Feb 23, 2024 NR 361 Week 6: Interview With a Nurse Information Expert
NR 361 Week 6: Interview With a Nurse Information Expert
NR 361 Week 6: Interview With a Nurse Information Expert
The purpose of this assignment is to
communicate your understanding of the importance of quality information in everyday nursing practice;
discuss the roles and responsibilities of a nursing information expert; and
Struggling to Meet Your Deadline?
Get your assignment on NR 361 Week 6: Interview With a Nurse Information Expert done on time by medical experts. Don’t wait – ORDER NOW!
Meet my deadline
articulate how the professional nurse uses information and data in everyday practice to improve outcomes.
Nursing workflow is unique and it is very important that we have an input on any design that will impact our job’s workflow. A basic example we experienced at my hospital is when one of our telemetry units was remodeled and the nurses were not asked for any input. The flow of the nurse’s station was so dysfunctional, it was set up like a classroom. The computers were set up in rows so close together that it made it virtually impossible to respond quickly to alarms or any urgent situation for that matter. We had to practically climb over one another. This added to a decrease in response time to alarms which was an increase for patient risk of injury. It was a costly mistake and the unit was redesigned. Now the trend is to consult the individual unit to better understand the needs of the particular specialty in regards to its workflow. Luckily there was a lot of nursing input considered when my facility chose to go with a new operating system. We chose Epic.
Bed alarm fatigue is also an issue at my workplace. One thing that helps, aside from making sure staff is deactivating the alarm prior to getting patients up, is the alarm sensitivity buttons. Our bed alarm sensitivity can be adjusted based on weight or increased risk. I can appreciate your suggestion of a decreased ratio however, I don’t believe I will experience that anytime soon.
Course Outcomes
This assignment enables the student to meet the following Course Outcomes.
CO 1: Describe patient-care technologies as appropriate to address the needs of a diverse patient population. (PO 1)
CO 4: Investigate safeguards and decision-making support tools embedded in patient care technologies and information systems to support a safe practice environment for both patients and healthcare workers.
CO 8: Discuss the value of best evidence as a driving force to institute change in delivery of nursing care. (PO 8)
Points
This assignment is worth a total of 225 points.
Due Date
This assignment, Interview With a Nursing Information Expert, is due in Week 6. Post questions to the Q & A Forum. Contact your instructor if you need additional assistance. See the Policies regarding late assignments. Failure to submit your paper on time will result in a deduction of points. Be sure to submit your assignment.
You are required to use the assignment specific item(s) (article/systematic review/topic/form/templates) or you will earn a “0” for the assignment. In addition, assignments that do not follow the current guidelines or use the required item, as defined above, will be evaluated for evidence of an academic integrity violation.
After the due date, there will be no opportunity for revision or resubmission of assignments that have been uploaded to the submission area. This includes blank, incomplete, incorrect file, and/or incorrect file format documents. It is your responsibility to submit the correct completed assignment in the correct format to the correct submission area. Your last submission before the due date will be graded. You may not resubmit after the due date with a different file and incur a late deduction per the Late Assignment policy.
Directions
Download the required NR361 Interview Form (Links to an external site.)Links to an external site., which will be used to complete this assignment.
You are required to complete the form using the productivity tools required by Chamberlain University, which is Microsoft Office Word 2013 (or later version), or Windows and Office 2011 (or later version) for MAC. You must save the file in the “.docx” format. Do NOT save as Word Pad. A later version of the productivity tool includes Office 365, which is available to Chamberlain students for FREE by downloading from the student portal at http://my.chamberlain.edu (Links to an external site.)Links to an external site.. Click on the envelope at the top of the page.
Select your interviewee and schedule an interview. This individual must be a Registered Nurse. Job titles of RNs who may be considered include, but are not limited to, nursing clinical information manager, super user, director/manager clinical education, chief information officer, quality assurance or performance improvement nurse, nurse informaticist, telenursing specialist, nurse abstractor, case manager, or compliance nurse. If you have any concerns about whether the RN is suitable for this assignment, contact your instructor before you schedule the interview.
Review all questions (areas of inquiry) on the Interview Form prior to conducting the interview. You may print the form and take it with you to the interview.
Note that there are five required questions to ask the RN.
Also Read: HIM 650 Topic 1 DQ 1 Describe the purpose of a database in health care and provide an example of one utilized locally, statewide, and nationally
Note that there are four optional questions. You need to select only one of these to ask the RN.
Note that there are two follow-up questions you must answer.
Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NR 361 Week 6: Interview With a Nurse Information Expert
NR 361 Week 6: Interview With a Nurse Information Expert
Prior to conducting your interview, review two scholarly resources. These resources should guide your understanding of the RN’s role and responsibilities or make you more knowledgeable about GIGO, interprofessional communication, or other key concepts in the questions that you may not fully understand. For example, if your interviewee is a telenurse, you would want to review information on this specialty. If you do not know what GIGO means, look it up.
Conduct your interview. The length of your interview will vary but should not exceed 1 hour.
Submit the completed interview form prior to the deadline outlined above.
Assignment RubricExcellent Good Fair PoorIn 3–4 pages, address the following:
A description of how the assessment tool or diagnostic test you were assigned is used in healthcare.o What is its purpose?o How is it conducted?o What information does it gather? Points Range: 30 (30%) – 35 (35%)The response clearly, accurately, and with specific detail describes how the assessment tool or diagnostic test assigned is used in healthcare, including its purpose, how it is conducted, and what information it gathers. Points Range: 24 (24%) – 29 (29%)The response accurately describes how the assessment tool or diagnostic test assigned is used in healthcare, including its purpose, how it is conducted, and what information it gathers. Points Range: 18 (18%) – 23 (23%)The response vaguely and/or with some inaccuracy describes how the assessment tool or diagnostic test assigned is used in healthcare, including its purpose, how it is conducted, and what information it gathers. Points Range: 0 (0%) – 17 (17%)The response is inaccurate or missing descriptions of how the assessment tool or diagnostic test assigned is used in healthcare, including its purpose, how it is conducted, and what information it gathers.Based on your research, evaluate the test or the tool’s validity and reliability, and explain any issues with sensitivity, reliability, and predictive values. Points Range: 45 (45%) – 50 (50%)The response accurately and thoroughly evaluates the test or tool’s validity and reliability, and explains any issues with clear sensitivity, reliability, and predictive values. Student’s research is clear, accurate, and appropriate for the evaluation. Points Range: 39 (39%) – 44 (44%)The response accurately evaluates the test or tool’s validity and reliability, and explains any issues with sensitivity, reliability, and predictive values. Student’s research is somewhat clear, accurate,and appropriate for the evaluation. Points Range: 33 (33%) – 38 (38%)The response vaguely and/or with some inaccuracy evaluates the test or tool’s validity and reliability, and explains any issues with some sensitivity, reliability, and predictive values. Student’s research is vague or inaccurate for the evaluation. Points Range: 0 (0%) – 32 (32%)“The response is inaccurate and/or missing evaluations of the test or tool’s validity and reliability, with explanations of any issues missing or lacking sensitivity, reliability, and predictive values. Student’s research is missing, inaccurate, or lacking for the evaluation.Written Expression and Formatting – Paragraph Development and Organization:Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria. Points Range: 5 (5%) – 5 (5%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria. Points Range: 4 (4%) – 4 (4%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive. Points Range: 3 (3%) – 3 (3%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic. Points Range: 0 (0%) – 2 (2%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided.Written Expression and Formatting – English writing standards:Correct grammar, mechanics, and proper punctuation Points Range: 5 (5%) – 5 (5%)Uses correct grammar, spelling, and punctuation with no errors. Points Range: 4 (4%) – 4 (4%)Contains a few (1 or 2) grammar, spelling, and punctuation errors. Points Range: 3 (3%) – 3 (3%)Contains several (3 or 4) grammar, spelling, and punctuation errors. Points Range: 0 (0%) – 2 (2%)Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list. Points Range: 5 (5%) – 5 (5%)Uses correct APA format with no errors. Points Range: 4 (4%) – 4 (4%)Contains a few (1 or 2) APA format errors. Points Range: 3 (3%) – 3 (3%)Contains several (3 or 4) APA format errors. Points Range: 0 (0%) – 2 (2%)Contains many (≥ 5) APA format errors.Total Points: 100
Criteria for Content
Scholarliness: In this category, the student will conduct a search of the current databases and locate valid, relevant, and reliable information for the required topic. Each reference must be scholarly.
Application of Course Knowledge: In this category, the student demonstrates the ability to analyze and apply principles, knowledge, and information learned in the course lesson and outside readings. This information is then applied to a real-life professional situation as an example.
Interactive Dialogue: In this category, the minimum requirements are to provide an initial posting to the graded threaded discussion topic by Wednesday, 11:59 pm MT of each week. In addition, one peer response and one instructor response are required. These postings must be completed by Sunday, 11:59 pm MT of each week. The initial posting, peer response, and instructor response must be on 3 separate days.
Grammar, Syntax, APA: Proper grammar, APA, and syntax is required for all posts. Students should follow the APA Manual 6th Edition. Additional APA information is available in Course Resources.
Participation Requirement: One initial posting, one peer response and one instructor response (for a total of 3 posts for the week) are required on 3 separate days.
Participation Deadline: The student must provide a substantive response to the graded threaded discussion topic. This must be posted by Wednesday, 11:59 pm MT of each week. Peer and instructor responses must be posted by Sunday, 11:59 pm MT.
For week 8 only: the required postings are amended due to the shorter week. Two posts are required. One initial post and either a peer response or an instructor response. Initial post must be a minimum of 200 words and the peer or instructor response must be a minimum of 100 words. Both posts are required to be on two separate days. All posts must be made by Wednesday, 11:59 pm MT.
Criteria for Format and Special Instructions
Instructor reserves the right to submit any threaded discussion posting to TurnItIn in order to verify the originality.
When journals are used as the outside source of information, it is preferred that the journal be peer reviewed. The Chamberlain online librarian is very helpful in assisting you to find an article related to your topic. If you have questions concerning scholarly sources, please refer to the handout entitled “What is a scholarly source” located under “Course Resources” tab.
Web sites vary in quality and scholarship. It is the responsibility of the student to determine the scholarly nature of the web site. If the instructor determines that the site failed to demonstrate scholarship, points maybe deducted. Students are cautioned to use care regarding .com sites. Some .com sites are excellent such as American Heart Association, but others are built by individuals and scholarliness is lacking. It is recommended that you check with your instructor before using a .com website as a reference.
Only one small quote (15 words or less) within the entire initial posting is acceptable. It is expected that the student will paraphrase the information when presenting information from a scholarly source. The scholarly source(s) for the paraphrased information must be cited using APA format. Do not include a number of small quotes even if they are just a few words as your instructor considers a quote to be a quote no matter its limited size.
Late Assignment Policy
Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment.
In the event of an emergency that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student’s rationale for the request and make a determination based on the merits of the student’s appeal. Consideration of the student’s total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending.
This Policy applies to assignments that contribute to the numerical calculation of the course letter grade.
Evaluation Methods
The maximum score in this class is 1,000 points. The categories, which contribute to your final grade, are weighted as follows.
Graded Item
Points
Weighting
Discussion (50 points, Weeks 1–7; 25 points, Week 8)
375
37.5%
Shared Governance Model Paper (Week 3)
200
20%
Management of Power Paper (Week 5)
200
20%
Executive Summary (Week 7)
225
22.5%
Total
1,000
100%
No extra credit assignments are permitted for any reason.
All of your course requirements are graded using points. At the end of the course, the points are converted to a letter grade using the scale in the table below. Percentages of 0.5% or higher are not raised to the next whole number. A final grade of 76% (letter grade C) is required to pass the course.
Letter Grade
Points
Percentage
A
940–1,000
94% to 100%
A-
920–939
92% to 93%
B+
890–919
89% to 91%
B
860–889
86% to 88%
B-
840–859
84% to 85%
C+
810–839
81% to 83%
C
760–809
76% to 80%
F
759 and below
75% and below
NOTE:To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.
Students agree that, by taking this course, all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.
Participation for MSN
Threaded Discussion Guiding Principles
The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
Participation Guidelines
Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.
Direct Quotes
Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.
Grading Rubric Guidelines
Performance Category
10
9
8
4
0
Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic decisions.
Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
Evaluates literature resources to develop a comprehensive analysis or synthesis.
Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
Evaluates information from source(s) to develop a coherent analysis or synthesis.
Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
Demonstrates little or no understanding of the topic.
Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
Information is taken from source(s) without any interpretation/evaluation.
The posting uses information that is not valid, relevant, or reliable
No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
Information is not valid, relevant, or reliable
Performance Category
10
9
8
4
0
Application of Course Knowledge –
Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations
Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
Applies concepts to personal experience in the professional setting and or relevant application to real life.
Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
Applies concepts to personal experience in their professional setting and or relevant application to real life
Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
Posts do not adequately address the question posed ei
Order a similar assignment, and have writers from our team of experts write it for you, guaranteeing you an A
