Feb 23, 2024 NR 512 Week 5 Health IT Hot Topic of the Week Assignment How Informatics Can Prevent Patient Identification Errors
NR 512 Week 5 Health IT Hot Topic of the Week Assignment How Informatics Can Prevent Patient Identification Errors
NR 512 Week 5 Health IT Hot Topic of the Week Assignment How Informatics Can Prevent Patient Identification Errors
My employer follows strict regulations when it comes to the security of patient health information, as it is required in order for the hospital to achieve Magnet status. They employ many strategies to protect patient information which include mandatory PHI training, data entry programs with automatic timeout features, 90-day password resets, and a break-the-glass feature in order to access a restricted patient chart. Hospital staff is educated about the importance of protecting patient information from the time they are oriented to the job and quarterly thereafter. Nurses are discouraged from discussing patient information outside of bedside report on a regular basis, this includes any casual conversation that they may have in the elevator or in the cafeteria. Additionally, nurses are discouraged from using their smartphone during their shift or while interacting with patients to avoid accidentally revealing a patients image, likeness or personal information. Polito (2012) warns that as healthcare providers we must mindful when it comes to safeguarding privacy, of the uncertainty of reliable sources of health information received, and the emerging policies and laws how personal patient electronic information is communicated through the internet with every patient, every time.
Reference
Polito, J. M. (2012). Ethical Considerations in Internet Use of Electronic Protected Health Information. Neurodiagnostic Journal, 52(1), 34-41.
I currently work as an epic consultant; implementing “go live” projects throughout the states when my health permits and we have several strategies in place to secure patient information. Our company many times are assisting facilities to go from paper to computerized charting for the first time and PIH security is one of the major concerns during this implementation. One of the major secure strategies we have put in place is assisting all health care providers to creating a personal and secure login to the epic system. This secure login is personal to the user and should not be shared with anyone. Accessing a patient’s chart should be done on a need to know basis and login activity is frequently monitored to unsure patient safety and security. Nurses, providers, and ancillary staff are required to undergo epic training which includes HIPPA guidelines, safe and secure login/logouts, and policies and procedures related to facility’s guidelines to accessing a chart. We also have “hard stops” that require health care providers to indicate the role and reason for accessing a chart for patients we consider to be VIP: employees, individuals with very sensitive information in their chart, public figures, individuals in police custody, patient’s suspected of being abused, and psych patients. All access into these charts are closely monitored and unauthorized access can lead to immediate termination. Patient security of information is everyone responsibility and during “go lives” it takes a village to remind end users to login, logout, protect screens on WOWS from on lookers, and be mindful of surroundings. PHIs are shared among different systems and health care providers and this openness raises considerable concern about patient privacy owing to the possibility of unauthorized access or misuse owing to improper security implementation (Rezaeibagha, Than, and Susilo, 2015).
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Reference:
Rezaeibagha, F., Khin Than, W., & Susilo, W. (2015). A systematic literature review on security
and privacy of electronic health record systems: technological perspectives: Health
Information Management Journal, 44(3), 23-38. Doi:10.12826/18333575.2015.0001.
Rezaeibagha.
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NR 512 Week 5 Health IT Hot Topic of the Week Assignment How Informatics Can Prevent Patient Identification Errors
NR 512 Week 5 Health IT Hot Topic of the Week Assignment How Informatics Can Prevent Patient Identification Errors
NR512Health IT Topic of Week AssignmentGuidelines with Scoring RubricPurposeThis assignment is designed to help studentsDevelop an appreciation for informatics, basic skills and knowledge required in practice settings.Students will select a “hot” or popular topic of particular interest to their practice to discuss. The topic will be selected from the website using the link provided in the course Assignments section.Course OutcomesThrough this assignment, the student will demonstrate the following ability.(CO 6) Describe health information systems within healthcare setting and the profession of nursing in all practice domains and settings including electronic health records (EHR), their management and patient-care information technology (IT). (PO 4)(CO 7) ExploretrendsandissuesinNIandtheirimpactonnursingpracticeinall domains.(POs9,11)Due Date: Sunday 11:59 p.m. MT at the end of Week 5.Total Points Possible: 125RequirementsStudents will login to Fierce EMR and Fierce Health IT using the link provided in the course Assignments and select a “current/popular” topic of the week that may impact their practice. Students, in a professionally developed paper, will discuss the rationale for choosing the topic, how it will impact practice in a positive or negative manner, citing pros and cons. Include a discussion of how informatics skills and knowledge were used in the process relevance to developing the assignment. In the conclusion, provide recommendations for the future. Submit completed Fierce Health IT Topic paper for Wk. 5 to drop box by end of Week 5.Preparing the paper1. The Fierce EMR and Fierce Health IT Current/Popular Topic of the Week assignment must be a professional, scholarly prepared paper. See the guidelines for writing a professional, scholarly paper in the Course Resources. The professional paper will have an introduction, body of paper to explain what you are doing, summary/conclusion, and at least three scholarly references.2. Required texts may be used as references, but a minimum of three sources must be from outside of course readings.3. All aspects of the paper must be in APA format as expressed in the 6th edition.4. The paper (excluding the title page, introduction and reference page) is 4-6 pages in length.5. Ideas and information from professional sources must be cited correctly.6. Grammar, spelling, punctuation, and citations are consistent withformal academic writing
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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 either by the discussion prompt or the instructor’s launch post.
Posts are superficial and do not reflect an understanding of the lesson content
Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category
5
4
3
2
0
Interactive Dialogue
Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.
(5 points possible per graded thread)
Exceeds minimum post requirements
Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
Replies to a post posed by faculty and to a peer
Summarizes what was learned from the lesson, readings, and other student posts for the week.
Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
Replies to a question posed by a peer
Summarizes what was learned from the lesson, readings, and other student posts for the week.
Meets expectations of 2 posts on 2 different days.
The main post is not made by the Wednesday deadline
Does not reply to a question posed by a peer or faculty
Has only one post for the week
Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
Does not post to the thread
No connections are made to the topic
Minus 1 Point
Minus 2 Point
Minus 3 Point
Minus 4 Point
Minus 5 Point
Grammar, Syntax, APA
Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.
Points deducted for improper grammar, syntax and APA style of writing.
The source of information is the APA Manual 6th Edition
2-3 errors in APA format.
Written responses have 2-3 grammatical, spelling, and punctuation errors.
Writing style is generally clear, focused, and facilitates communication.
4-5 errors in APA format.
Writing responses have 4-5 grammatical, spelling and punctuation errors.
Writing style is somewhat focused.
6-7 errors in APA format.
Writing responses have 6-7 grammatical, spelling and punctuation errors.
Writing style is slightly focused making discussion difficult to understand.
8-10 errors in APA format.
Writing responses have 8-10 grammatical, spelling and punctuation errors.
Writing style is not focused, making discussion difficult to understand.
Post contains greater than 10 errors in APA format.
Written responses have more than 10 grammatical, spelling and punctuation errors.
Writing style does not facilitate communication.
The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost
-5 points lost
Total Participation Requirements
per discussion thread
The student answers the threaded discussion question or topic on one day and posts a second response on another day.
The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement
per discussion thread
The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.
The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.
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.
What resources or strategies are entertained in your practice setting to secure patient health information (PHI)?
We have quite a few strategies and resources to secure patient health information that come to mind. I will start with being an authorized user who must have a log-on and password in order to enter our system. The password will change every 90 days or less and after 3 failed attempts to log-on into the system the users account will be locked until the IT department corrects the issue with a verified user.
All computers in my facility have an automatic log-off feature when not in use for more than 3 minutes. This is an extra layer of security incase an employee forgot to log-off or had to run-off for an emergency. We are also not allowed to leave even a single sheet of paper with patient information unattended. Even if turned over, the fact that someone can turn it back over makes it a risk for privacy.
Any family member or friend who calls to inquire about a patient’s condition must be able to give a 4-digit code that is only given to the patient. So, if the patient has given the family member or friend the code then you may give information about their status, however I still attempt to sway away from that if the patient is A&O x’s4. If the patient needs more education on their condition I would rather do that so they can relay the info themselves. If the patient is simply having a hard time explaining a situation I’m always more than happy to help.
We also have annual required and updated education for HIPAA which covers many topics and now even includes violations for social-media and personal electronic devices. Other topics include use of email, fax machines and talking is public areas to name a few.
We go to great lengths at my facility to protect patient privacy with even our IT department sending us notifications of new and potentially dangerous email threats. It takes a whole department to constantly be surveilling for potential dangers and sometimes that still isn’t enough.
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