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NR 361 Week 2 Patient Education Technology Guide to a Mobile Health Application PowerPoint Purpose

NR 361 Week 2 Patient Education Technology Guide to a Mobile Health Application PowerPoint

NR 361 Week 2 Patient Education Technology Guide to a Mobile Health Application PowerPoint Purpose

Purpose

The purpose of this assignment is to demonstrate the skills of the
professional nurse as an educator. You are to prepare a guide that will serve
as a handout to assist a specific patient that you identify. Your guide or
handout should help this patient find and evaluate a reliable mobile
health, or mHealth application (app) that is already developed. This may
be related to the patient’s disease process or diagnosis, or may be an app that
can help a patient maintain or improve good health, and prevent illness.

You will develop the guide using Microsoft PowerPoint. PowerPoint
is a versatile application that lets you design slideshows and handouts. For
this assignment, you will be using PowerPoint to create a guide or handout that
you may print and give to patients and families. You will be submitting this
PowerPoint file for grading.

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 5: Identify patient care technologies, information systems, and
communication devices that support safe nursing practice. (PO 5)

Points

This assignment is worth a total of 175 points.

Due Date

The Patient Education Technology Guide to a Mobile Health
Application PowerPoint assignment is due in Week 2. Submit your completed
assignment. You may consult the Policies section in the Introduction &
Resources module for details regarding late assignments. Late assignments will
result in loss of points. Post questions about this assignment in the Course Q
& A Forum.

Directions

Use Microsoft PowerPoint to create slides, which will be the basis
of the guide or handout. You are required to cite your source(s) as it relates
to your application slide. Other citations are permitted, but this is not a
requirement for the assignment.

  • Title slide (first slide): Include a title
    slide with your name and the title of the presentation.
  • Scenario Slide (one slide): This
    slide should include a brief scenario, then identify a patient who is
    experiencing a specific disease process or diagnosis who would benefit
    from an
    already developed and reliable
     mHealth app. Or it
    could identify a person who is currently healthy and would like to
    maintain or improve health and prevent illness. Be sure to include the
    nurse’s assessment of the patient’s learning needs and readiness to learn.
    Be specific.

Example:

Scenario for Ms. Ellis

Jane Doe (your name here)

  • Jennifer
    Ellis, a 62-year-old African American woman, has been recently diagnosed
    with chronic kidney disease (CKD). She has been prescribed several
    medications she must take every day.
  • The
    nephrologist has stressed the importance of leading a healthy lifestyle to
    slow or stop the progression of CKD.
  • She
    is interested in ways in which she can better track her health and make
    healthier choices.
  • She
    is a high school graduate and iPhone user, mostly to send text messages to
    family and friends.
  • She
    is eager to learn how to use an app that can help her manage her CKD.

Prepare the following slides as if you are presenting them to the
patient.

  • mHealth application slide (one to three
    slides):
     Identify
    developed
    and reliable
     mHealth app that could benefit the
    patient. Describe the app, including the following.
  • Name
  • Purpose
  • Intended
    audience
  • Mobile
    device(s) upon which it will operate
  • Where
    to download or obtain it (include a working link if it is to be downloaded
    from a website)
  • Any
    other information you believe would be pertinent to this situation
  • Be
    sure to cite all sources you use.
  • Teaching slides (one to three slides): Prepare
    slides that contain important points about the app that you want to teach
    to the patient, such as how to use the app safely and effectively
    (including how to interpret and act on the information that is provided).
  • Evaluation slide (one to three slides): Describe
    how you would determine the success of the patient’s use of this app. For
    example, include ways to evaluate the effectiveness of the teaching plan
    that are a good fit for the type of app or focus on specific ways that
    this app benefits the patient’s health and wellness.
  • References (last slide): List
    any references for sources that were used or cited in the presentation.

Writing and design: There should be no spelling
or grammatical errors. Writing is concise and clear. Avoid words that the
patient may not understand. Slides are visually appealing, incorporating
graphics, photographs, colors, and themes.

Review the section on Academic Integrity Policy found in the RNBSN
Policies. All work must be original (in your own words) unless properly cited.

Best
Practices in Preparing PowerPoint Slideshows

  • Be
    creative but realistic.
  • Incorporate
    graphics, color, themes, or photographs to increase interest.
  • Make
    it easy to read with short
    bullet points and large font.
  • Review
    directions thoroughly.
  • Cite
    all sources within the slides with (author, year), as well as on the
    reference slide.
  • Proofread
    prior to final submission.
  • Check
    for spelling and grammar errors prior to final submission.
  • Abide
    by the Chamberlain academic integrity policy.
  • Tutorial:
    For those not familiar with the development of a PowerPoint slideshow, the
    following link to theMicrosoft website may be helpful.
    http://office.microsoft.com/en-us/support/training-FX101782702.aspx (Links
    to an external site.)Links to an external site. The Chamberlain Student
    Success Strategies (CCSSS) offers a module on Computer Literacy that
    contains a section on PowerPoint. The link to SSPRNBSN may be found in
    your student portal.

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

  1. Instructor reserves the right to submit any threaded discussion posting to TurnItIn in order to verify the originality.
  2. 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.
  3. 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.
  4. 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.

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NR 361 Week 2 Patient Education Technology Guide to a Mobile Health Application PowerPoint Purpose

Healthcare and nursing informatics are both vastly growing fields within the medical field and are continuously incorporating new and evolving technology. Both have been around for the past three decades, at least. The technology boom at the turn of the century has helped informatics and information systems further evolve. Enhanced delivery of care, improved health outcomes, and advanced patient education is just a few aspects that have developed. With any new technology or innovation, there are implications, some foreseeable and some that come to light after the unveiling of the new process or product: some most notable impacts are clinical, managerial, and policy implications. (Sweeney, 2017).

Sweeney, J. (2017). Healthcare Informatics. Retrieved from https://www.himss.org/resources/healthcare-informaticsLinks to an external site.

 

The current information system that is used in my company is EPIC. This system was started in my specific location February 2020. My agency and others have been working on this system for over 5 years in Connecticut. The system is easy to navigate if you understand computers. Prior to February we were doing paper MAR and paper medical records. There were many errors and the providers weren’t pulling their weight. They would do verbal orders which aren’t the best practice. “The EHR has increased patient and provider communication, decreased the incidence of errors, and streamlined workflow processes” (Gomes, Hash, Orsolini, Watkins, & Mazzoccoli, 2016). The transition to EPIC was slow but the agency hired the EPIC team to help. The EPIC team was with us for over a month and was able to answer real time questions. That was the positive part of the transition. The negative part was that the nurses didn’t want to change and give much resistant which made it hard for others to learn. EPIC is also a good way to access medical records. I work on a detox unit, sometimes when they arrive for their admission they aren’t able to discuss the medical history. I also work in adolescent substance abuse rehab; sometimes the boys don’t know any of their medical information. The system is designed to help health professionals to collaborate patient care with other professional specialties. EPIC also allows real time communication with others. “Ineffective collaboration and poor communication have led to fragmented care and potentially dangerous errors and poor patient outcomes” (Hebda, Hunter, & Czar, 2019). Communication is the key to collaboration and improving patient center care. The more practice you have with something the easier it gets overtime. The more I used EPIC the more comfortable I began. The best part of EPIC is all the different tools and resources help in the moment and you don’t have use unreliable sources.

References

Gomes, M., Hash, P., Orsolini, L., Watkins, A., & Mazzoccoli, A. (2016). Connecting Professional Practice and Technology at the Bedside. CIN: Computers, Informatics, Nursing, 34(12), 578-586. doi:10.1097/cin.0000000000000280 https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=120485105&site=eds-live&scope=siteLinks to an external site.

Hebda, T., Hunter, K., & Czar, P. (2019). Handbook of informatics for nurses & healthcare professionals (6th ed.). Pearson.

APA Writing Checklist

Use this document as a checklist for each paper you will write throughout your GCU graduate

program. Follow specific instructions indicated in the assignment and use this checklist to help ensure correct grammar and APA formatting. Refer to the APA resources available in the GCU Library and Student Success Center.

Also Check Out: NR 361: Week 4 Information Systems Paper

☐ APA paper template (located in the Student Success Center/Writing Center) is utilized for the correct format of the paper. APA style is applied, and format is correct throughout.

☐  The title page is present. APA format is applied correctly. There are no errors.

☐ The introduction is present. APA format is applied correctly. There are no errors.

☐ Topic is well defined.

☐ Strong thesis statement is included in the introduction of the paper.

☐ The thesis statement is consistently threaded throughout the paper and included in the conclusion.

☐ Paragraph development: Each paragraph has an introductory statement, two or three sentences as the body of the paragraph, and a transition sentence to facilitate the flow of information. The sections of the main body are organized to reflect the main points of the author. APA format is applied correctly. There are no errors.

☐ All sources are cited. APA style and format are correctly applied and are free from error.

☐ Sources are completely and correctly documented on a References page, as appropriate to assignment and APA style, and format is free of error.

Scholarly Resources: Scholarly resources are written with a focus on a specific subject discipline and usually written by an expert in the same subject field. Scholarly resources are written for an academic audience.

Examples of Scholarly Resources include: Academic journals, books written by experts in a field, and formally published encyclopedias and dictionaries.

Peer-Reviewed Journals: Peer-reviewed journals are evaluated prior to publication by experts in the journal’s subject discipline. This process ensures that the articles published within the journal are academically rigorous and meet the required expectations of an article in that subject discipline.

Empirical Journal Article: This type of scholarly resource is a subset of scholarly articles that reports the original finding of an observational or experimental research study. Common aspects found within an empirical article include: literature review, methodology, results, and discussion.

Adapted from “Evaluating Resources: Defining Scholarly Resources,” located in Research Guides in the GCU Library.

☐ The writer is clearly in command of standard, written, academic English. Utilize writing resources such as Grammarly, LopesWrite report, and ThinkingStorm to check your writing.

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 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.