DeVRY NR 361-Week 6 Assignment: Interview with a Nurse Information Expert
Chamberlain University DeVRY NR 361-Week 6 Assignment: Interview with a Nurse Information Expert– Step-By-Step Guide
This guide will demonstrate how to complete the Chamberlain University DeVRY NR 361-Week 6 Assignment: Interview with a Nurse Information Expert assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for DeVRY NR 361-Week 6 Assignment: Interview with a Nurse Information Expert
Whether one passes or fails an academic assignment such as the Chamberlain University DeVRY NR 361-Week 6 Assignment: Interview with a Nurse Information Expert depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for DeVRY NR 361-Week 6 Assignment: Interview with a Nurse Information Expert
The introduction for the Chamberlain University DeVRY NR 361-Week 6 Assignment: Interview with a Nurse Information Expert is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
How to Write the Body for DeVRY NR 361-Week 6 Assignment: Interview with a Nurse Information Expert
After the introduction, move into the main part of the DeVRY NR 361-Week 6 Assignment: Interview with a Nurse Information Expert assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for DeVRY NR 361-Week 6 Assignment: Interview with a Nurse Information Expert
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for DeVRY NR 361-Week 6 Assignment: Interview with a Nurse Information Expert
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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Interview with a Nursing Information Expert
Purpose
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
articulate how the professional nurse uses information/data
in every day practice to improve outcomes.
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 at the end of Week 6. Submit your completed Interview, using the
Interview Form, by Sunday, 11:59 p.m. MT. 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.
Directions
Download the NR361 Interview Form (Links to an external
site.)Links to an external site., which will be used to complete this
assignment.
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/Manger Clinical Education; Chief Information Officer; Quality
Assurance or Performance Improvement Nurse; Nurse Informaticist; Telenursing
Specialist; Nurse Abstractor; Case Manager; 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 there are five required questions to ask the RN.
Note there are four optional questions. You need to select
only one of these to ask the RN.
Note there are two follow-up questions that must be answered
by you.
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 one hour.
Submit the completed interview form prior to the deadline
outlined above.
Sample Answer for DeVRY NR 361-Week 6 Assignment: Interview with a Nurse Information Expert
Presentation Areas
As healthcare delivery evolves due to the increased use of health technologies, mHealth apps have become commonplace. Such apps have allowed patients to self-manage health and interact with care providers. Since positive outcomes are realized when patients use mHealth apps securely, teaching them about an app’s features, secure usage, and effective use is crucial. The purpose of this presentation is to explore an appropriate mHealth app and its usage in disease control and management. Focus areas include a patient scenario necessitating the use of an app, a detailed description of the mHealth app, content to teach the patient, and teaching evaluation.
Patient Scenario
Frank Jones presents himself at the community health center with type 2 diabetes, whose management has become a significant family problem. Frank has struggled to keep glucose levels within the desired health range in the past six months. Other concerns include carb intake control and timely data sharing with his doctor. As a result, he wants advice and medical assistance on overcoming these problems and achieving good health. Based on his concerns and questions, Frank shows readiness to learn about the effective management of type 2 diabetes. The focus of patient education should be showing him how to use mHealth for better disease management.
mHealth Application
An appropriate app for the patient is MySugr, which is highly rated for comprehensive diabetes management. The app aims to guide patients on diabetes control and effective management by guidance on carb counting, continuous glucose tracking, and bolus dose estimations (mySugr GmbH, 2021). Depending on how it is customized, the app can provide weekly, monthly, or annual reports on the patient’s glucose levels. The app is a valuable health management resource for patients with type 1, 2, and gestational diabetes. It is available on Apple Store and Google Play and compatible with iPhone and Android devices. Other features in the app for improved health outcomes include reminders, such as blood sugar changes after an intensive workout.
Teaching
Effective type 2 diabetes depends on how well the patient controls blood sugar. The objective should be keeping blood sugar within the desired range, which also reduces the risk of heart disease and other serious problems (CDC, 2022). For the app to guide the patient effectively on A1c estimation, adequate and accurate data are mandatory. As a result, the patient should enter at least 21 blood sugar values weekly for at least four days. Skipping two days in a row results into a gap. If the gap detects the gap, it does not calculate and display A1c values. Therefore, the patient must keep feeding the app with the necessary data to achieve optimal health outcomes.
mHealth apps offer a massive opportunity for patients to manage their health. Like many other apps, mySugr is vulnerable to many risks that all users should understand and avoid to promote safe use. Due to the collection and sharing of private data, mHealth app users should be wary of data breaches and potential loss of private information. Preventing these risks requires a multifaceted approach combining measures such as restricting access, using ad-free versions, and not sharing the phone with others. mySugr app users should also stick to its privacy policy. For secure use, Akbar et al. (2020) advise mHealth users to report known and emerging safety concerns for timely intervention. Importantly, all users should seek professional assistance when they encounter a challenge.
Teaching
(Interpreting and Acting on the Information)
Data is critical to effective control and management of type 2 diabetes. Since it should be meaningful, mySugr users generate reports that contain health data estimates. Since patients with diabetes should monitor their health continually, reports should be generated and evaluated every two weeks. The data is available from the downloads folder and easily accessible by the user. Next, the patient should compare the reported data with the recommended health ranges to determine whether there are performance gaps. Next, they should share data with their healthcare providers, which allows nurses and other professionals to offer informed guidance (Bradway et al., 2020). For instance, the nurse will guide the patient on exercise improvement, dietary modifications, and other interventions for improved results.
Evaluation
Knowledge evaluation helps to determine whether learning outcomes were achieved (Giddens, 2022). Since the teaching focuses on mySugr app usage, the patient will demonstrate how to estimate A1c levels using the app. As this happens, the teacher will examine whether the patient can provide adequate and accurate data and use the app seamlessly. If an issue emerges, the educator should be able to assist the patient and guide them appropriately. How the patient uses the app can also demonstrate whether they are confident using it. Therefore, the evaluation is holistic and designed to assess whether patients can utilize technology for effective type 2 diabetes management.
As already noted, data on the patient’s performance is provided as reports. The app allows users to customize report generation, implying that it can be obtained when needed. In this area, the patient will use the app to demonstrate the report generation process, data access, and data sharing with healthcare providers. Doing so will allow the educator to determine whether the patient will track their health as expected and can readily share data with providers for informed guidance. Data sharing will also demonstrate whether the patient can adhere to the recommended data security essentials to facilitate ethical and professional use of health technologies.
References
Akbar, S., Coiera, E., & Magrabi, F. (2020). Safety concerns with consumer-facing mobile health applications and their consequences: a scoping review. Journal of the American Medical Informatics Association: JAMIA, 27(2), 330–340. https://doi.org/10.1093/jamia/ocz175
Bradway, M., Giordanengo, A., Joakimsen, R., Hansen, A. H., Grøttland, A., Hartvigsen, G., Randine, P., & Årsand, E. (2020). Measuring the effects of sharing mobile health data during diabetes consultations: protocol for a mixed method study. JMIR Research Protocols, 9(2), e16657. https://doi.org/10.2196/16657
CDC. (2022). Manage blood sugar. https://www.cdc.gov/diabetes/managing/manage-blood-sugar.html#:~:text=It’s%20important%20to%20keep%20your,improve%20your%20energy%20and%20mood.
Giddens, J. F. (2022). Mastering concept-based teaching and competency assessment-e-book. Elsevier Health Sciences.
mySugr GmbH. (2021). mySugr – Diabetes tracker log [Mobile app). App Store. https://apps.apple.com/us/app/mysugr-diabetes-tracker-log/id516509211
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Name: Assignment Rubric
| Excellent | Good | Fair | Poor | |||
| Summarize your interpretation of the frequency data provided in the output for respondent’s age, highest school grade completed, and family income from prior month. | 32 (32%) – 35 (35%)
The response accurately and clearly explains, in detail, a summary of the frequency distributions for the variables presented. The response accurately and clearly explains, in detail, the number of times the value occurs in the data. The response accurately and clearly explains, in detail, the appearance of the data, the range of data values, and an explanation of extreme values in describing intervals that sufficiently provides an analysis that fully supports the categorization of each variable value. The response includes relevant, specific, and appropriate examples that fully support the explanations provided for each of the areas described. |
28 (28%) – 31 (31%)
The response accurately summarizes the frequency distributions for the variables presented. The response accurately explains the number of times the value occurs in the data. The response accurately explains the appearance of the data, the range of data values, and explains extreme values in describing intervals that provides an analysis which supports the categorization of each variable value. The response includes relevant, specific, and accurate examples that support the explanations provided for each of the areas described. |
25 (25%) – 27 (27%)
The response inaccurately or vaguely summarizes the frequency distributions for the variables presented. The response inaccurately or vaguely explains the number of times the value occurs in the data. The response inaccurately or vaguely explains the appearance of the data, the range of data values, and inaccurately or vaguely explains extreme values. An analysis that may support the categorization of each variable value is inaccurate or vague. The response includes inaccurate and irrelevant examples that may support the explanations provided for each of the areas described. |
0 (0%) – 24 (24%)
The response inaccurately and vaguely summarizes the frequency distributions for the variables presented, or it is missing. The response inaccurately and vaguely explains the number of times the value occurs in the data, or it is missing. The response inaccurately and vaguely explains the appearance of the data, the range of data values, and an explanation of extreme values, or it is missing. An analysis that does not support the categorization of each variable values is provided, or it is missing. The response includes inaccurate and vague examples that do not support the explanations provided for each of the areas described, or it is missing. |
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| Summarize your interpretation of the descriptive statistics provided in the output for respondent’s age, highest school grade completed, race and ethnicity, currently employed, and family income from prior month. | 45 (45%) – 50 (50%)
The response accurately and clearly summarizes in detail the interpretation of the descriptive statistics provided. The response accurately and clearly evaluates in detail each of the variables presented, including an accurate and complete description of the sample size, the mean, the median, standard deviation, and the size and spread of the data. |
40 (40%) – 44 (44%)
The response accurately summarizes the interpretation of the descriptive statistics provided. The response accurately explains evaluates each of the variables presented, including an accurate description of the sample size, the mean, the median, standard deviation, and the size and spread of the data. |
35 (35%) – 39 (39%)
The response inaccurately or vaguely summarizes the interpretation of the descriptive statistics provided. The response inaccurately or vaguely evaluates each of the variables presented, including an inaccurate or vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data. |
0 (0%) – 34 (34%)
The response inaccurately and vaguely summarizes the interpretation of the descriptive statistics provided, or it is missing. The response inaccurately and vaguely evaluates each of the variables presented, including an inaccurate and vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data, or it is missing. |
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| 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 is provided which delineates all required criteria. |
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria. |
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 is stated, yet is brief and not descriptive. |
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 is vague or off topic. |
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 was provided. |
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| Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation |
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors. |
4 (4%) – 4 (4%)
Contains a few (1 or 2) grammar, spelling, and punctuation errors. |
3 (3%) – 3 (3%)
Contains several (3 or 4) grammar, spelling, and punctuation errors. |
0 (0%) – 2 (2%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. |
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| Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. | 5 (5%) – 5 (5%)
Uses correct APA format with no errors. |
4 (4%) – 4 (4%)
Contains a few (1 or 2) APA format errors. |
3 (3%) – 3 (3%)
Contains several (3 or 4) APA format errors. |
0 (0%) – 2 (2%)
Contains many (≥ 5) APA format errors. |
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| Total Points: 100 | ||||||
Name: Assignment Rubric