Archive for month: August, 2020

The continued integration of information technology within the nursing profession is resulting in the development of nursing informatics as a distinct specialty. As with other specialty areas, nursing informatics has unique foundational documents, concepts, competencies, and functions. How might information technology competencies pertain to your professional practice?

This week focuses on the core competencies and scope and standards of practice in nursing informatics. If you are not specializing in nursing informatics, some functional areas will be more relevant to your professional role than others. Therefore, this week you will analyze the key functional areas of nursing informatics and consider competencies that would be useful in your professional role. In add

Students will:

• Analyze the key functional areas of nursing informatics
• Formulate a personal plan to improve health information technology competencies appropriate for your professional role
• Assess how information technology skills can improve nursing practice

ition, you assess how information technology skills can improve nursing practice.

Required Readings

American Nurses Association. (2015). Nursing informatics: Scope & standards of practice (2nd ed.). Silver Springs, MD: Author.

• “Functional Areas for Nursing Informatics”

  This chapter describes the key functional areas of nursing informatics. It also clarifies the roles of informatics nurse specialists and informatics nurses.

McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning.

• Chapter 7, “Informatics Roles

Note:

1 1/2 pages, 3 references, APA.

Let us discuss the care model for mental health and public health. Describe the research articles that would also support these care models. 

Are there any other care models that you found from the topic that you wrote for the project?    

Finding Sources of Evidence

An important step in the EBP process is reviewing the current body of literature to better understand the subject or topic in which you are interested. By conducting a review of the literature, you are building foundational knowledge about the topic; later, you can use this background to build new insights. Developing a strong grasp of a topic can only be garnered by taking the time to thoroughly search for relevant information and resources.

For this Discussion, you will practice searching the literature to find evidence on a specific topic.

To prepare:

Choose a simple search term(s) relating to a topic of your PICOT question.

Review the information on the evidence hierarchy discussed in Chapter 2 of the course text, in the article, “Facilitating Access to Pre-Processed Research Evidence in Public Health,” and in the multimedia presentation “Hierarchy of Evidence Pyramid,” found in this week’s Learning Resources.

Review the information on the Walden Library’s website, “Levels of evidence.” Take a few minutes to explore the different types of databases available for each level of evidence and focus on the meaning of filtered and non-filtered resources.

Conduct a literature search in the Walden Library on your selected topic using the databases that you reviewed. Use at least one database for each of the three levels of filtered information and at least one unfiltered database. Record the number of hits that you find at each level of the hierarchy of evidence.

Select one article from the results at each level of the hierarchy. Compare the articles based on the quality and depth of information. What would be the value of each resource if you were determining an evidence-based practice?

Post a summary of your search. Describe what topic you selected, the search term(s) that you used, and the number of results found at each level of the hierarchy. Compare the types of information found in the articles from different levels and the value of the information from each level. Highlight a useful tip that you could share with your colleagues about conducting an effective literature search.

Read a selection of your colleagues’ responses.

Respond to at least two of your colleagues on two different days using one or more of the following approaches:

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

Validate an idea with your own experience and additional sources.

Make a suggestion based on additional evidence drawn from readings, or after synthesizing multiple postings.

Required Readings

Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 2, “Evidence-Based Nursing: Translating Research Evidence into Practice” (Review pages 14–31)

Chapter 5, “Literature Reviews: Finding and Critiquing Evidence”

In this chapter, you focus on conducting a literature review. Topics include how to identify the relevant literature on a given topic and then how to critique the strengths and weaknesses of the literature that you have found. Finally, the chapter examines how to synthesize the research findings into a written literature review.

Houde, S. C. (2009). The systematic review of literature: A tool for evidence-based policy. Journal of Gerontological Nursing, 35(9), 9–12.

Retrieved from the Walden Library databases.

This article emphasizes the importance of systematic reviews of literature. The authors present an overview of resources that may assist in conducting systematic reviews.

Krainovich-Miller, B., Haber, J., Yost, J., & Jacobs, S. K. (2009). Evidence-based practice challenge: Teaching critical appraisal of systematic reviews and clinical practice guidelines to graduate students. Journal of Nursing Education, 48(4), 186–195.

Retrieved from the Walden Library databases.

This article reviews the features of the TREAD Evidence-Based Practice Model. In particular, the authors of this article stress how the model emphasizes the use of standardized critical appraisal tools and Level I evidence.

Robeson, P., Dobbins, M., DeCorby, K., & Tirilis, D. (2010). Facilitating access to pre-processed research evidence in public health. BMC Public Health, 10, 95.

Retrieved from the Walden Library databases.

This article describes a hierarchy of pre-processed evidence and how it is adapted to the public health setting. The authors identify a range of resources with relevant public health content.

 Walden Student Center for Success. (2012). Clinical Question Anatomy. Retrieved July 9, 2014, from http://academicguides.waldenu.edu/content.php?pid=183871&sid=2950360 

 Barker, J. (n.d.) Basic search tips and advanced Boolean explained. Retrieved August 3, 2012, from http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Boolean.pdf 

This resource provides a graphical representation of different approaches to research and gives examples of each.

 Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks. Evidence Based Library and Information Practice, 6(2), 75–80. Retrieved from https://ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144 

This article reviews the frameworks commonly used to assist in generating answerable research questions. The author recommends considering the individual elements of the frameworks as interchangeable (depending upon the situation), rather than trying to fit a situation to a specific framework.

 Walden University Library. (2012). Levels of evidence. Retrieved from http://academicguides.waldenu.edu/c.php?g=80240&p=523225

This guide provides a listing of evidence-based clinical resources, including systematic reviews and meta-analyses, critically appraised topics, background information and expert opinions, and unfiltered resources.

 Indiana State University. (n.d.). Database search strategies. Retrieved July 6, 2012, from http://libguides.indstate.edu/content.php?pid=118904&sid=1065428 

In this resource, the most common types of database searches are highlighted. It includes topics such as nesting searches, phrase searches, and using synonyms of key words in the search.

 Library of Congress Online Catalog. (2008). Boolean searching. Retrieved from http://catalog.loc.gov/help/boolean.htm

This web page provides a basic overview of Boolean searches and provides simple examples of key search terms.

 Walden University. (n.d.b.). Searching and retrieving materials in the research databases. Retrieved August 10, 2012, from http://academicguides.waldenu.edu/foundationscoursedocs/SearchingRetrieving

This resource provides tips for searching in the Walden Library. It includes a guide to keyword searches, an explanation of Boolean searches, and tips on locating specific journals or articles. 

 Document: Course Project Overview (Word document)

Note: You will use this document to complete the Project throughout this course. 

Media

Laureate Education (Producer). (2012e). Finding resources for EBP. Baltimore, MD: Author.

Note: The approximate length of this media piece is 6 minutes.

In this video, Dr. Marianne Chulay identifies sources where nurses can find evidence to support their practices. She provides several examples of resources that provide specific information about best practices in health care.

Accessible player  

Laureate Education (Producer). (2012f). Finding sources of evidence. Baltimore, MD: Author. 

Note: The approximate length of this media piece is 9 minutes.

Dr. Kristen Mauk explains the process of performing a literature review in this video. She provides advice for nursing students in browsing databases and analyzing sources of evidence.

Accessible player  

 Laureate Education (Producer). (2012g). Hierarchy of evidence pyramid. Baltimore, MD: Author.

This multimedia piece explains the hierarchy of evidence pyramid. The piece offers definitions and key information for each level of the pyramid.

Kayla is making place mats in the shape of a rectangle. the placemats are red with a blue border. she has enough blue to put a border of 44 inches around each place mat. each place mat is 14 inches long. what is height of each place mat? explain how to find the height. oops it’s supposed to be math

The APRN specialties include several options, such as Nurse Practitioners, Nurse Anesthetists, or other roles.  They all require the minimum of a master’s degree to work in their field to provide care to patients. Nurse Practitioners are trained to assess, diagnose, and treats a patient in specialized settings such as mental health, women health, or pediatric.  A Nurse Anesthesia administer anesthesia before surgery and monitor patient’s recovery.  They can work where ever anesthesia’s is delivering, such as hospitals, pain management specialties, dental offices or plastic surgeries.  

Nurse Practitioners (NP) represent the most dominant largest group of advanced practice registered nurses that deliver primary care serving patient’s in a wide range of settings.  They can apply skills in technology and information literacy and engage in practice inquiry to improve health outcomes, policy, and health care delivery.  Areas, of increased knowledge, skills, collaboration, complex decision making, leadership, and the business of health care (Harmic, 2014).  A Physician Assistant (PA) is part of the medical team that practices medicine under the direction of a supervising physician. They may order interpret the test, such as lab work and Xrays, perform exams and prescribed various procedures.  

Both Physician Assistant and Nurse Practitioners requires a formal degree of education and are trained to provide care to a variety of patients.  NP may also need to apply for additional responsibilities at the state level, such as prescribed medication.  Physician assistant medical exam is called physician assistant national certifying examination (PANCE) and do not require a complete residency.  Nurse Practitioners can sit for either the American nurses credentialing center (ANCC) or the American Academy of Nurse Practitioners (AANP) certified exam. NP exam is more specific to population focus, such as pediatric, prenatal, geriatric and adolescent. A Physician Assistant works in close collaboration related to that of their supervising physician.  NP is autonomy and can work solo and decide how long they want to work. Also, they can carry out some tasks independently without supervision by a physician, depending on state laws (Cresswell, 2013).  Both can specialize and work in particular areas of medicine.

Some of the similarities of the roles are the requirements of a license to practice and continuing education courses.  They provide direct care with a broad range of patients in their fields. All three specialties play important roles in the health care settings.

References

Hamric, A. B., Hanson, C. M., Tracy, M. F., & O’Grady, E. (2014). Advanced practice nursing: an integrative approach (5th ed.). St. Louis, MO: Elsevier/Saunders.

Cresswell, S. (2013). What’s the difference between a physician assistant and nurse practitioners? Retrieved from http://www.gapmedics.com