care coordination and national care coordination initiatives.
    Care Plan Format
    Use the Patient Care Plan Template [DOCX] provided.
    Supporting Evidence
    Cite 3–5 sources of scholarly or professional evidence to support your plan.
    Developing the Care Plan
    The requirements outlined below correspond to the grading criteria in the scoring guide. Be sure that your care plan addresses each point, at a minimum. Read the Patient Care Plan Scoring Guide to better understand how each criterion will be assessed.
  • Assess a patient’s condition from a coordinated-care perspective.
    • Consider the full scope of the patient’s needs.
    • Include 3–5 pieces of data (subjective, objective, or a combination) that led to a nursing diagnosis.
  • Develop nursing diagnoses that align with patient assessment data.
    • Write two goal statements for each diagnosis.
    • Ensure goals are patient- and family-focused, measurable, attainable, reasonable, and time-specific.
    • Consider the psychosociocultural aspect of care.
  • Determine appropriate nursing or collaborative interventions.
    • List at least three nursing or collaborative interventions.
    • Provide the rationale for each goal or outcome.
  • Explain why each intervention is indicated or therapeutic.
    • Cite applicable references that support each intervention.
  • Evaluate care coordination outcomes according to measures and standards.
    • Indicate if the goals were met. If they were not met, explain why.
    • Describe how you would revise the plan of care based on the patient’s response to the current plan.
    • Support conclusions with outcome measures and professional standards.
  • Write clearly and concisely, using correct grammar and mechanics.
    • Express your main points and conclusions coherently.
    • Proofread your writing to minimize errors that could distract readers and make it difficult to focus on the substance of your plan.
  • Support main points, claims, and conclusions with credible evidence, correctly formatting citations and references using APA style.

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NURS FPX 6416 Evaluation of an Information System Change Paper Example

NURS FPX 6416 Assessment 3 Evaluation of an Information System Change

NURS FPX 6416 Evaluation of an Information System Change Paper Assignment Brief

Course: NURS-FPX 6416 Managing the Nursing Informatics Life Cycle

Assignment Title: NURS FPX 6416 Assessment 3 Evaluation of an Information System Change

Assignment Overview

In this assignment, you will analyze and evaluate the impact of an information system change within a healthcare organization. Specifically, you will assess the effectiveness of the system change in improving patient care, organizational efficiency, and technology integration.

Understanding Assignment Objectives

The primary objectives of this assignment are to:

• Analyze frameworks for evaluating the impact of an information system and system change.
• Design a comprehensive evaluation plan for monitoring the system changes.
• Communicate key findings and evaluation strategies to stakeholders effectively.

The Student’s Role

As a nursing informatics specialist, your role is to assess the impact of the information system change on patient care outcomes and organizational performance. You will utilize your expertise in information systems and healthcare management to analyze the effectiveness of the system change and propose strategies for ongoing evaluation and improvement.

Competencies Measured

This assignment measures the following course competencies:

• Evaluate strengths and liabilities of health information systems: Define relevant evaluation framework components and create a comprehensive evaluation plan aligned with project goals.
• Incorporate project management principles into nursing informatics: Summarize evidence-based rationale and actions for evaluating an organizational information system change project.
• Communicate as a practitioner-scholar: Appropriately address all components of the assignment prompt, support main points with relevant evidence, and communicate findings effectively to stakeholders.

You Can Also Check Other Related Assessments for the NURS-FPX 6416 Managing the Nursing Informatics Life Cycle Course:

NURS FPX 6416 Assessment 1 Needs Assessment Meeting with Stakeholders Example

NURS FPX 6416 Assessment 2 Technology Needs Assessment Summary and Implementation Plan Example

NURS FPX 6416 Evaluation of an Information System Change Paper Example

Introduction

Implementing changes to information systems in healthcare organizations, exemplified by Villa Hospital, is essential for overcoming barriers, reducing financial burdens, and ensuring comprehensive support and access to healthcare services for patients. The integration of Information System Changes, including remote patient monitoring and a patient portal, is anticipated to enhance both organizational performance and patients’ well-being. In modern healthcare, such initiatives are crucial for improving patient care, organizational efficiency, and technology integration. As a nursing informatics specialist, evaluating the impact of such changes is paramount. This report provides an analysis of frameworks for evaluating the impact of an information system and system change, along with a comprehensive evaluation plan tailored for Villa Hospital.

Part 1: Evaluation Report: Framework Components

The evaluation of an information system change requires a comprehensive understanding of the framework components that underpin its impact. In this section, we will analyze three key components: the quality of information, outcomes of quality care, and the structural quality of the system change (Garcia-Dia, 2019).

Quality of Information Framework Component

The quality of information generated by the information system change is fundamental to its success. It encompasses various aspects such as the correctness and completeness of data, user satisfaction with the system, incorporation of patient privacy into the system’s information, and patient satisfaction with the system (Garcia-Dia, 2019). Ensuring the accuracy and completeness of data through methods like the CRAAP test (Currency, Relevancy, Authority, Accuracy, Purpose) is crucial. Additionally, user satisfaction and patient privacy must be evaluated through surveys and adherence to guidelines such as Protected Health Information (PHI) standards (Abrams et al., 2022; Griggs et al., 2018).

Outcomes of Quality Care Framework Component

The outcomes of quality care resulting from the system change are indicative of its effectiveness in improving patient care and organizational efficiency. Key aspects include the efficiency and appropriateness of care delivered through the system. Monitoring these outcomes during the implementation phase is vital to assess the system’s impact. Efficiency can be measured through productivity and cost-effectiveness, while appropriateness of care can be evaluated based on patient feedback and health outcomes (Mohammed et al., 2019; Hathaliya et al., 2019).

Structural Quality Framework Component

The structural quality of the system change pertains to the organizational support, hardware and software effectiveness, and overall functionality of the system. Organizational support is crucial for successful implementation, while the effectiveness of hardware and software directly impacts system performance. Assessing the functionality of the system involves gathering feedback from stakeholders, monitoring system performance metrics, and ensuring alignment with organizational goals (Agarwal et al., 2019; Edwards et al., 2020).

Part 2: Evaluation Plan Table

The evaluation plan outlines a structured evaluation plan to monitor the system changes at Villa Hospital. The evaluation plan aligns with the goals defined in the implementation plan and focuses on assessing the impact of the information system change across the identified framework components: quality of information, outcomes of quality care, and structural quality (Garcia-Dia, 2019).

Goals from Implementation Plan	Framework Component(s)	Measurements	Frequency	Rationale
Enhance data accuracy and completeness	Quality of Information	Conduct CRAAP test	Monthly	Ensures data reliability and relevance, aligns with PHI guidelines
Improve user satisfaction with the system	Quality of Information	Administer user satisfaction surveys	Quarterly	Provides feedback on system usability and user experience
Ensure patient privacy compliance	Quality of Information	Audit system for PHI compliance	Bi-annually	Ensures adherence to regulatory standards and protects patient confidentiality
Increase system efficiency	Outcomes of Quality Care	Measure system productivity	Quarterly	Indicates system effectiveness in delivering care and optimizing resource utilization
Enhance appropriateness of care	Outcomes of Quality Care	Analyze patient feedback on care appropriateness	Monthly	Ensures alignment of care delivery with patient needs and expectations
Assess organizational support	Structural Quality	Conduct stakeholder surveys on system support	Annually	Evaluates organizational readiness and commitment to system implementation
Evaluate hardware effectiveness	Structural Quality	Monitor system performance metrics	Quarterly	Ensures hardware reliability and functionality in supporting system operations
Assess software effectiveness	Structural Quality	Collect feedback on software usability	Bi-monthly	Indicates user satisfaction with system software and identifies areas for improvement
Measure overall system functionality	Structural Quality	Review system functionality against objectives	Bi-annually	Assesses system’s ability to meet organizational goals and fulfill user requirements

 

The chosen measurements and their frequencies are designed to provide ongoing insights into the effectiveness of the information system change. By regularly assessing these metrics, we can track progress, identify areas for improvement, and ensure alignment with organizational objectives and patient care goals. This structured approach to evaluation will facilitate evidence-based decision-making and continuous improvement in the information system at Villa Hospital.

Part 3: Overview Discussion with Stakeholders

The discussion aims to highlight key findings, strategies for ongoing monitoring, and the rationale behind the chosen evaluation measures (Garcia-Dia, 2019). Stakeholders, including the IT team, administrators, project managers, nurse informaticists, and Clinical Informatics, are integral to the change implementation process. The evaluation report and plan address concerns such as patient dissatisfaction and nurse burden. By implementing remote patient monitoring and patient portals, we aim to enhance patient care, reduce mortality rates, and alleviate nurse burden, ultimately improving overall healthcare outcomes.

Introduction to the Project

At Villa Hospital, we are committed to enhancing patient care and organizational efficiency through the implementation of information system changes. Our project focuses on integrating remote patient monitoring and patient portals to improve access to healthcare services and streamline communication between patients and healthcare providers.

Discussion of the Evaluation Report

The evaluation report provides insights into the impact of the information system change across three key framework components: quality of information, outcomes of quality care, and structural quality. We have assessed data accuracy, user satisfaction, patient privacy compliance, system efficiency, appropriateness of care, organizational support, hardware and software effectiveness, and overall system functionality.

Discussion of the Evaluation Plan

Our evaluation plan outlines a structured approach to monitor the system changes and assess their effectiveness over time. We will regularly conduct measurements aligned with the goals of the implementation plan, including CRAAP tests for data accuracy, user satisfaction surveys, audits for PHI compliance, productivity assessments, patient feedback analysis, stakeholder surveys, system performance monitoring, and feedback collection on software usability.

Conclusion

In conclusion, the evaluation of an information system change is essential for assessing its impact on healthcare organizations like Villa Hospital. By analyzing the framework components of quality of information, outcomes of quality care, and structural quality, we gain insights into the effectiveness of the system change in enhancing patient care and organizational efficiency. The evaluation plan provides a structured approach to monitor the system changes and ensure alignment with organizational goals and patient care objectives. Through ongoing assessment and stakeholder engagement, we can drive continuous improvement and optimize the benefits of the information system change at Villa Hospital.

References

Abrams, S., Delf, L., Drummond, R., & Kelly, K. (2022). The CRAAP Test. Open. Oregon state.education. https://open.oregonstate.education/goodargument/chapter/craap-test/

Agarwal, S., Sripad, P., Johnson, C., Kirk, K., Bellows, B., Ana, J., Blaser, V., Kumar, M. B., Buchholz, K., Casseus, A., Chen, N., Dini, H. S. F., Deussom, R. H., Jacobstein, D., Kintu, R., Kureshy, N., Meoli, L., Otiso, L., Pakenham-Walsh, N., & Zambruni, J. P. (2019). A conceptual framework for measuring community health workforce performance within primary health care systems. Human Resources for Health, 17(1). https://doi.org/10.1186/s12960-019-0422-0

Al-khafajiy, M., Baker, T., Chalmers, C., Asim, M., Kolivand, H., Fahim, M., & Waraich, A. (2019). Remote health monitoring of the elderly through wearable sensors. Multimedia Tools and Applications, 78(17), 24681–24706. https://doi.org/10.1007/s11042-018-7134-7

Edwards, K., Prætorius, T., & Nielsen, A. P. (2020). A model of cascading change: orchestrating planned and emergent change to ensure employee participation. Journal of Change Management, 20(4), 1–27. https://doi.org/10.1080/14697017.2020.1755341

Griggs, K. N., Ossipova, O., Kohlios, C. P., Baccarini, A. N., Howson, E. A., & Hayajneh, T. (2018). Healthcare blockchain system using smart contracts for secure automated remote patient monitoring. Journal of Medical Systems, 42(7). https://doi.org/10.1007/s10916-018-0982-x

Hathaliya, J., Sharma, P., Tanwar, S., & Gupta, R. (2019). Blockchain-based remote patient monitoring in healthcare 4.0. 2019 IEEE 9th International Conference on Advanced Computing (IACC). https://doi.org/10.1109/iacc48062.2019.8971593

Menear, M., Blanchette, M.-A., Demers-Payette, O., & Roy, D. (2019). A framework for value-creating learning health systems. Health Research Policy and Systems, 17(1). https://doi.org/10.1186/s12961-019-0477-3

Mohammed, K. I., Zaidan, A. A., Zaidan, B. B., Albahri, O. S., Alsalem, M. A., Albahri, A. S., Hadi, A., & Hashim, M. (2019). Real-time remote-health monitoring systems: a review on patients prioritisation for multiple-chronic diseases, taxonomy analysis, concerns and solution procedure. Journal of Medical Systems, 43(7), 223. https://doi.org/10.1007/s10916-019-1362-x

Wang, Y., Kung, L., & Byrd, T. A. (2018). Big data analytics: Understanding its capabilities and potential benefits for healthcare organizations. Technological Forecasting and Social Change, 126(1), 3–13. https://doi.org/10.1016/j.techfore.2015.12.019

Detailed Assessment Instructions for the NURS FPX 6416 Evaluation of an Information System Change Paper Assignment

Description

Assessment 3 Instructions: Evaluation of an Information System Change

Write a 3-4 page evaluation report analyzing the frameworks for evaluating the impact of an information system and system change.

Create an Excel or Word table evaluation plan for the project. Record an audio memo of three minutes or fewer to explain your plan to stakeholders. Introduction

Note:

Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented. With any new or changed system, you should be working to ensure that the information system has functionality in the form of interoperability and integration of information. As part of the evaluation process, you should assess the interoperability and integration of system information. You will present these findings for the stakeholders to acknowledge and confirm. As part of your work as the nursing informatics specialist, you have developed and implemented an information system change in your organization. Now it is time to design an evaluation report about the change and to put into place a consistent method for a system evaluation plan.

Note:

Complete the assessments in this course in the order in which they are presented. Instructions Your submission will include three parts.

The first part will be a written 3–4 page evaluation report, in which you will analyze the frameworks for evaluating the impact of an information system and system change.

The second part will be a single page evaluation plan table.

The third part will be a recorded audio or video overview discussion for stakeholders.

The recording must be 3 minutes in duration or fewer.

You can submit Parts 1 and 2 together as one document with the table listed as an appendix.

Part 1:

Evaluation Report For this part of your submission, you will define the three types of framework components.

One is related to quality of information that is generated by the information system change, the second relates to the effects on outcomes of quality care due to the system change, and the third is the structural quality of the system with the change (Garcia-Dia, 2019, p. 376).

One way to organize this report is as follows:

When defining the quality of information framework include:

• The development of completeness or correctness of data.
• User satisfaction with the system.
• Patient privacy that is incorporated into the system’s information.
• Patient satisfaction with the system.

When defining outcomes of quality care framework include:

• Efficiency with the use of the system.
• Appropriateness of care with the use of the system.

When defining the structural quality framework include:

• Organizational support given to the system.
• Effectiveness of hardware for the use of the system.
• Effectiveness of software when using the system.
• Overall functionality of the system.

Part 2:

Evaluation Plan Table For this part of your submission, you will design an evaluation plan to monitor the system changes (Garcia-Dia, 2019, p. 379).

You will use the goals that you defined as part of your implementation plan as a starting point for constructing your table.

One way to organize your table is as follows:

First Column:

• Goals from the implementation plan.

Second Column:

• Framework component or components (defined in Part 1) that best fit each goal.

Third Column:

• Define at least two measurements for each goal.

Fourth Column:

• Define the frequency of measurement.

Fifth Column:

• Briefly explain why you are using the chosen measures related to the outcomes that you want to achieve with the new system change.

Part 3:

Overview Discussion with Stakeholders

For this part of your submission, you will record an audio and video discussion of highlights from your evaluation report and evaluation plan for stakeholders (including the implementation team).

Your recording must be 3 minutes in duration or fewer. Include the following in your recording:

• Brief introduction to the project.
• Discussion of the evaluation report that provides a brief overview of how the system is currently functioning from several perspectives related to the framework components.
• Discussion of the evaluation plan that provides the stakeholders information about:
  • What will you monitor ongoing with the system?
  • How will you accomplish the monitoring?
  • When will you monitor?
  • Why are you monitoring these specific data points?
• Brief conclusion to provide stakeholders with the one or two most cogent talking points.

Requirements

Evaluation Report Length:

• 3–4 pages in length, not including the title and reference page.

APA Style and Format:

• Use APA formatting with a title page, running head, title on the first page of text, level 1 headings, and a reference list.

Number of References:

• Include 3–5 scholarly sources used as parenthetical citations and in a reference list.

Evaluation Plan:

• Create a 1-page Excel or Word table to illustrate your evaluation plan.
• If you use a Word table, include it at the end of your evaluation report and designate the evaluation plan table using the appropriate APA style headings.

Overview with Stakeholders Recording:

• Upload your Kaltura video to the assessment area.

Recording Length:

• No longer than 3 minutes.
• Refer to Using Kaltura for directions on recording and/or uploading your video in the courseroom.

Note:

If you require the use of assistive technology or alternative communication methods to participate in these activities, please contact DisabilityServices@Capella.edu to request accommodations.

Competencies Measured

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

• Competency 1: Evaluate strengths and liabilities of health information systems. Define three evaluation framework components that are relevant and appropriate for an organizational information system change project. Create a comprehensive evaluation plan for an organizational information system change project that lays out framework components, measurements, frequency of measurements, and rationale for measurements as aligned to specific project goals.
• Competency 2: Incorporate project management principles into nursing informatics. Summarize the evidence-based rationale and specific actions that will be undertaken as part of the evaluation of an organizational information system change project for stakeholders.
• Competency 4: Communicate as a practitioner-scholar, consistent with the expectations of a nursing professional. Appropriately address all components of the assignment prompt, using the assignment description to structure text. Support main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence. Communicate orally in a clear and concise manner, which helps to clarify key information and expectations for stakeholders in a presentation of 3 or fewer minutes.

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NURS FPX 6416 Needs Assessment Meeting with Stakeholders Paper Example

NURS FPX 6416 Assessment 1 Needs Assessment Meeting with Stakeholders

NURS FPX 6416 Needs Assessment Meeting with Stakeholders Paper Assignment Brief

Course: NURS-FPX 6416 Managing the Nursing Informatics Life Cycle

Assignment Title: NURS FPX 6416 Assessment 1 Needs Assessment Meeting with Stakeholders

Assignment Overview

As a nursing informatics specialist enrolled in NURS FPX 6416, you will engage in a needs assessment meeting with stakeholders concerning an organizational information system change project. This assessment aims to gather insights into end-user needs, assess the current system’s functionality, and identify opportunities for enhancing system functionality to positively impact care delivery outcomes.

Understanding Assignment Objectives

In this assignment, you will demonstrate your ability to facilitate a needs assessment meeting effectively, analyze stakeholder perspectives, and synthesize findings to inform an organizational information system change. Through this process, you will develop skills in stakeholder engagement, needs assessment, and project management, all essential competencies for nursing informatics specialists.

The Student’s Role

As the nursing informatics specialist and project manager, your role is to lead the needs assessment meeting and guide stakeholders through discussions to gain a comprehensive understanding of their perspectives on the current information system and desired changes. You will facilitate open dialogue, encourage collaboration, and ensure that stakeholder feedback informs the development of the information system change.

Competencies Measured

This assignment assesses several key competencies essential for nursing informatics specialists:

• Stakeholder Engagement: Demonstrating the ability to engage stakeholders effectively to gather insights and perspectives.
• Needs Assessment: Conducting a comprehensive needs assessment to identify current challenges and desired outcomes.
• Project Management: Leading and managing an information system change project, including planning, organizing, and facilitating meetings.
• Communication: Clearly and concisely communicating project objectives, findings, and next steps to stakeholders.
• Critical Thinking: Analyzing stakeholder feedback and synthesizing findings to inform decision-making and project direction.

You Can Also Check Other Related Assessments for the NURS-FPX 6416 Managing the Nursing Informatics Life Cycle Course:

NURS FPX 6416 Assessment 2 Technology Needs Assessment Summary and Implementation Plan Example

NURS FPX 6416 Assessment 3 Evaluation of an Information System Change Example

NURS FPX 6416 Needs Assessment Meeting with Stakeholders Paper Example

Introduction and Project Overview

Greetings, stakeholders. I’m Madeline, the nursing informatics master and project supervisor at Vila Wellbeing. Recently, we convened with five key stakeholders to discuss our organization’s current healthcare information system. The purpose of this meeting was to gather feedback from stakeholders and hear their thoughts on whether modifications to the system are necessary. In this video, I’ll provide an overview of the meeting’s key points and outcomes, as well as outline the upcoming changes to the system.

As a nursing informatics master and project manager at Vila Wellbeing, my role involves implementing changes to our organization’s information system. This change aims to improve healthcare accessibility, alleviate burdens on healthcare professionals, and enhance overall health outcomes. The projected timeline for this endeavor spans five to six months, encompassing training sessions, testing phases, and stakeholder meetings.

External Factors Driving Change

Factors such as an aging population, the prevalence of chronic diseases, and the ongoing COVID-19 pandemic have necessitated changes at Vila Wellbeing (Milella et al., 2021). The objective of this change initiative is to provide cutting-edge medical treatment in a welcoming environment.

Questions and Explanation

Assessment of Current Situation and Desired State of the Information System:

In discussions with stakeholders, concerns have been raised regarding the current healthcare information system’s impact on nurses and healthcare professionals. Nurses and other clinical staff have expressed frustration with the system, stating that it hinders their ability to effectively monitor patients and may jeopardize patient safety. Furthermore, the lack of two-way communication with patients has been identified as a factor contributing to delays in therapy. Despite these challenges, the current system has shown some positive outcomes, such as improved cost management, a decrease in medication errors, and increased accessibility of patient information for nurses (Vila Wellbeing, [year]). Stakeholders believe that with adequate resources and an upgrade to the current system, they can provide patients with high-quality healthcare in a state-of-the-art facility, ensuring a pleasant experience and excellent care.

Survey and Characterize the Dangers

Healthcare providers have identified significant challenges related to the absence of remote patient monitoring (RPM) and patient portals within our current healthcare information system. Prior to the COVID-19 pandemic, Vila Wellbeing relied on efficient doorstep assessments to gauge patient severity levels. However, the pandemic disrupted this primary assessment method, particularly impacting rural areas where patients with chronic conditions struggled to access timely care. Furthermore, nurses and clinical staff have highlighted the difficulty in providing continuous treatment to patients with conditions like diabetes and hypertension due to the absence of RPM in the current system (Annis et al., 2020; Noah et al., 2018).

Characterize Data Framework Client Best Practice

To emphasize the significance of best practices in utilizing data frameworks, Malasinghe et al. (2018) underscored the importance of remote patient monitoring (RPM) during the COVID-19 pandemic. RPM serves as a valuable tool for ensuring treatment continuity while individuals stay home to prevent illness. It offers benefits such as substituting patient reporting across various systems, particularly beneficial for patients with conditions like diabetes, where subtle changes between physical checkups occur. Real-time RPM data, including medication compliance and A1C levels, provides crucial information to healthcare providers (Malasinghe et al., 2018).

Additionally, Chu et al. (2022) conducted a study indicating that patient portals contribute to self-management, patient satisfaction, and early detection of patient needs or concerns. This research underscores the value of patient portals in enhancing patient engagement and facilitating proactive healthcare management (Chu et al., 2022).

Innovation Usefulness

During discussions with stakeholders, it was noted that there is a demand for applications facilitating remote patient monitoring to be installed on their computers and smartphones. Furthermore, stakeholders emphasized the necessity of having convenient access to patient portals for effective healthcare management.

Work Process and Correspondence

Implementation of remote patient monitoring (RPM) technologies is anticipated to enhance workflow processes and communication within healthcare settings. Patients will feel supported and connected as their health data is transmitted to healthcare providers, and personalized messages tailored to individual patient profiles will provide them with peace of mind (Leon et al., 2022).

The adoption of RPM technologies offers several advantages, including increased net patient income, a competitive edge, and improved reimbursement prospects. RPM interventions have the potential to enhance process efficiency, reduce administrative costs, and increase staff productivity (Leon et al., 2022). Furthermore, RPM enables continuous data collection, facilitating 24-hour care, and alerts healthcare professionals when specific parameters deviate from normal ranges (Leon et al., 2022).

Information Capture

The consolidation of information into a centralized platform, such as a patient portal, can save time for both healthcare providers and patients, eliminating the need to switch between multiple systems (Farias et al., 2019).

Practice and Outcomes

As the global population ages and health concerns increase, remote patient monitoring (RPM) has emerged as a promising approach in healthcare (Michaud et al., 2018). Traditionally, patient monitoring was confined to hospital rooms. However, advancements in communication and sensor technologies now allow patients to remain at home without compromising their care (Michaud et al., 2018). RPM is particularly beneficial for individuals with chronic conditions, the elderly, and premature infants, among others (Michaud et al., 2018). Modern medical devices offer diverse tracking methods tailored to individual conditions or circumstances. A notable innovation in this field is contactless monitoring, requiring patients to be within a few meters of the sensor (Michaud et al., 2018).

Conclusion

The needs assessment meeting with stakeholders has provided valuable insights into the challenges and opportunities present within Vila Wellbeing’s healthcare information system. Stakeholders expressed concerns regarding the system’s impact on nurses and healthcare professionals, highlighting issues such as hindrances in patient monitoring and delays in therapy. However, they also acknowledged the system’s positive outcomes, including improved cost management and increased accessibility of patient information. To address these concerns and leverage opportunities for improvement, stakeholders emphasized the importance of implementing remote patient monitoring (RPM) technologies and patient portals. RPM was identified as a promising approach to enhance workflow processes, improve communication, and ensure continuous patient care, particularly in the context of the COVID-19 pandemic. Additionally, the consolidation of information into centralized platforms like patient portals was seen as a practical solution to save time and streamline processes for healthcare providers and patients alike. Moving forward, Vila Wellbeing can utilize these insights to guide the implementation of changes aimed at optimizing healthcare delivery and improving patient outcomes.

References

Annis, A. M., Sparrow, A., Stedman, M., & Walsh, C. (2020). The effects of COVID-19 on emergency medical services. Prehospital and Disaster Medicine, 35(3), 237–239.

Chu, Y., Zhang, Z., Du, L., Wang, Q., & Zhang, H. (2022). Impact of patient portals on patient empowerment: A systematic review and meta-analysis. Journal of Medical Internet Research, 24(2), e33750.

Farias, A., Simmons, M., Singh, G., Crocetti, S., Bina, R., Wile, C., & Yu, H. (2019). An integrated approach to mobile health systems user authentication. IEEE Access, 7, 23025–23034.

Leon, A. M., Maia, S., Catarino, J., & Barretto, A. (2022). Telemedicine and telemonitoring of chronic diseases: Interdisciplinary responses to the COVID-19 pandemic. Journal of Medical Systems, 46(2), 18.

Malasinghe, L., Ramzan, N., Dahal, K., & Hill, K. (2018). Remote patient monitoring: A comprehensive study. Journal of Ambient Intelligence and Humanized Computing, 9(2), 491–506.

Michaud, T. L., Siahpush, M., Schwab, R. J., Eiland, L. A., DeVany, M., Hansen, G., Slachetka, T. S., Boilesen, E., Tak, H. J., Wilson, F. A., Wang, H., Pagán, J. A., & Su, D. (2018). Remote Patient Monitoring and clinical outcomes for postdischarge patients with type 2 diabetes. Population Health Management, 21(5), 387–394.

Noah, B., Keller, M. S., Mosadeghi, S., Stein, L., Johl, S., Delshad, S., Tashjian, C., Lew, D., & Kwan, J. T. (2018). Impact of remote patient monitoring on clinical outcomes: An updated meta-analysis of randomized controlled trials. NPJ Digital Medicine, 1(1), 20172.

Detailed Assessment Instructions for the NURS FPX 6416 Needs Assessment Meeting with Stakeholders Paper Assignment

Description

Assessment 1 Instructions: Needs Assessment Meeting with Stakeholders

Introduction

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.

As a nursing informatics specialist, you have been asked to arrange and lead a needs assessment meeting for stakeholders around an organizational information system change. Completing an assessment with the stakeholders will help you to gain a clear understanding of end-user needs, how the system currently functions, and what enhanced functionality should be achieved with an information system change. Ultimately, you are implementing the system change to enhance the interprofessional team’s ability to positively affect care delivery outcomes.

Note: Complete the assessments in this course in the order in which they are presented.

Preparation

For the assessments in this course, imagine you are working on an organizational information system change project as a nursing informatics specialist project manager.

For this assessment, you have reached the stage in your information systems change where you will bring stakeholders together to collaborate on a needs assessment. An important skill for informatics professionals is being able to understand the viewpoints of stakeholders and leverage that understanding to create buy-in.

For this assessment, you will be creating a video summary of findings from a needs assessment meeting. You can base your summary on your personal experiences being in a needs assessment meeting, or you can imagine one that is relevant to your personal practice and an information systems change you would like to see happen. 

If you are imagining the needs assessment meeting, assume that each stakeholder group would elect one team member to attend the meeting. This would mean that there be a minimum of five participants in your meeting. Try to keep in mind these various points of view as you plan and create your meeting summary.

To prepare to complete this assessment, think through the following items before you begin to record your video:

Define at least four groups of stakeholders. These might include:
Administration.

• The end-users of the system that input information into particular elements of the system.
• The most critical interprofessional team members that need to access and read that information; in other words, individuals who could be part of an informatics support team for the system.
• How is the system currently functioning?
• How would the stakeholders like it to function?
• What are the risks that the current system poses to patient safety?
• What are the best evidence-based practices with use of this type of information system?
• What software and hardware functionality do the stakeholders want?
• How might this information system change enhance workflow and communication?
• How will data capture improve with implementation of this system?
• What are the current effects from the system’s use on health care delivery outcomes?
  Will a change enhance outcomes?

Instructions

Your assessment submission will be a Kaltura video debrief of your hypothetical needs assessment meeting. The time limit for your video is 7 minutes.

During the meeting, you would pose the questions listed in Part 2 as a means to conduct the needs assessment collaboratively.

Organize your video using the following outline.

Part 1: Introduction

Create an introduction to explain your role and an overview of the project, including the scope. Include a brief timeline to complete the project and a vision statement for the future outlining what the organization wants to achieve with this information system change.

Part 2: Questions and Explanation

The questions you would have asked during the needs assessment meeting can be grouped as outlined below. For each category, report the hypothetical findings and outcomes. Distinguished performers will also comment on the importance of finding answers to these questions.

Assess the current situation and desired state of the information system:

• What do the stakeholders see as issues with the current information system?
• What is working well with the current information system?
• What can stakeholders envision as the best solution if they had all resources?

Assess and define the risks:

• What do the stakeholders see as patient safety risks or other risks (such as ethical, legal, or practical) with the current system?

Define information system user best practice:

• What are the best evidence-based practices with use of this type of information system?

Technology functionality:

• What software and hardware functionality do the stakeholders want to have?

Workflow and communication:

• How might an information system change enhance workflow and communication?

Data capture:

• How might data capture improve with implementation of a new system?

Practice and outcomes:

• How could a change affect current practice for the better by enhancing patient outcomes?

Part 3: Conclusion

Summarize the highlights of the meeting as a takeaway for the stakeholders. Be sure to state the connection between the project scope, potential direction, and the organizational vision for the stakeholders as a means to guide the project forward. Comment on change management principles that could be relevant in mitigating resistance as the project proceeds.

PART 4: SCHOLARLY REFERENCE LIST

The scholarly sources that you used to support your ideas must be included in a reference list. Submit your APA formatted reference list as a separate document.

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NURS FPX 6414 Video Presentation and Spreadsheet Proposal to Administration Paper Example

NURS FPX 6414 Assessment 2 Video Presentation and Spreadsheet: Proposal to Administration

NURS FPX 6414 Video Presentation and Spreadsheet Proposal to Administration Assignment Brief

Course: NURS-FPX6414 Advancing Health Care Through Data Mining

Assignment Title: NURS FPX 6414 Assessment 2 Video Presentation and Spreadsheet: Proposal to Administration

Assignment Overview

This assignment focuses on developing strategies for service line development through the monitoring of outcomes and subsequent analysis for improvement. It involves creating a spreadsheet illustrating data trending over time related to a specific line of service and recording a professional video presentation to communicate the analysis and recommendations to the administration.

Understanding Assignment Objectives

The primary objective of this assignment is to demonstrate proficiency in data management techniques, data representation methods, and communication of technical standards related to nursing practice. Students will analyze data measures, evaluate data trending, and articulate strategies for querying and generating reports from health information system databases.

The Student’s Role

As a student, your role is to assume the position of a healthcare professional responsible for monitoring and analyzing outcomes related to a specific service line within a practice setting or organization. You will create a spreadsheet containing relevant data categories, analyze the data trends, and present your findings and recommendations to the administration through a recorded video presentation.

Competencies Measured

This assignment measures several key competencies:

• Apply data management techniques to decision making in nursing practice: Analyze data measures and trends, and evaluate the what, why, and how to measure specific quality outcomes.
• Create various data representation methods for reporting and professional communications: Develop a spreadsheet illustrating trending data for the service line and present conclusions and recommendations in a scholarly video presentation.
• Articulate strategies for querying and generating reports from health information system databases: Describe data collection methods, evaluate data measures, and interpret data related to benchmarks of the outcome.
• Communicate technical standards as they relate to various informatics technologies: Demonstrate proficiency in creating a video presentation and communicating technical aspects of data management and analysis.

You Can Also Check Other Related Assessments for the NURS-FPX6414 Advancing Health Care Through Data Mining Course:

NURS FPX 6414 Assessment 1 Conference Poster Presentation Example

NURS FPX 6414 Assessment 3 Tool Kit for Bioinformatics Example

NURS FPX 6414 Video Presentation and Spreadsheet Proposal to Administration Paper Example

Proposal to Administration

In a recent comprehensive review by Winkley et al. (2020), the concept of Type 2 Diabetes (T2D) self-management was thoroughly examined, underscoring the crucial role of healthcare professionals, nurses, and stakeholders in addressing this pervasive health issue. With T2D prevalence significantly impacting the US population, it becomes imperative to equip patients with the requisite skills for effective health monitoring. This presentation is dedicated to exploring diverse facets of diabetes self-management within healthcare organizations. It encompasses essential practices such as blood sugar testing, adherence to balanced meal plans, and facilitating regular exercise regimens, as highlighted by Agarwal et al. (2019). By elucidating the rationale and methodology behind monitoring T2D outcomes, our aim is to bolster patient care and management strategies comprehensively.

Why and How to Measure for a Specific Quality Outcome

Measuring specific outcomes in Type 2 Diabetes (T2D) is crucial due to the substantial number of individuals affected by this condition in the US, surpassing 500 million (Adam, 2018; Agarwal et al., 2019). For instance, implementing Diabetes Self-Management Education and Support (DSMES) programs aids patients in acquiring essential skills for managing their condition effectively. These programs focus on imparting knowledge and fostering positive behaviors related to self-management. Additionally, the Chronic Disease Management System (CDMS) plays a pivotal role in assisting individuals in maintaining optimal blood sugar levels and minimizing complications (Agarwal et al., 2019). These measures not only enhance patients’ quality of life but also contribute to cost reduction in healthcare facilities. Moreover, outcome measures serve as fundamental benchmarks for establishing patient baselines, aiding in the assessment and improvement of care standards.

Benchmarks Associated with that Outcome

The benchmarks associated with Type 2 diabetes (T2D) are determined based on criteria set by the American Diabetes Association (ADA), aiming for a target hemoglobin A1c level below 7% among affected individuals in the United States (van Smoorenburg et al., 2019). Additionally, there is a significant emphasis on achieving weight reduction goals of up to 15% for patients, as supported by the efficacy of various drugs and medications (Apovian et al., 2018). Furthermore, it’s crucial to note the relatively high patient mortality rate of 5%, largely attributed to inadequate hospital care quality.

Evaluate Data Measures and Data Trending

When evaluating data measures and trends for a specific line of service, several key aspects need consideration. For instance, notable data measures include early patient deaths and shortened life spans, reflecting critical indicators of healthcare outcomes (Wu, 2019). Additionally, concerning Type 2 diabetes readmissions in the US, there’s a significant readmission rate of nearly 25%, underscoring the importance of effective management and follow-up care (Wu, 2019). Moreover, the level of education and awareness within the population plays a crucial role, with lower levels correlating with higher disease risks. Conversely, individuals with higher education levels are less likely to receive a diagnosis, highlighting disparities in healthcare access and awareness (Wu, 2019). Furthermore, it’s essential to recognize that the risk of Type 2 diabetes is disproportionately higher among Hispanic and black Americans compared to other demographic groups, necessitating targeted interventions and support strategies.

Interpretation of the Data related to the Benchmarks

When examining data associated with benchmarks, it becomes evident that Type 2 diabetes (T2D) incidence rates have exhibited concerning trends across Western countries over the past several decades (Winkley et al., 2020). Despite efforts to curb this trend, there remains a persistent increase, with certain demographic groups, such as middle-aged and baby boomers, experiencing a decline in incidence rates. This suggests a shifting landscape of risk, with younger populations facing a heightened susceptibility to the disease.

Moreover, several metrics guide the management of Type 2 diabetes, including blood sugar levels below 140 mg/dL, which indicate normal or acceptable readings (van Smoorenburg, 2019). Readings exceeding this threshold signify elevated risks, particularly when surpassing 200 mg/dL, underscoring a higher likelihood of diabetes onset. These insights emphasize the critical importance of Type 2 diabetes self-management programs in mitigating risks and reducing readmission rates.

Data Spreadsheet: An Overview

The World Health Organization highlights diabetes mellitus as a significant global health challenge, with adult prevalence doubling from 4.7% to 8.5% between the 1980s and 2015 (Agarwal et al., 2019). Alarmingly, Type 2 diabetes ranks as the seventh leading cause of death in the USA, as evidenced by nearly 87,647 death certificates in 2019 (Adam, 2018). It’s imperative to consider these statistics, alongside demographic variations, such as disparities in education and racial backgrounds, which influence diabetes prevalence rates among different segments of the American population.

Conclusion

In conclusion, the comprehensive exploration of Type 2 Diabetes (T2D) management and evaluation underscores the critical need for proactive measures to address this pervasive health issue. The data measures and benchmarks outlined in this proposal offer valuable insights into the prevalence, management, and outcomes associated with T2D, highlighting areas for improvement and intervention. By emphasizing the importance of Diabetes Self-Management Education and Support (DSMES) programs, Chronic Disease Management Systems (CDMS), and adherence to established benchmarks, healthcare providers and administrators can enhance patient care, mitigate risks, and reduce healthcare costs. Furthermore, the interpretation of data trends provides valuable guidance for targeting interventions and resources effectively, ensuring equitable access to care and support for all affected individuals.

References

Adam, L., O’Connor, C., & Garcia, A. C. (2018). Evaluating the impact of diabetes self-management education methods on knowledge, attitudes, and behaviors of adult patients with Type 2 diabetes mellitus. Canadian Journal of Diabetes, 42(5), 470–477.e2.

Agarwal, P., Mukerji, G., Desveaux, L., Ivers, N. M., Bhattacharyya, O., Hensel, J. M., Shaw, J., Bouck, Z., Jamieson, T., Onabajo, N., Cooper, M., Marani, H., Jeffs, L., & Bhatia, R. S. (2019). Mobile app for improved self-management of Type 2 diabetes: Multicenter pragmatic randomized controlled trial. JMIR mHealth and uHealth, 7(1), e10321.

Apovian, C. M., Aronne, L. J., Bessesen, D. H., McDonnell, M. E., Murad, M. H., Pagotto, U., Ryan, D. H., & Still, C. D. (2018). Pharmacological management of obesity: An Endocrine Society Clinical Practice Guideline. The Journal of Clinical Endocrinology & Metabolism, 103(7), 2941–2963.

van Smoorenburg, A. N., Hertroijs, D. F. L., Dekkers, T., Elissen, A. M. J., & Melles, M. (2019). Patient’s perspective on self-management: Type 2 diabetes in daily life. BMC Health Services Research, 19(1), 605.

Winkley, K., Upsher, R., Stahl, D., Pollard, D., Kasera, A., Brennan, A., Heller, S., & Ismail, K. (2020). Psychological interventions to improve self-management of Type 1 and Type 2 diabetes: A systematic review. Health Technology Assessment (Winchester, England), 24(28), 1–232.

Detailed Assessment Instructions for the NURS FPX 6414 Video Presentation and Spreadsheet Proposal to Administration Paper Assignment

Video Presentation and Spreadsheet

Create a spreadsheet that illustrates data trending over time related to a particular line of service that you are monitoring. Then, record a 5-7 minute professional video presentation in which you describe how and why you are monitoring the outcomes for a particular service line in order to improve care.

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Introduction

To develop strategies for service line development, leaders need to know how to monitor outcomes that provide pertinent information in support of strategic development. Leaders then need to be skilled at communicating their analysis of those outcomes to other leaders in the organization in order to create awareness and build support for any proposed strategies arising from the analysis.

Preparation

For this assessment, you will record a video presentation in which you describe how and why you are monitoring the outcomes for a particular service line in order to improve care. You will begin by creating a spreadsheet that contains the pertinent data categories and illustrates data trending over time.

Create a spreadsheet:

• Analyze the what, why, and how to measure for a specific quality outcome related to a service line in a practice setting or organization.
• Chose a specific quality outcome related to a service line in a practice setting or organization.
• Identify the benchmarks associated with that outcome and how often the benchmarks are measured.
• Determine the categories of data you will be measuring in support of the ongoing development of the service line.
• Create a spreadsheet that includes baseline data for each category and additional data that illustrates the trending over time for that category.
• Be ready to explain why you chose these particular data sets and how you intend to use the data to improve outcomes.

Create a video recording:

• Analyze your data and present your conclusions and recommendations to administrators in a recorded video presentation.
• Describe the outcomes you are supporting and the benchmarks related to that outcome.
• Describe your data collection methods and rational.
• Evaluate the data measures and data trending for the specific quality outcome related to the service line.
• Share your interpretation of the data related to the benchmarks of the outcome.
• Support your interpretation with any relevant outside sources.
• Demonstrate to the administrators how you used the data in the spreadsheet to reach your conclusions.

Additional Requirements:

Video Recording:

• Your video recording should be between 3-7 minutes in length. You must appear in professional attire and with a professional demeanor, as if you are presenting to the administration of your organization.
• Kaltura is the preferred tool for creating your video. Any tools other than Kaltura should be cleared with your instructor prior to using.

Competencies Measured

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

• Competency 1: Apply data management techniques to decision making in nursing practice.
• Analyze the what, why, and how to measure for a specific quality outcome related to a service line in a practice setting or organization.
• Competency 2: Create various data representation methods for reporting and professional communications.
• Evaluate data measures and data trending for a specific quality outcome related to a service line in a practice setting or organization.
• Competency 3: Articulate strategies for querying and generating reports from health information system databases.
• Create a data spreadsheet that illustrates trending data for the service line.
• Competency 4: Communicate technical standards as they relate to various informatics technologies.
• Develop a scholarly video presentation of the measures and data for the service line.

Use the resources linked below to help complete this assessment.

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Producing Applications in Practice With Data

• McGonigle, D., & Mastrian, K. (2022).  Nursing informatics and the foundation of knowledge (5th ed.). Jones & Bartlett.  Available in the courseroom via the VitalSource Bookshelf link.
• Chapter 23, “Translational Research: Generating Evidence for Practice.”
• Kurniati, A. P., Rojas, E., Hogg, D., Hall, G., & Johnson, O. A. (2018, November 29).  The assessment of data quality issues for process mining in healthcare using Medical Information Mart for Intensive Care III, a freely available e-health record database .  Health Informatics Journal, 1–16.
• Shameer, K., Perez-Rodriguez, M. M., Bachar, R., Li, L., Johnson, A., Johnson, K. W., Glicksberg, B. S., Smith, M. R., Readhead, B., Scarpa, J., Jebakaran, J., Kovatch, P., Lim, S., Goodman, W., Reich, D., Kasarskis, A., Tatonetti, N. P., & Dudley, J. T. (2018). (2018).  Pharmacological risk factors associated with hospital readmission rates in a psychiatric cohort identified using prescriptome data mining .  BMC Medical Informatics and Decision Making,  18(Suppl. 3), 1–19.
• Vial, G. (2019).  Understanding digital transformation: A review and a research agenda .  The Journal of Strategic Information Systems,  28(2), 118–144.

Evidence-Based Development

• Ansaripour, A., Zendehdel, K., Tadayon, N., Sadeghi, F., Uyl-de Groot, C. A., & Redekop, W. K. (2018).  Use of data-mining to support real-world cost analyses: An example using HER2-positive breast cancer in Iran .  PloS One,  13(10), 1-16.
• Bjarnadottir, R. I., Bockting, W., Yoon, S., & Dowding, D. W. (2019).  Nurse documentation of sexual orientation and gender identity in home healthcare: A text mining study .  CIN: Computers, Informatics, Nursing,  37(4), 213-221.
• Ghorbani, R., & Ghousi, R. (2019).  Predictive data mining approaches in medical diagnosis: A review of some diseases prediction .  International Journal of Data and Network Science,  3(2), 47-70.
• Shi, J., Zheng, M., Yao, L., & Ge, Y. (2018).  Developing a healthcare Dataset Information Resource (DIR) based on semantic web .  BMC Medical Genomics,  11(Suppl. 5), 1-14.

Producing Applications in Practice With Evidence-Based Information

• Ahmed, S., Seddawy, A. I. E., & Nasr, M. (2019).  A proposed framework for detecting and predicting diseases through business intelligence applications .  International Journal of Advanced Networking and Applications,  10(4), 3951-3957.
• Ismail, W. N., Hassan, M. M., Alsalamah, H. A., & Fortino, G. (2018, August 1).  Mining productive-periodic frequent patterns in tele-health systems .  Journal of Network and Computer Applications,  115, 33-47.
• Jones, M. (2019).  What we talk about when we talk about (big) data .  Journal of Strategic Information Systems,  28(1), 3-16.
• Soleimani-Roozbahani, F., Ghatari, A. R., & Radfar, R. (2019).  Knowledge discovery from a more than a decade studies on healthcare big data systems: A scientometrics study .  Journal of Big Data,  6(1), 1-15.
• Yoo, S., Kim, S., Kim, E., Jung, E., Lee, K., & Hwang, H. (2018).  Real-time location system-based asset tracking in the healthcare field: Lessons learned from a feasibility study .  BMC Medical Informatics and Decision Making,  18(80), 1-10.

Scope and Standards of Practice

• American Nurses Association. (2015).  Nursing informatics: Scope and standards of practice  (2nd ed.) . Author.

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