NR 599 Week 5 Discussion Clinical Decision Support Systems
Chamberlain University NR 599 Week 5 Discussion Clinical Decision Support Systems– Step-By-Step Guide
This guide will demonstrate how to complete the Chamberlain University NR 599 Week 5 Discussion Clinical Decision Support Systems 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 NR 599 Week 5 Discussion Clinical Decision Support Systems
Whether one passes or fails an academic assignment such as the Chamberlain University NR 599 Week 5 Discussion Clinical Decision Support Systems 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 NR 599 Week 5 Discussion Clinical Decision Support Systems
The introduction for the Chamberlain University NR 599 Week 5 Discussion Clinical Decision Support Systems 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 NR 599 Week 5 Discussion Clinical Decision Support Systems
After the introduction, move into the main part of the NR 599 Week 5 Discussion Clinical Decision Support Systems 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 NR 599 Week 5 Discussion Clinical Decision Support Systems
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 NR 599 Week 5 Discussion Clinical Decision Support Systems
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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NR 599 Week 5 Discussion Clinical Decision Support Systems
Purpose
The ideas and beliefs underpinning the discussions 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 ebb and flow of a discussion is based upon the composition of student and faculty interaction in the quest for relevant scholarship.
While providers cannot fully rely on CDS tools to make decisions, when they are designed in alignment with the provider’s preferences, they can be useful in increasing positive health outcomes for those that are at increased risk for diabetes (Obrien et al, 2022). Obrien et al’s (2022) study showed that providers that used CDS tool for pre-diabetes had increased rates of prescriptions for metformin and lab tests orders for hemoglobin A1C. There were also increased rates of referrals for health counseling for these patients. Taking into consideration the time to learn the system, once providers are competent and have incorporated it into their workflow, it certainly can help initiate the conversation with the patient about their diagnosis and early interventions to reduce the progression of diabetes. Shi’s randomized controlled trial showed that while modest, when comparing team-based care alone to care given with CDS “significantly reduced cardiovascular risk factors in patients with diabetes,” (Shi et al 2023). Without it, most patients could possibly not be even informed that they have prediabetes. I think utilizing this technology appropriately, absolutely makes CDSS a benefit to the care we provide.
O’Brien, M. J., Vargas, M. C., Lopez, A., Feliciano, Y., Gregory, D. L., Carcamo, P., Mohr, L., Mohanty, N., Padilla, R., Ackermann, R. T., Persell, S. D., & Feinglass, J. (2022). Development of a novel clinical decision support tool for diabetes prevention and feasibility of its implementation in primary care. Preventive Medicine Reports, 29, 101979. https://doi.org/10.1016/j.pmedr.2022.101979Links to an external site.
Shi, X., He, J., Lin, M., Liu, C., Yan, B., Song, H., Wang, C., Xiao, F., Huang, P., Wang, L., Li, Z., Huang, Y., Zhang, M., Chen, C.-S., Obst, K., Shi, L., Li, W., Yang, S., Yao, G., & Li, X. (2023). Comparative Effectiveness of Team-Based Care With and Without a Clinical Decision Support System for Diabetes Management : A Cluster Randomized Trial. Annals of Internal Medicine, 176(1), 49–58. https://doi.org/10.7326/M22-1950Links to an external site.
| PROS AND CONS OF CDSS | |
| Pros of CDSS | Cons of CDSS |
| 1 The use of CDSS increases patient safety: CDSS is a computer-based that sifts through tons of Data in real time to provide the health care provider with the most accurate and practical options for treatment. This system uses Data to prevent polypharmacy and possible drug-to-drug interaction, side effects, or practical, safe drug combinations. | 1: CDSS can compromise clinician judgment: CDSS is based on data and evidence based on the data imputed in the system. For a provider to effectively provide care, there must be a relationship between Evidenced bas and clinician judgment. The CDSS system sometimes makes it tasking for providers to bypass the alarms arising from a provider not agreeing with the CDSS options. It can sometimes be frustrating for providers to bypass alarms or notifications to provide person-centered care. |
| 2CDSS fosters evidence-based practices: The CDSS is programmed to provide clinical information to the provider that relates to evidence-based patient care. This kind of care is effective and ensures compliance by the patient since it is founded on clinical research and evidence. The technology-literate patient will be more compliant with treatment that is an evidence-based clinical decision. | 2. Prescription generation cost: The CDSS can sift through data, make a decision based on evidence from the data and send a prescription to the pharmacy. The prescription can be rejected by either the patient or the insurance due to high cost. This leads to further delay of care and possible non-compliance by the patient |
| 3 CDSS reduces workload and clinician burnout: The use of CDSS is a time and effort saver because the system can discern data in real-time and present interventions or possible treatment suggestions quickly. This helps the provider do more quickly, with less effort, more efficiently, and with less tasking practice. | 3; CDSS can cause alarm fatigue in healthcare providers: The system generates an alarm to alert the Provider of any perceived misjudgment or decision that does not tally with the suggestions of the CDSS system. The Provider has the right to use clinical judgment when providing care to the patient. The CDSS system lacks that ability which can cause the generation of alarms. |
The primary goal of a CDSS is to leverage data and the scientific evidence to help guide appropriate decision making. CDSSs directly assist the clinician in making decisions about specific patients. For this discussion thread post, you are to assume your future role as an APN and create a clinical patient and scenario to illustrate an exemplary depiction of how a CDSS might influence your decision. This post is an opportunity for you to be innovative, so have fun!
This morning Mrs. Johnson came into the clinic complaining of pain levels of 8 out of 10 in her legs and arms. The APN performed the physical assessment and ordered some scans to be done on her. During the assessment, Mrs. Johnson did not seem in as much pain as she was verbalizing, and no systemic issues were noted; the APN decided to do a chart check using the CDSS before prescribing pain medications and discovered that Mrs. Johnson has a history for seeking pain meds and suggested other pains relieve measures to assist her. Armed with this information. The APN was able to refer Mrs. Johnson to counseling, a pain management clinic for more specialized care.
Laka, M., Milazzo, A., Carter, D., & Merlin, T. (2021). OP196 Clinical Decision Support Systems (CDSS) For Antibiotic Management: Factors Limiting Sustainable Digital Transformation. International Journal of Technology Assessment in Health Care, 37(S1), 5–5. https://doi.org/10.1017/S0266462321000763Links to an external site.
Shi, X., He, J., Lin, M., Liu, C., Yan, B., Song, H., Wang, C., Xiao, F., Huang, P., Wang, L., Li, Z., Huang, Y., Zhang, M., Chen, C.-S., Obst, K., Shi, L., Li, W., Yang, S., Yao, G., & Li, X. (2023). Comparative Effectiveness of Team-Based Care With and Without a Clinical Decision Support System for Diabetes Management : A Cluster Randomized Trial. Annals of Internal Medicine, 176(1), 49–58. https://doi.org/10.7326/M22-1950Links to an external site.
Activity Learning Outcomes
Through this discussion, the student will demonstrate the ability to:
Contribute level-appropriate knowledge and experience to the topic in a discussion environment that models professional and social interaction (CO4)
Actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty (CO5)
Requirements:
Post a written response in the discussion forum to EACH threaded discussion topic:
This week we learned about the potential benefits and drawbacks to clinical decision support systems (CDSSs). Create a “Pros” versus “Cons” table with a column for “Pro” and a separate column for “Con”. Include at least 3 items for each column. Next to each item, provide a brief rationale as to why you included it on the respective list.
The primary goal of a CDSS is to leverage data and the scientific evidence to help guide appropriate decision making. CDSSs directly assist the clinician in making decisions about specific patients. For this discussion thread post, you are to assume your future role as an APN and create a clinical patient and scenario to illustrate an exemplary depiction of how a CDSS might influence your decision. This post is an opportunity for you to be innovative, so have fun!
ALSO READ: NR 599: Week 2 Discussion Pre TANIC Self-Assessment and Reflection Post
Adhere to the following guidelines regarding quality for the threaded discussions in Canvas:
Application of Course Knowledge: Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings.
Scholarliness and Scholarly Sources: Demonstrates achievement of scholarly inquiry for professional and academic decisions using valid, relevant, and reliable outside scholarly source to contribute to the discussion thread.
Writing Mechanics: Grammar, spelling, syntax, and punctuation are accurate. In-text and reference citations should be formatted using correct APA guidelines.
Direct Quotes: Good writing calls for the limited use of direct quotes. Direct quotes in 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.
For each threaded discussion per week, the student will select no less than TWO scholarly sources to support the initial discussion post.
Scholarly Sources: Only scholarly sources are acceptable for citation and reference in this course. These include peer-reviewed publications, government reports, or sources written by a professional or scholar in the field. The textbooks and lessons are NOT considered to be outside scholarly sources. For the threaded discussions and reflection posts, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. The best outside scholarly source to use is a peer-reviewed nursing journal. You are encouraged to use the Chamberlain library and search one of the available databases for a peer-reviewed journal article. The following sources should not be used: Wikipedia, Wikis, or blogs. These websites are not considered scholarly as anyone can add to these. Please be aware that .com websites can vary in scholarship and quality. For example, the American Heart Association is a .com site with scholarship and quality. It is the responsibility of the student to determine the scholarship and quality of any .com site. Ask your instructor before using any site if you are unsure. Points will be deducted from the rubric if the site does not demonstrate scholarship or quality. Current outside scholarly sources must be published with the last 5 years. Instructor permission must be obtained BEFORE the assignment is due if using a source that is older than 5 years.
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.
Also Check Out: NR 599 Week 7 Discussion Post TANIC Self-Assessment and Reflection Post
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