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NURS 8210 Discussion Decision Support And Innovative Informatics Tools

NURS 8210 Discussion Decision Support and Innovative Informatics Tools

Walden University NURS 8210 Discussion Decision Support And Innovative Informatics Tools-Step-By-Step Guide

 

This guide will demonstrate how to complete the Walden University NURS 8210 Discussion Decision Support And Innovative Informatics Tools 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 NURS 8210 Discussion Decision Support And Innovative Informatics Tools

 

Whether one passes or fails an academic assignment such as the Walden University NURS 8210 Discussion Decision Support And Innovative Informatics Tools 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 NURS 8210 Discussion Decision Support And Innovative Informatics Tools

The introduction for the Walden University NURS 8210 Discussion Decision Support And Innovative Informatics Tools 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 NURS 8210 Discussion Decision Support And Innovative Informatics Tools

 

After the introduction, move into the main part of the NURS 8210 Discussion Decision Support And Innovative Informatics Tools 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 NURS 8210 Discussion Decision Support And Innovative Informatics Tools

 

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 NURS 8210 Discussion Decision Support And Innovative Informatics Tools

 

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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Post your responses to the Discussion based on the course requirements.

Your Discussion postings should be written in standard edited English and follow APA guidelines as closely as possible given the constraints of the online platform. Be sure to support your work with specific citations from this week’s Learning Resources and additional scholarly sources as appropriate. Initial postings must be 250–350 words (not including references).

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 7 Discussion Rubric

 

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 7 Discussion

 

Discussion – Week 7

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Top of Form

Decision Support and Innovative Informatics Tools

Never before in history has innovation offered promise of so much to so many in so short a time.” – Bill Gates (as cited in Frazer, 2007)

Technological innovations are dramatically changing how the health care industry operates. One example of this change is the

NURS 8210 Discussion Decision Support and Innovative Informatics Tools
NURS 8210 Discussion Decision Support and Innovative Informatics Tools

transformation of gaming systems and virtual worlds into effective health care devices. Today’s gaming systems are capable of strengthening motor skills during rehabilitation, while virtual worlds promote a form of nonjudgmental communication and self-confidence for those patients who suffer from physical and mental limitations. Innovations such as these have been well received as they promote health in a positive and entertaining way.

NURS 8210 Discussion Decision Support and Innovative Informatics Tools
NURS 8210 Discussion Decision Support and Innovative Informatics Tools

In this week’s Discussion, you appraise how these innovations can enhance health care practices. Focus on analyzing innovations with which you may be unfamiliar. For example, you may choose to look at the fields of decision support, robotics, telehealth, and nanotechnologies.

References:

Olsen, S. (2008, May 29). Wii-habilitation, health games get $2 million study grant. CNET News.
Retrieved from http://news.cnet.com/8301-10784_3-9955083-7.html

Tanner, L. (2008, February 9). Hospital using Wii in combat injury rehab. Navy Times.
Retrieved from http://www.navytimes.com/news/2008/02/ap_wiihabilitation_080209/

Mollman, S. (2007, July 27). Wii + Second Life = New training simulator. Wired.
Retrieved from http://www.wired.com/gadgets/miscellaneous/news/2007/07/wiimote

Frazer, G. (2007, December 6). How to nurture innovation in your business. Computer Weekly.
Retrieved from http://www.computerweekly.com/Articles/2007/12/06/228478/How-to-nurture-innovation-in-your-business.htm

To prepare:

  • Review the information and websites listed in the Learning Resources focusing on decision support and technological innovations in the health care field.
  • Using credible resources, investigate decisions support systems or other innovations that are in their in today’s health care market.
  • Select a specific technological innovation to share with your classmates.
  • Develop a description of your selected decision support system or technology innovation as if you were making a presentation to an interdisciplinary team at your practice.
  • Include the potential benefits and challenges that this new system could bring to health care practices and the effect it could have on outcomes.


By Day 3 post
 a cohesive response that addresses the following:

  • Describe your selected technology, including when it was first introduced into the health care industry.

Assess the applications of the technology, noting the benefits and potential challenges of the innovation.

Appraise the potential of the innovation to improve health care practice and related outcomes.
Read a selection of your colleagues’ postings

Read a selection of your colleagues’ postings.

By Day 6 respond to at least two of your colleagues in one or more of the following ways:

  • Ask a probing question, substantiated with additional background information, evidence, or research.
  • Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
  • Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.
  • Validate an idea with your own experience and additional research.
  • Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.
  • Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

Return to this Discussion in a few days to read the responses to your initial posting. Note what you learned and/or any insights you gained as a result of the comments made by your colleagues.

Be sure to support your work with specific citations from this week’s Learning Resources and any additional sources.

Click on the Reply button below to post your response.

Rubric Detail

Select Grid View or List View to change the rubric’s layout.

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The first wearable devices can be traced back to the late 50s, when an implantable pacemaker was developed for arrhythmia patients (Guk et al, 209). Over the last 6 decades, wearable devices have evolved from being implanted into our bodies to devices we can simply wear on our hands. Wearable devices include wristbands, smartwatches, wearable mobile sensors, and other mobile hub medical devices that collect a large range of data from blood sugar and exercise routines to sleep and mood. Patient data are collected either through consumer reporting or passively through sensors in apps that communicate with devices through application programming interfaces (APIs); these data are then shared through data aggregators such as Apple’s HealthKit that pools data from multiple health apps (Dinh-Le et al, 2019).

These devices have a wide range of benefits. They provide Real-time health monitoring of vital statistics, providing more timely data for analysis. Additionally, through these devices, earlier detection of disease or risk of a major health event has improved, preventing unnecessary deaths (Dinh-Le et al, 2019). Wearable devices also contribute to instant notification when biometric readings move into a risk zone. Further, there is also convenience of not having to schedule an office visit, especially during this pandemic period occasioned by lockdowns (Dinh-Le et al, 2019). Easy sharing of health data between remote patients and clinicians throughout the patient care ecosystem is also enhanced.

However, these devices still face a myriad of challenges which affect their application. Consider an issue such as a device malfunctioning and giving the wrong data. This could result in misinterpretation of results, leading to undesired consequences for both the patient and the physician (Dinh-Le et al, 2019). One of the primary benefits of wearable devices is the amount of data available for patients and doctors to analyze and to act upon. But, with that data comes the risk of data breaches and the stored information falling into the wrong hands. In conclusion, these devices have the potential of improving healthcare practice and related outcomes. They collected and analyze a vast amount of patient data using artificial intelligence and machine learning algorithms such as nearest neighbor search which allows for the early diagnosis of chronic conditions, ensuring the patient receives primary care early enough. The implication herein is they enhance preventive/proactive healthcare. NNS for example has been

 

combined with logistic regression to develop wearable devices that enhance diagnostic processes in neonatal sepsis, reducing mortality rates significantly (Xiao et al, 2010).

 

References

Dinh-Le, C., Chuang, R., Chokshi, S., & Mann, D. (2019). Wearable Health Technology and Electronic

Health Record Integration: Scoping Review and Future Directions. JMIR mHealth and uHealth,

7(9), e12861. https://doi.org/10.2196/12861

Guk, K., Han, G., Lim, J., Jeong, K., Kang, T., Lim, E. K., & Jung, J. (2019). Evolution of Wearable Devices

with Real-Time Disease Monitoring for Personalized Healthcare. Nanomaterials (Basel,

Switzerland), 9(6), 813. https://doi.org/10.3390/nano9060813

Xiao, Y., Griffin, M. P., Lake, D. E., & Moorman, J. R. (2010). Nearest-neighbor and logisticregression analyses of clinical and heart rate characteristics in the early diagnosis of neonatal sepsis. Medical Decision Making, 30(2), 258-266.

Content

Name: NURS_8210_Week7_Discussion_Rubric

  Excellent Good Fair Poor
RESPONSIVENESS TO DISCUSSION QUESTION

Discussion post minimum requirements:

*The original posting must be completed by Wednesday, Day 3, at 11:59pm MST. Two response postings to two different peer original posts, on two different days, are required by Saturday, Day 6, at 11:59pm MST. Faculty member inquiries require responses, which are not included in the minimum number of posts. Your Discussion Board postings should be written in standard edited English and follow APA style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week’s Learning Resources as well as resources available through the Walden University online databases. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct.

Points Range: 8 (26.67%) – 8 (26.67%)

Discussion postings and responses exceed the requirements of the Discussion instructions. They: Respond to the question being asked or the prompt provided; – Go beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated); -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. – Demonstrate significant ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning -Resources as well as additional resources and has read, viewed, or considered a sampling of colleagues’ postings; -Exceed the minimum requirements for discussion posts*.

Points Range: 7 (23.33%) – 7 (23.33%)

Discussion postings and responses meet the requirements of the Discussion instructions. They: -Respond to the question being asked or the prompt provided; -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence.re -Demonstrate ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning Resources and has read, viewed, or considered a sampling of colleagues’ postings -Meet the minimum requirements for discussion posts*.

Points Range: 6 (20%) – 6 (20%)

Discussion postings and responses are minimally responsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or -May (lack) lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence; and/or -Do not adequately demonstrate that the student has read, viewed, and considered the Learning -Resources and/or a sampling of colleagues’ postings; and/or has posted by the due date at least in part. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not meet the minimum requirements for discussion posts*.

Points Range: 0 (0%) – 5 (16.67%)

Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or – Lack in substance, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not demonstrate that the student has read, viewed, and considered the Learning Resources and/or a sampling of colleagues’ postings; and/or does not meet the minimum requirements for discussion posts*.

CONTENT KNOWLEDGE Points Range: 8 (26.67%) – 8 (26.67%)

Discussion postings and responses: -demonstrate in-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; – are well supported by pertinent research/evidence from a variety of and multiple peer- reviewed books and journals, where appropriate; -Demonstrate significant mastery and thoughtful/accurate application of content, applicable skills or strategies presented in the course.

Points Range: 7 (23.33%) – 7 (23.33%)

Discussion postings and responses: -demonstrate understanding and application of the concepts and issues presented in the course, presented with some understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; -are supported by research/evidence from peer-reviewed books and journals, where appropriate; and · demonstrate some mastery and application of content, applicable skills, or strategies presented in the course.

Points Range: 6 (20%) – 6 (20%)

Discussion postings and responses: – demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors; –lack support by research/evidence and/or the research/evidence is inappropriate or marginal in quality; and/or lack of analysis, synthesis or evaluation of topic – demonstrate minimal content, skills or strategies presented in the course. ——-Contain numerous errors when using the skills or strategies presented in the course

Points Range: 0 (0%) – 5 (16.67%)

Discussion postings and responses demonstrate: -A lack of understanding of the concepts and issues presented in the course; and/or are inaccurate, contain many omissions and/or errors; and/or are not supported by research/evidence; and/or lack of analysis, synthesis or evaluation of topic -Many critical errors when discussing content, applicable skills or strategies presented in the course.

CONTRIBUTION TO THE DISCUSSION Points Range: 8 (26.67%) – 8 (26.67%)

Discussion postings and responses significantly contribute to the quality of the discussion/interaction and thinking and learning by: -providing Rich and relevant examples; discerning and thought-provoking ideas; and stimulating thoughts and probes; – -demonstrating original thinking, new perspectives, and extensive synthesis of ideas supported by the literature.

Points Range: 7 (23.33%) – 7 (23.33%)

Discussion postings and responses contribute to the quality of the discussion/interaction and thinking and learning by -providing relevant examples; thought-provoking ideas – Demonstrating synthesis of ideas supported by the literature

Points Range: 6 (20%) – 6 (20%)

Discussion postings and responses minimally contribute to the quality of discussion/interaction and thinking and learning by: – providing few and/or irrelevant examples; and/or – providing few if any thought- provoking ideas; and/or -. Information that is restated from the literature with no/little demonstration of critical thinking or synthesis of ideas.

Points Range: 0 (0%) – 5 (16.67%)

Discussion postings and responses do not contribute to the quality of interaction/discussion and thinking and learning as they do not: -Provide examples (or examples are irrelevant); and/or -Include interesting thoughts or ideas; and/or – Demonstrate of critical thinking or synthesis of ideas

QUALITY OF WRITING Points Range: 6 (20%) – 6 (20%)

Discussion postings and responses exceed doctoral -level writing expectations. They: · Use grammar and syntax that is clear, concise, and appropriate to doctoral level writing; · Make few if any errors in spelling, grammar, and syntax; · Use original language and refrain from directly quoting original source materials; -provide correct APA · Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints.

Points Range: 5 (16.67%) – 5 (16.67%)

Discussion postings and responses meet doctoral -level writing expectations. They: ·Use grammar and syntax that is clear and appropriate to doctoral level writing; ; · Make a few errors in spelling, grammar, and syntax; · paraphrase but refrain from directly quoting original source materials; Provide correct APA format · Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints;.

Points Range: 4 (13.33%) – 4 (13.33%)

Discussion postings and responses are minimally below doctoral-level writing expectations. They: · Make more than occasional errors in spelling, grammar, and syntax; · Directly quote from original source materials and/or paraphrase rather than use original language; lack correct APA format; and/or · Are less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.

Points Range: 0 (0%) – 3 (10%)

Discussion postings and responses are well below doctoral -level writing expectations. They: · Use grammar and syntax that is that is unclear · Make many errors in spelling, grammar, and syntax; and –use incorrect APA format · Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints.

Total Points: 30

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