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CIS 450 Module 4 Implementation of New Systems

Recorded presentation between 7 and 12 minutes in length. The presentation should include a PowerPoint and oral presentation of the slides. There is no slide number requirement. Answer all questions thoroughly with the allotted time. Be sure to include a title slide, objective slide, content slides, reference slide in APA format. Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least three (3) scholarly sources using APA citations to support your claims. This assignment uses a rubric for scoring. Please review it as part of your assignment preparation and again prior to submission to ensure you have addressed its criteria at the highest level. Use a recording platform of your choice and either upload as an mp4 or share the link directly to the video in the dropbox.

Also read: Information Security in a World of Technology CIS 450

You are a project manager assigned to implementing a new computer system in an organization

• Why is it important to understand usability, configurability, and interoperability? Should these concepts out way the underlining cost of the new system? Which system do you recommend and why?
• During phase one, you are selecting a team. What characteristics are important to consider when selecting a team?
• During phase two the following principle was discussed, “lead with culture, determining where the resistance is,” and then, engage all levels of employees (Sipes, 2019, p. 161). What does this principle mean to you and how can you implement this principle?
• How will you handle physician and other key professional’s resistance to change and using the new system?
• Discuss possible pitfalls during the implementation phase and how you can avoid them?
• Describe your personal experience with automation and new information systems.

M4 Assignment UMBO – 2, 3

M4 Assignment PLG – 1, 7

M4 Assignment CLO – 6

Assignment Dropbox

Instructions & SpecificationsSubmissionsRubric

Start by reading and following these instructions:

1. Study the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.
2. Consider the discussion and the any insights you gained from it.
3. Review the assignment rubric and the specifications below to ensure that your response aligns with all assignment expectations.
4. Create your assignment submission and be sure to cite your sources, use APA style as required, and check your spelling.

The following specifications are required for this assignment:

Length: Recorded presentation between 7 and 12 minutes in length. The presentation should include a PowerPoint and oral presentation of the slides. There is no slide number requirement. Answer all questions thoroughly with the allotted time. Use a recording platform of your choice and either upload as an mp4 or share the link directly to the video in the dropbox.

Structure: Include a title slide, objective slide, content slides, reference slide in APA format. 

References: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least three (3) scholarly sources to support your claims.

Rubric: This assignment uses a rubric for scoring. Please review it as part of your assignment preparation and again prior to submission to ensure you have addressed its criteria at the highest level.

Format: Save your assignment as an MP4 document (.mp4) or link

File name: Name your saved file according to your first initial, last name, and the module number (for example, “RHall Module 1.mp4”)

Presentation: Use a presentation software (ex. PowerPoint, Google Slides) to create a visual presentation. Then use a recording program of your choice to record a 7 and 12 minutes in length presentation. ***Please do not record as voice-over PowerPoint because this cannot be saved in mp4 format or a link.*** If you submit your assignment as a PowerPoint with voice over recording you will not receive credit for your assignment (or partial credit as you did not meet the full requirements of the assignment.)

Module 4 Assignment Rubric
Undergrad Video-Oral Communication Response Assignment Rubric v1

Print

CriteriaDoes Not Meet 0%Approaches 60%Meets 70%Exceeds 100%Criterion ScoreContent of Information in Video Weight: 30%0 pointsTopic is inappropriate to assignment, inaccurate understanding of concepts, unclear and difficult to understand18 pointsTopic is mostly covered and appropriate to assignment, but does not adequately demonstrate accurate understanding of concepts; mostly clear and understandable21 pointsTopic is completely covered and appropriate to assignment; overview of key concept dimensions is evident; clear and understandable30 pointsIn-depth coverage of topic; outstanding clarity and explanation of concepts demonstrated in information presentedScore of Content of Information in Video Weight: 30%,/ 30Oral Communication Weight: 30%0 pointsCentral message cannot be deduced, nor is it explicitly stated in presentation; delivery techniques (posture, gestures, eye contact, vocals) detract from understandability of presentation and speaker appears nervous and uncomfortable; language choices are unclear, minimally support effectiveness of presentation, or are inappropriate for audience.18 pointsCentral message is basically understandable, but information is repeated and somewhat disorganized; delivery techniques make speaker appear tentative and unsure; language choice is mundane and commonplace, though somewhat appropriate for audience.21 pointsCentral message is clear and consistent with content; delivery techniques make speaker appear comfortable; language choices are thoughtful and appropriate for audience.30 pointsCentral message is compelling and well supported; delivery techniques make speaker appear confident and polished; language choices are imaginative, memorable, and compelling to support the effectiveness of the presentation.Score of Oral Communication Weight: 30%,/ 30Organization Weight: 20%0 pointsOrganization pattern (specific introduction/conclusion, sequenced material within the body, and transitions) is not observable within the presentation.12 pointsOrganization pattern is intermittently observable within the presentation.14 pointsOrganization pattern is clear and observable within the presentation.20 pointsOrganization pattern is skillful and permits a cohesiveness in the presentation.Score of Organization Weight: 20%,/ 20Supporting Materials Weight: 20%0 pointsInsufficient supporting materials (explanations, examples, illustrations, etc.) do not make reference to information/topic; materials do not establish speaker’s credibility/authority on the topic.12 pointsSufficient supporting materials make reference to information/topic, but do not completely establish speaker’s credibility/authority on the topic.14 pointsSupporting materials make explicit reference to information/topic and generally supports it; materials establish speaker’s credibility/authority.20 pointsA wide variety of supporting materials appropriately reference information and analysis is evident.Score of Supporting Materials Weight: 20%,/ 20

Total

Score of Undergrad Video-Oral Communication Response Assignment Rubric v1,

/ 100

Overall Score

Level 1

0 points minimum

Level 2

60 points minimum

Level 3

70 points minimum

Level 4

100 points minimum

Class Experience Assignment Instructions

THIS IS A REFLECTION ON THE LAST THREE ASSIGMENTS.

Develop a 3-4 page in which you reflect on your class experience. For this assessment, you will reflect on various aspects of your class experience. This will give you a chance to discuss elements of the project of which you are proud and aspects of the experience that will help you grow in your personal practice and nursing career.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 2: Make clinical and operational decisions based upon the best available evidence.

• • Reflect on how evidence and the literature were utilized to plan and implement a capstone project, as well as how project outcomes compared to initial predictions based on a review of the literature.
• Competency 4: Apply health information and patient care technology to improve patient and systems outcomes.

• • Reflect on the degree to which health care technology was successfully used in the capstone project to improve outcomes or communication to relevant stakeholders.
• Competency 5: Analyze the impact of health policy on quality and cost of care.

• • Reflect on how organizational and governmental health policy influenced the planning and implementation of a capstone project, as well as any contributions to policy development made by the project.
• Competency 8: Integrate professional standards and values into practice.

• • Reflect on personal and professional growth throughout the capstone project and the BSN program, with special attention to growth related to ethical care provision and demonstration of professional standards.
  • Communicate professionally and audibly, using proper grammar and current APA style.

Important: You must complete all of the assessments in order for this course.

Preparation

This assessment requires you to prepare a 3-4 page reflection on your class experience.

• Begin developing your reflection. Some questions you might address in your reflection paper are:

• • What were your most important outcomes or findings?
  • What challenges did you overcome throughout your project?
  • How did your initial research and evidence base help you plan and execute your capstone project?
  • How were the outcomes similar to and different from your expectations?
  • How did you feel your professional product turned out?
  • What impacts of the implementation of your professional product did you observe?
  • To what degree were you successful in using technology in your capstone project?
  • How did organizational or governmental health policy impact the way in which you approached your project?
  • What contributions did you make to your organization’s policies throughout the course of your project?
  • In which areas do you feel you grew the most?
  • How will your learning affect your professional practice and ability to implement ethical care in accordance with professional codes of conduct?
  • What would you do differently if you could do the capstone project or program again?
  • What accomplishment are you most proud of, within the context of the capstone or the program as a whole?
• Examine your capstone project through the lens of your initial plan and literature review.

Instructions

Please study the scoring guide carefully so you know what is needed for a distinguished score:

• Reflect on how evidence and the literature were utilized to plan and implement a capstone project, as well as how project outcomes compared to initial predictions based on a review of the literature.
• Reflect on the degree to which health care technology was successfully used to improve outcomes or communication to relevant stakeholders in the capstone project.
• Reflect on how organizational and governmental health policy influenced the planning and implementation of a capstone project as well as any contributions to policy development that the project made.
• Reflect on personal and professional growth throughout the capstone project and the BSN program, paying special attention to growth related to the provision of ethical care and demonstration of professional standards.
• Communicate audibly and professionally, using proper grammar and including a reference list formatted in current APA style.

Important Note:  include a discussion of authors in the literature who support the ideas presented. Please submit a separate APA-formatted reference list for the resources discussed in your reflection.

Additional Requirements

• References: Cite a minimum of three scholarly and/or authoritative sources to support your assertions.
• APA style and format: Submit, along with the video, a separate references page that follows APA style and formatting guidelines. Refer to the APA Module as needed.

Capstone Reflection Scoring Guide

CRITERIANON-PERFORMANCEBASICPROFICIENTDISTINGUISHEDReflect on use of evidence and the literature to plan and implement a capstone project, and compare project outcomes to initial predictions based on a review of the literature.Does not reflect on use of evidence and the literature to plan and implement a capstone project nor compare project outcomes to initial predictions based on a review of the literature.Reflects on use of evidence and the literature to plan and implement a capstone project, or compares project outcomes to initial predictions based on a review of the literature but not both.Reflects on use of evidence and the literature to plan and implement a capstone project, and compares project outcomes to initial predictions based on a review of the literature.Reflects on use of evidence and the literature to plan and implement a capstone project, and compares project outcomes to initial predictions based on a review of the literature. Explains how evidence-based practice principles informed this aspect of the capstone project.Reflect on the degree to which health care technology was leveraged successfully to improve outcomes or communication to relevant stakeholders in a capstone project.Does not reflect on the degree to which health care technology was leveraged successfully to improve outcomes or communication to relevant stakeholders in a capstone project.Identifies, but does not reflect on success of, health care technology leveraged to improve outcomes or communication to relevant stakeholders in a capstone project.Reflects on the degree to which health care technology was leveraged successfully to improve outcomes or communication to relevant stakeholders in a capstone project.Reflects on the degree to which health care technology was leveraged successfully to improve outcomes or communication to relevant stakeholders in a capstone project. Notes opportunities to improve health care technology use in personal practice.Reflect on how organizational and governmental health policy influenced the planning and implementation of a capstone project, as well as any contributions of the project to policy development.Does not reflect on how organizational and governmental health policy influenced the planning and implementation of a capstone project, nor on any contributions of the project to policy development.Identifies but does not reflect on how organizational and governmental health policy influenced the planning and implementation of a capstone project, nor on contributions of the project to policy development.Reflects on how organizational and governmental health policy influenced the planning and implementation of a capstone project, as well as any contributions of the project to policy development.Reflects on how organizational and governmental health policy influenced the planning and implementation of a capstone project, as well as any contributions of the project to policy development. Notes specific observations related to the BSN-prepared nurse’s role in policy implementation and development.Reflect on personal and professional growth throughout the capstone project and the BSN program, addressing the provision of ethical care and demonstration of professional standards.Does not address personal and professional growth throughout the capstone project and the BSN program.Describes but does not reflect on personal and professional growth throughout the capstone project and the BSN program or does not fully address the provision of ethical care and demonstration of professional standards.Reflects on personal and professional growth throughout the capstone project and the BSN program, addressing the provision of ethical care and demonstration of professional standards.Reflects on personal and professional growth throughout the capstone project and the BSN program, addressing the provision of ethical care and demonstration of professional standards. Notes specific growth areas of personal or professional pride.Communicate professionally in a clear, audible, and well-organized presentation, with correct grammar, spelling, and use of APA style.Does not communicate professionally in a clear, audible, and well-organized presentation, with correct grammar, spelling, and use of APA style.Communicates in a presentation that is unclear or inaudible, poorly organized, and/or contains errors in grammar, spelling, and/or use of APA style.Communicates professionally in a clear, audible, and well-organized presentation, with correct grammar, spelling, and use of APA style.Communicates professionally in an exceptionally clear, audible, and well-organized presentation, with flawless grammar, spelling, and use of APA style.

 

This article presents a framework for incorporating theory and evidence-based practice into reflection activities:

• Kuennen, J. K. (2015). Critical reflection: A transformative learning process integrating theory and evidence-based practice. Worldviews on Evidence-Based Nursing, 12(5), 306–308.

Consider exploring the interprofessional collaboration video scenarios in this resource:

• Interprofessional Professionalism Collaborative. (2018). IPA tool kit. Retrieved from http://www.interprofessionalprofessionalism.org/toolkit.html

 

CLCPA Self-Assessment Results Reflection Sample Paper

Reflection of CLCPA Self-Assessment Results

Cultural competence is a critical factor for the success of modern organizations. Organizations need to identify values, behaviors, structures, and attitudes that enhance employee performance. Similarly, organizations need to cultivate a culture of linguistic competence. Effective communication in organizations creates more cohesive teamwork leading to enhanced productivity. Linguistic competence helps organizations to relay information in a way that is easily understandable to a diverse audience.

From the CLCPA Cultural and Linguistic Competence Policy Assessment, I learned that health organizations need to identify how culturally diverse the communities they serve are. Health organizations must realize that cultural beliefs, vulnerabilities, strengths, and values of different cultures influence their operations and profits. Today, customers prefer organizations that embrace cultural diversity over those that target only the dominant culture. Concerning linguistic competence, organizations must communicate effectively in a way that all members of the organization and the wider society understand (Georgetown University Center for Child and Human Development, 2021).

From the CLCPA assessment, I noticed that it is no longer tenable for organizations to only target the dominant cultures. Organizations have to appreciate that modern societies comprise divergent ethnic groups. These diverse groups have different languages, cultural practices, beliefs, and values. Based on this analogy, organizations must be sensitive to the needs of all cultures in their operating environment.

Knowledge of diverse communities helps organizations to improve services. From the CLCPA assessment, I gathered that it is vital for organizations to be familiar with both the current and the projected demographics in their area of service. For example, knowledge of current demography can help an organization to align its services with the prevailing trends (Kim, Halpin, & Morrison, 2017).

To illustrate this point, the organization I currently work with is based in a predominantly white area. However, in the last few years, the population of Hispanics and Blacks have increased rapidly. Based on this data, it is no longer tenable for the agency to focus its service delivery on whites only. The organization now has to accept the diversity and review its overall focus to embrace inclusivity.

Health organizations must be aware of the social and health problems of the diverse cultural groups in their service area. Awareness of health and social problems can help my organizations to deal effectively with arising problems. For example, some communities suffer more from certain illnesses compared to other communities. Consequently, health organizations must examine the cultural composition of their surrounding communities (Georgetown University Center for Child and Human Development, 2021).

Through this approach, organizations can effectively mobilize resources to deal firmly with the most pressing health needs of the communities. In the same manner, the identification of social problems is critical because health organizations can map out the risk factors that create health problems. My organization scores fairly well in this area since it has data on prevalent health and social problems in its service area.

As I have explored in this paper, knowledge of diverse communities and their respective unique needs helps organizations to improve service delivery. Through CLCPA, organizations can evaluate how much they know about the communities in which they operate, and how best they can serve its members. Important parameters in CLCPA include the ability to identify diverse communities, familiarity with current and projected demographics, ability to identify health disparities in the area, and identification of the prevailing social problems. Equally, health organizations must be aware of the health beliefs, cultural practices, values, and customs of the communities they serve for better interaction with the community.

References

• Georgetown University Centre for Child and Human Development. (2021). Leadership Institute. Retrieved January 26th, 2021, from https://nccc.georgetown.edu/
• Kim, U., Halpin, J., & Morrison, G. (2017). Diversity and Inclusion in Healthcare: A Leadership Perspective. The Graduate Schools Executive Guest Lecture Series. 1. https://digitalcommons.otterbein.edu/grad_guest/1

Setting clinical goals and objectives is crucial for personal and professional growth as a nursing student. These goals serve as a roadmap, guiding you through your clinical experiences in a nursing program and helping you develop the necessary skills and knowledge to become a competent and compassionate registered nurse.

What are Nursing Clinical Goals?

Nursing clinical goals are not just random targets but specific, measurable, achievable, relevant, and time-bound (SMART) objectives that nursing students set for themselves during their clinical rotations. These goals are your personal commitments to your growth and development.

They focus on developing essential nursing skills, knowledge, and attitudes to provide high-quality patient care. From mastering technical skills to improving communication and interpersonal skills, and critical thinking abilities, these goals are the stepping stones that will shape you into a competent and compassionate nurse.

Why Setting Clinical Goals Is Important For Nursing Students

Setting clinical goals is essential for nursing students for several reasons:

• Direction and focus: Clear goals help you focus on the most important aspects of your clinical experience, ensuring you maximize your time and resources. Whether you aim to administer medication accurately or improve your communication with an interdisciplinary team, having a SMART goal provides direction.
• Skill development: By setting specific goals related to nursing skills, you can actively work towards mastering these skills, which will benefit you throughout your career. For example, setting a goal to shadow a senior nurse or master the administration of dosages in real time can keep you on the right track.
• Personal and professional growth: Clinical goals encourage you to step out of your comfort zone, take on new challenges, and develop personally and professionally. Nursing students may find that setting professional goals related to nursing practice helps them align their career ambitions with real-world needs.
• Evaluation and feedback: Well-defined goals make it easier for clinical instructors and preceptors to provide targeted feedback and evaluate your progress. Goals like improving clinical immersion or mastering CPR and critical care ensure you’re making tangible progress.
• Confidence and motivation: Achieving your clinical goals can boost your confidence and motivation, helping you stay engaged and committed to your nursing education. This commitment is essential as you work toward a successful nursing career and ultimately become a nurse who provides quality care.

Clinical Goals for Nursing Students 

This section outlines a comprehensive set of objectives that nursing students should strive to achieve during their clinical rotations. These objectives cover skills development, critical thinking, communication, cultural competence, patient safety, and professionalism. They include the following:

Obtain clinical skills

One of the primary goals for nursing students is to acquire and master essential clinical skills. These skills include:

• Vital signs assessment
• Medication administration
• Wound care and dressing changes
• Catheterization and tube management
• Patient positioning and mobility assistance

To achieve this goal, practice these skills consistently under the guidance of your clinical instructors and preceptors. Seek feedback and use skill labs and simulation experiences to refine your techniques, ensuring that your goals are attainable and time-based.s.

Strengthen critical thinking

Strong critical thinking skills are crucial for making sound clinical judgments and providing effective patient care. To enhance your critical thinking abilities:

• Actively participate in patient care conferences and case studies
• Ask questions and seek clarification when uncertain; don’t hesitate to ask a question or request help with a particular concept
• Practice applying nursing theories and evidence-based practices to patient scenarios, aligning your actions with nursing goals
• Reflect on your clinical experiences and consider alternative approaches that align with your goal-setting process

Have a positive attitude

Maintaining a positive attitude during clinical rotations can greatly impact your learning experience and relationships with patients, colleagues, and instructors. To cultivate a positive mindset:

• Embrace challenges as opportunities for growth
• Learn from constructive criticism and feedback
• Celebrate your successes and the successes of others
• Practice self-care and stress management techniques

Focus on collaboration and teamwork

Effective collaboration and teamwork are essential for providing comprehensive patient care. To improve your collaboration skills:

• Actively contribute to team discussions and decision-making processes
• Offer assistance to your colleagues when appropriate
• Be open to learning from other healthcare professionals and taking every opportunity to practice within an interdisciplinary team
• Participate in interprofessional education opportunities, enhancing your overall experience

Communicate effectively

Clear, concise, and compassionate communication is vital for building trust with patients, families, and healthcare team members. To enhance your communication skills:

• Practice active listening and empathy
• Use clear and jargon-free language when explaining concepts to patients and families
• Document patient care accurately and thoroughly
• Develop strategies for communicating with diverse populations

Embrace cultural diversity

Providing culturally competent care is essential for meeting the unique needs of diverse patient populations. To promote cultural competence:

• Educate yourself about different cultures, beliefs, and traditions
• Be respectful and sensitive to cultural differences
• Adapt your communication style and approach to care as needed
• Advocate for culturally appropriate resources and services

Be aware of basic and special human needs

Understanding and addressing patients’ basic and special human needs is fundamental to providing holistic, patient-centered care. To meet these needs:

• Assess patients’ physical, emotional, social, and spiritual needs
• Prioritize care based on Maslow’s hierarchy of needs
• Collaborate with the healthcare team to develop individualized care plans
• Advocate for patients’ rights and preferences

Maintain an emotional balance

Nursing can be emotionally demanding, so it’s crucial to maintain an emotional balance to prevent burnout and provide optimal patient care. To achieve this balance:

• Practice healthy coping mechanisms, such as deep breathing, meditation, or exercise
• Establish clear boundaries between work and personal life
• Seek support from colleagues, mentors, or counseling services when needed
• Engage in hobbies and activities that bring you joy and relaxation

Care about integrity and ethics

Upholding the highest standards of integrity and ethics is essential for maintaining the trust of patients and the public. To demonstrate integrity and ethical behavior:

• Adhere to the nursing code of ethics and professional standards
• Maintain patient confidentiality and privacy
• Be honest and transparent in your actions and communications
• Report any unsafe or unethical practices through appropriate channels

Work on stress tolerance

Nursing can be high-stress, so developing effective stress management strategies is crucial for your well-being and ability to provide quality patient care. To improve your stress tolerance:

• Identify your stress triggers and early warning signs
• Practice relaxation techniques, such as deep breathing, progressive muscle relaxation, or mindfulness
• Engage in regular physical exercise and maintain a healthy diet
• Seek support from friends, family, or professional resources when needed

Learn to ensure basic patient safety

Ensuring patient safety is a fundamental responsibility of all nurses. To prioritize patient safety:

• Familiarize yourself with your institution’s safety protocols and policies
• Perform regular safety checks and risk assessments
• Use proper body mechanics and assistive devices when moving patients
• Double-check medication orders and follow the “five rights” of medication administration

Be attentive to detail

Attention to detail is critical for preventing errors and ensuring optimal patient outcomes. To cultivate attention to detail:

• Take thorough and accurate notes during patient assessments and interactions
• Review patient charts and orders carefully
• Follow checklists and protocols when performing procedures
• Verify patient information and double-check calculations

Show empathy

Empathy is a core component of compassionate nursing care. To demonstrate empathy:

• Actively listen to patients’ concerns and feelings
• Validate patients’ emotions and experiences
• Use nonverbal cues, such as eye contact and gentle touch, to convey understanding
• Tailor your approach to each patient’s unique needs and preferences

Say yes to learning opportunities

Embracing learning opportunities is essential for your personal and professional growth as a nursing student. To maximize your learning:

• Volunteer for new experiences and responsibilities when appropriate
• Attend workshops, seminars, and conferences related to your areas of interest
• Seek mentorship from experienced nurses and healthcare professionals
• Participate in research projects or quality improvement initiatives

Practice giving and receiving reports

Effective communication during patient handoffs is crucial for ensuring continuity of care and patient safety. To improve your report-giving and receiving skills:

• Use a standardized communication tool, such as SBAR (Situation, Background, Assessment, Recommendation)
• Be concise and organized when presenting patient information
• Ask clarifying questions and verify understanding when receiving reports
• Document any changes or updates in the patient’s condition or care plan

Observe as many procedures as you can

Observing a wide range of procedures can broaden your knowledge and skills as a nursing student. To make the most of observation opportunities:

• Ask for permission to observe procedures when appropriate
• Pay close attention to the techniques and steps involved
• Take notes and ask questions to deepen your understanding
• Reflect on how you can apply what you’ve learned to your practice

Practice medication calculations

Accurate medication calculations are essential for ensuring patient safety and preventing medication errors. To improve your calculation skills:

• Review basic math concepts, such as fractions, decimals, and conversions
• Practice solving sample medication calculation problems
• Use a systematic approach, such as dimensional analysis, to solve problems
• Double-check your calculations and have a colleague verify them

Don’t take things personally

Nursing can be emotionally challenging, and it’s important not to take patient behaviors or outcomes personally. To maintain a healthy perspective:

• Recognize that patients may be dealing with stress, pain, or fear
• Focus on providing the best possible care, regardless of a patient’s response
• Debrief with colleagues or mentors after difficult situations
• Practice self-reflection and self-compassion

Develop cultural competence

Providing culturally competent care is essential for meeting the diverse needs of patients and promoting health equity. To develop cultural competence:

• Educate yourself about different cultures, beliefs, and health practices
• Be aware of your own biases and work to overcome them
• Use culturally appropriate communication techniques and resources
• Collaborate with interpreters and cultural liaisons when needed

Practice professionalism

Professionalism is a key attribute of successful nurses. To demonstrate professionalism:

• Adhere to your institution’s dress code and personal hygiene standards
• Be punctual and dependable in your clinical assignments
• Maintain appropriate boundaries with patients and colleagues
• Respond to feedback and constructive criticism with a positive attitude

Setting and working towards clinical goals is essential to your nursing education and professional development. By focusing on these key areas – from mastering clinical skills to developing empathy and professionalism – you can lay the foundation for a successful and rewarding nursing career.

Clinical Information Systems Discussion NR706

Purpose

The purpose of this discussion is for you to analyze different clinical information systems’ features and functionality and determine the most beneficial system for your healthcare setting.

Instructions

Conduct an online search for two different electronic health record (EHR) software solutions you view as beneficial to your healthcare setting. Examples may include, but are not limited to, the following: eClinicalWorks, McKesson, Cerner, Allscripts, Athena Health, GE Healthcare, Epic, Care360, Practice Fusion, OptumInsight, and NEXTGEN.

Then, address the following:

1. Identify two selected EHR software solutions and describe three features of each software solution.
2. Compare and contrast the benefits of the two selected EHR software solutions.
3. Select an EHR software solution that is best suited for your workplace environment and provide the rationale for your selection.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

• Link (webpage): Graduate Discussion Grading Guidelines and RubricLinks to an external site.

Program Competencies

This discussion enables the student to meet the following program competencies:

2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Appraises current information systems and technologies to improve health care. (POs 6, 7)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

2. Use information technology to collect and analyze data to generate evidence-based nursing practice across healthcare settings. (PC 4; PO 7)
3. Evaluate the types of healthcare information systems, knowledge-based systems, and patient care technology and the impact on patient safety, quality of care, and outcome measurement. (PC 4; PO 7)
4. Resolve ethical and legal issues related to the use of information, communication networks, and information and patient care technology. (PCs 2, 4; PO 6)

Due Dates

• Initial Post: By 11:59 p.m. MT on Wednesday
• Follow-Up Posts: By 11:59 p.m. MT on Sunday

NR 706 Week 3: Health Informatics Beyond the Acute Care Environment

Week 3 References

Benda, N., Veinot, T., Sieck, C., & Ancker, J. (2020). Broadband internet access is a social determinant of health! American Journal of Public Health, 110(8), 1123. https://doi.org/10.2105/AJPH.2020.305784

Brooks, R., Nieto, O., Swendeman, D., Myers, J., Lepe, R., Cabral, A., Kao, U., Donohoe, T., & Conulada, W. (2020). Qualitative evaluation of social media and mobile technology interventions designed to improve HIV health outcomes for youth and young adults living with HIV: A HRSA SPNS initiative. Health Promotion Practice 21(5), 693-704. https://doi.org/10.1177/1524839920938704

McBride, S., & Tietze, M. (2023).?Nursing informatics for the advanced practice nurse:?Patient safety, quality, outcomes, and interprofessionalism (3rd ed.). Springer Publishing Company.

Week 3 Consumer Informatics/Telehealth Case Study Discussion

Purpose

The purpose of this discussion is for you to investigate telehealth and technology relationships to social justice principles.

Case Study Scenario

Watch the following video.

Consumer Informatics/Telehealth Case Study (1:55)

Transcript

[MUSIC] Mr. Kasich is a 77-year old who was recently taken to the emergency room after he fell when trying to get out of bed. There, he was found to have a blood glucose level of 35 milligrams per deciliter and was diagnosed with uncontrolled type 2 diabetes mellitus and hypoglycemia despite many years of well-maintained the blood glucose levels. After further assessment, Mr. Kasich was transferred to a medical room in the hospital. 

His background includes diagnosed with type two diabetes mellitus, advanced congestive heart failure and lung cancer. Has Medicare parts A and B. Lives with wife in a remote area that is 40 miles from the closest healthcare provider. Is proficient using his home computer. Mr. Lane is a 42-year old who was admitted for exacerbation of heart failure. 

His background includes has diabetes mellitus type two. Is a long-haul truck driver with a large trucking company. Is privately insured. Is single and primarily lives in his truck. Both Mr. Kasich and Mr. Lane are going home with telehealth consisting of a telemonitoring device that transmits weight, blood pressure, blood glucose levels and pulse oximetry to a remote telehealth nurse.

Even though the use of telehealth does not often include hands on interaction, the goal of keeping patients out of a hospital is consistent with quality nursing practice. Telehealth applications are designed to enhance the patient experience and improve clinical outcomes while providing care for patients in their home environment rather than an institutional setting. Telehealth supports self-care by empowering patients, which is a central tenet of nursing practice.

Instructions

Review the case scenario above and address the following:

1. Examine concepts such as equity, respect, self-determinism, health literacy, cyclic disadvantage, and healthcare disparities among marginalized populations or groups and how they affect patient outcomes.
2. Compare and contrast how each patient in the video may benefit from telehealth services and the ethical considerations from the viewpoint of the nurse.
3. Propose barriers that must be removed to achieve well-being, sufficiency, and healthcare access for all.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

• Link (webpage): Graduate Discussion Grading Guidelines and RubricLinks to an external site.

Program Competencies

This discussion enables the student to meet the following program competencies:

2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Appraises current information systems and technologies to improve health care. (POs 6, 7)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

3. Design programs that monitor and evaluate outcomes of care, care systems, and quality improvement. (PC 4; PO 7)
4. Evaluate the types of healthcare information systems, knowledge-based systems, and patient care technology and the impact on patient safety, quality of care, and outcome measurement. (PC 4; PO 7)
5. Appraise consumer health information sources for accuracy, timeliness, and appropriateness. (PC 4; PO 7)
6. Resolve ethical and legal issues related to the use of information, communication networks, and information and patient care technology. (PCs 2, 4; PO 6)

Due Dates

• Initial Post: By 11:59 p.m. MT on Wednesday
• Follow-Up Posts: By 11:59 p.m. MT on Sunday

NR 706 Week 4: Information Technology as the Basis for Quality Improvement

Week 4 References

Harris, C., Garrubba, M., Melder, A., Voutier, C., Waller, C., King, R., & Ramsey, W. (2018). Sustainability in healthcare by allocating resources effectively (SHARE) 8: Developing, implementing and evaluating an evidence dissemination service in a local healthcare setting. BMC Health Services Research, 18(1), 151. https://doi.org/10.1186/s12913-018-2932-1

McBride, S., & Tietze, M. (2023). Nursing informatics for the advanced practice nurse: Patient safety, quality, outcomes, and interprofessionalism (3rd ed.). Springer Publishing Company.

Otitigbe, J. (2017). Fishbone facilitation reflection: Team-based cause-and-effect study can point the way to the real problem. ISE: Industrial & Systems Engineering at Work, 49(7), 48-51.

Reed, J. E., Howe, C., Doyle, C., & Bell, D. (2018). Simple rules for evidence translation in complex systems: A qualitative study. BMC Medicine, 16(1) 92. https://doi.org/10.1186/s12916-018-1076-9

Schaefer, J. D., & Welton, J. M. (2018). Evidence-based practice readiness: A concept analysis. Journal of Nursing Management, 26(6), 621-629. https://doi.org/10.1111/jonm.12599

Warnick, R. E., Lusk, A. R., Thaman, J. L., Levick, A. H., & Seitz, A. D. (2020). Failure mode and effect analysis (FMEA) to enhance safety and efficiency of Gamma Knife radiosurgery. Journal of Radiosurgery and SBRT, 7(2), 115-125.

Clinical Judgment and Practice Excellence Discussion

Clinical Judgment and Practice Excellence Discussion

Synthesize components of practice excellence, clinical judgment, and personal knowing as a foundation for complex client care and lifelong learning.

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Clinical Judgment and Practice Excellence Discussion Scenario

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After completing your BSN degree, you accepted a promotion to a clinical educator in the facility where you work. You recently participated in inter-professional grand rounds and described a scenario in which your clinical decisions had positive impacts on client outcomes.

You described how your pursuit of practice excellence, use of clinical judgment, and passion for lifelong learning had positive impacts on your nursing career. The Director of Nursing was impressed with your ideas and passion for nursing and asked you to be a speaker at a nursing recruitment luncheon for new graduates.

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Clinical Judgment and Practice Excellence Discussion Instructions

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Create a presentation no longer than eight minutes. The content of the presentation should be in PowerPoint and include:

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• Title Slide (1 slide). Description of the clinical scenario you consider most impactful to your current role as a nurse, including the components of the clinical judgement process: (2 slides)

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• • Cue recognition and clustering
  • Generation and prioritization of hypotheses
  • Actions taken
  • Outcomes evaluated
• Description of how you pursue practice excellence, including a specific example related to your current role as a nurse including (2 slide)
• The challenge to the status quo
• Courage to do the right thing
• Integrate a collaborative approach to nursing practice
• Exemplary description of the meaning of practice excellence, clearly and strongly relating a specific personal example of nursing to these components of excellence: Challenging the status quo, demonstrating the courage to do the right thing, and integrating a collaborative approach to nursing practice.

• Description of how achieving your BSN will impact your pursuit of lifelong learning (2 slide)
• Exemplary description of how achieving a BSN degree will impact the personal pursuit of lifelong learning. Description included a specific example of a plan for lifelong learning.
• Reference list (1 slide)
• Ideas stated with professional language and attribution for credible sources within 5 the past 5 years, with correct APA citation, spelling, and grammar

ORDER THROUGH BOUTESSAY

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized.

Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

Clinical Reasoning in Healthcare Sample Paper

Clinical Reasoning in Advanced Health History and Physical Assessment Skills

Clinical reasoning exploits the clinician’s background knowledge in making judgments in clinical situations. The thinking behind clinical reasoning requires proper translation of information into knowledge and finally, wisdom. Clinical reasoning does not necessarily rely on evidence-based practice and past experiences. The purpose of this paper is twofold, first, to describe the application of clinical reasoning in developing advanced patient history taking and physical assessment skills and second, to explain the use of the nursing process in enhancing critical thinking, clinical reasoning, and clinical judgment while providing clinical examples.

Clinical Reasoning

Clinical reasoning is a critical skill that is useful in gathering relevant clinical data from the patient and making decisions for further care based on this data. It is applied in all cadres of care by nurses and doctors. To achieve clinical competency, the nurse must be able to process several clinical data and investigative results to develop differential diagnoses that would inform further plans of care and referral. Various theoretical concepts have explained clinical reasoning among clinicians.

The dual processing theory espouse that a clinician may make decisions based on the intuitions, through recognition of patterns, or based on previous experiences or heuristics. Otherwise, the clinical reasoning may be analytical and involves a stepwise approach to achieve a clinical decision. While the nurse cannot use the two concepts of decision-making at the same time, they can always switch their model of reasoning based on the type and complexity of the clinical situation (Thampy, Willert, & Ramani, 2019). A more experienced clinician would make decisions in a shorter time compared to a just graduated nurse who is yet to gain more experience and skills in the clinical setup.

Nonetheless, a graduate-level nurse should be able to take a clinical history and perform a physical clinical examination. In the clinical setup, the bulk of work may require that a lot of such clerkship is done in limited time duration. Therefore, the nurse would require their clinical reasoning skills to collect appropriate, focused, and relevant information that would guide their physical examination concepts. According to Barratt (2018), one can assess a nurse’s level of competency based on the kind of information collected and the outcome of the nurses’ decisions made based on such data. A more experienced nurse would perform a physical examination while taking the history in some cases. Clinical reasoning skills usually sharpen with time just like other learned skills such as surgical skills.

The Nursing Processes

The nursing process is a universal practice that involves specific steps in providing holistic patient care. The nursing care steps include assessment, diagnosis, care outcomes, implementations, and evaluation (American Nurses Association et al., n.d.). The nurses start by gathering the subjective and objective data from their clients in the assessment step. Based on the objective and subjective data, the nurse then makes the nursing diagnosis and differential diagnoses (Falcó-Pegueroles et al., 2021). This forms the basis of the expected outcomes or goals of the care. The nurse then administers and evaluates the planned care according to the patient improvement or adjustment in status.

The process described requires the appropriate nursing critical thinking, clinical reasoning, and clinical judgment. Wong and Kowitlawakul (2020) note that the process entirely involves problem-solving. The nurse applies their critical thinking abilities to identify possible differential diagnoses. Clinical reasoning is required in prioritizing the most likely diagnosis out of the differential diagnoses. Clinical judgment and clinical reasoning would be useful in choosing the best care methods for the patient. The nurses are obliged to follow the nursing process to ensure the best outcomes for the patient. In so doing, they enhance their critical thinking, clinical reasoning, and clinical judgment skills with time. Their experience and competency levels advance with improvement in the above skills. Arguably, graduate-level nurses practice these skills during their training programs (Wong & Kowitlawakul, 2020) and are expected to translate the same in their professional practice.

Clinical Example

A patient presents to a busy outpatient clinic with a 2-week history of postprandial epigastric pain and 2 episodes of hematemesis last week. The nurse takes a full history and conducts a full abdominal exam but admits the patient for further inpatient care. Before admission, the nurse administers painkillers while awaiting esophagogastroduodenoscopy for the patient. She then informs the gastroenterologist on call that day to come and review this new admission. The nurses make differential diagnoses but chooses to relieve the patient’s pain before offering further care. This demonstrates clinical reasoning and judgment. The referral to a physician portrays her collaborative care skills, clinical judgment, and communication capabilities after realizing that this is a complicated case requiring more advanced care. Critical thinking enabled her to make differentials and to make the decision of managing pain over the medical diagnoses.

Conclusion

In sum, clinical reasoning, critical thinking, and clinical judgment are essential skills that a graduate nurse must be acquainted with to ensure higher competency levels. The skills are related and their application in the nursing process is intertwined. Their relationship with the nursing process is mutual and their absence causes disorganization in the patient’s care. The described clinical example exposes the nurse’s exquisite skills that ensured safe patient care requiring collaborative care approach.

References

• American Nurses Association, American Nurses Credentialing Center, & American Nurses Foundation. (n.d.). The Nursing Process. Nursingworld.Org. Retrieved March 17, 2021, from https://www.nursingworld.org/practice-policy/workforce/what-is-nursing/the-nursing-process/
• Barratt, J. (2018). Developing clinical reasoning and effective communication skills in advanced practice. Nursing Standard (Royal College of Nursing (Great Britain): 1987), 34(2), 37–44. https://doi.org/10.7748/ns.2018.e11109
• Falcó-Pegueroles, A., Rodríguez-Martín, D., Ramos-Pozón, S., & Zuriguel-Pérez, E. (2021). Critical thinking in nursing clinical practice, education, and research: From attitudes to virtue. Nursing Philosophy: An International Journal for Healthcare Professionals, 22(1), e12332. https://doi.org/10.1111/nup.12332
• Thampy, H., Willert, E., & Ramani, S. (2019). Assessing clinical reasoning: Targeting the higher levels of the pyramid. Journal of General Internal Medicine, 34(8), 1631–1636. https://doi.org/10.1007/s11606-019-04953-4
• Wong, S. H. V., & Kowitlawakul, Y. (2020). Exploring perceptions and barriers in developing critical thinking and clinical reasoning of nursing students: A qualitative study. Nurse Education Today, 95(104600), 104600. https://doi.org/10.1016/j.nedt.2020.104600

CN 4002 Part 2 Written Response to Fact Sheet Sample

Introduction

            The nursing practitioner plays a key role in the education and management of various patients presenting at the health care institution. Nursing practitioners have adequate training in assessment, diagnosis, ordering and interpretation of medical results, prescription of medication, and play a key collaborative role in the management of patients (Riordan et al., 2017). This essay aims at expounding on the role of the nurse in advocating for a patient with diabetes, and key ethical considerations to be addressed.

Role of the nurse

The nursing practitioner plays a key role in the provision of care and the promotion of self-care management. The nurse has a vital role to play in offering prevention advice and other lifestyle change and health adoption techniques. The screening, early detection and prevention is another key role played by the nursing team (Drincic et al., 2017). The nurse is also responsible for promoting self-care while also taking part in the assessment of the patient’s nutritional requirements. Urine and blood glucose monitoring as well as the administration of both oral and injectable medication is another key role of the nurse in diabetes management.

Ethical considerations

Nursing practice requires striking a balance when delivering care to the patient. A nursing practitioner must, therefore, take into consideration various ethical considerations in the delivery of care. Some of the key considerations to take into account include autonomy, justice, beneficence and non-maleficence (Abbasinia et al., 2020). The nurse must always ensure that they provide the patient with all the necessary information required for the patient to make a well-informed decision concerning his care. The nursing practitioner must also ensure that no harm comes to the patient while also treating every patient equally and fairly (Murgia et al., 2020). The nurse should display the highest form of respect towards every individual and portray dignity in the way he or she offers care and communication.

The nurses’ priority is towards the patient. It is therefore paramount for the nursing practitioner to include the individual’s beliefs, thoughts and suggestions during the administration of care (Koskenvuori, 2020). Any conflicting interests should be well dealt with without interfering with the patient’s care. The nurse also has a key role to play in advocation and protection of the patient’s rights while also ensuring the patient’s safety. The aim of these all is to ensure that the patient receives optimal care guaranteeing positive health outcomes.

Conclusion

In conclusion, the nurse plays a vital role in the management of the patient diagnosed with diabetes. Screening, early detection and management are but some of the roles that fall in the hands of the nurse. The nurse has the obligation to offer the highest standard care to the patient while also providing the patient with all the information concerning his condition to enable him or her make well informed choices concerning his care.

References

• Abbasinia, M., Ahmadi, F., & Kazemnejad, A. (2020). Patient advocacy in nursing: A concept analysis. Nursing Ethics, 27(1), 141-151. https://doi.org/10.1177/0969733019832950
• Drincic, A., Pfeffer, E., Luo, J., & Goldner, W. S. (2017). The effect of diabetes case management and Diabetes Resource Nurse program on readmissions of patients with diabetes mellitus. Journal of Clinical & Translational Endocrinology, 8, 29-34. https://doi.org/10.1016/j.jcte.2017.03.003
• Koskenvuori, J., Numminen, O., & Suhonen, R. (2019). Ethical climate in nursing environment: a scoping review. Nursing Ethics, 26(2), 327-345. https://doi.org/10.1177/0969733017712081
• Murgia, C., Notarnicola, I., Rocco, G., & Stievano, A. (2020). Spirituality in nursing: a concept analysis. Nursing Ethics, 27(5), 1327-1343. https://doi.org/10.1177/0969733020909534
• Riordan, F., McHugh, S. M., Murphy, K., Barrett, J., & Kearney, P. M. (2017). The role of nurse specialists in the delivery of integrated diabetes care: a cross-sectional survey of diabetes nurse specialist services. BMJ Open, 7(8), e015049. https://doi.org/10.1136/bmjopen-2016-015049

 

Co-payments and Deductibles Play for Insurance Coverage

Co-payments and Deductibles Play for Insurance Coverage

1.What incentive function do co-payments and deductibles play for insurance coverage?

2.How might high overtime pay discourage productivity?

3.In an iterated prisoner’s dilemma game, one may decide to punish an opponent who has defected by responding with defection for a certain number of rounds, then reverting to cooperation.

This strategy would result in the punished player losing, say, $x each round (starting next round) for n rounds. Show that the present value of the money lost is (? – ?n + 1) x/(1 – ?).[Hint: Call the present value of these loses T and parallel the work above.] (5.2)

http://www.kaltura.com/tiny/qr8za

http://www.kaltura.com/tiny/jnsjz

http://www.kaltura.com/tiny/zd6ul

ORDER THROUGH BOUTESSAY

Co-payments and Deductibles Play for Insurance Coverage Instructions

Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

• Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the
• Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

• I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
• As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.

LopesWrite Policy

• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

• Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
• Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

 

Code of Ethics and Conduct Poor Judgement Discussion

Introduction

Chiropractors, like medical doctors, are bound by a code of ethics based on certain responsibilities to the profession, the public, and their patients. Chiropractors must observe and uphold certain fundamental principles, professionalism, and standards of excellence. The foundation of chiropractic practice is based on established moral ethics and obligations that promote dignity and integrity (Rasoal et al., 2017). Chiropractors have a duty to the profession to ensure that they do not engage in behaviors that bring disrepute to the practice. Professional impropriety by chiropractors erodes public trust. To this end, this paper examines the code of ethics and conduct that guide chiropractic practice.

Ethical Codes for Healthcare Professionals

The objective of healthcare professionals is to enhance the quality of life, promote the well-being of the public as well as upholding the dignity of patients. In fulfilling these objectives, chiropractors and other healthcare professionals must conduct themselves through acceptable behaviors that do not bring disrepute to the profession nor erode public trust (Robinson, & Doody, 2021). Healthcare professionals are seen as advocates for morals and ethics hence held to higher standards than most people. Below is a discussion of violations committed by the chiropractor in the case study.

Gregory Poor violated his professional conduct by engaging in illegal activities that brought disrepute to the chiropractic practice. To begin with, Poor was found with heroin and other banned substances such as GHB (gamma hydroxybutyrate) with the intention of distribution. Poor pleaded guilty to the charge of conspiracy to manufacture and distribute GHB, an an illegal drug. Poor was also charged with introducing adulterated drugs into the interstate drug trade. The possession of cocaine and the manufacture of illegal and banned drugs is a violation of Nebraska’s laws on illegal drugs. Apart from breaking Nebraska’s drug laws, Poor’s conduct violated his professional code of conduct because his behavior amounted to professional impropriety.

One of the codes of ethics contained in the American Chiropractic Association Code of Ethics (ACACE) is that:

“Doctors of chiropractic have an obligation to the profession to endeavor to assure that their behavior does not give the appearance of professional impropriety. Any actions that benefit a practitioner to the detriment of the profession must be avoided to not erode the public trust,” (Council on Chiropractic Orthopedics, 2021).

Poor profited from the manufacture and sale of banned drugs such as cocaine and GBH. These actions go against the professional conduct expected from a healthcare professional. Even more serious is Poor’s failure to warn his prospective customers about the serious dangers caused by ingesting GBH especially when combined with alcohol. GBH is a schedule 1 drug that can only be dispensed by licensed healthcare professionals. The manufacture of GBH by Poor is a grievous violation of the code of ethics expected of chiropractors.

Prevailing Ethical Codes and Principles

Another critical principle observed by healthcare professionals is veracity. Veracity refers to the act of being truthful and honest. This principle defines the relationship between healthcare workers/providers and patients/the public (Amer, 2019). Poor also lied to an investigator during the investigation of his activities. The act of conspiring to manufacture and sell GBH and other misbranded drugs depict Poor as a dishonest person. Lying to an investigator is serious and it makes Poor look bad in the face of the public because a person who willingly lies to an investigator can also willingly lie to his customers/public. Healthcare professionals are some of the workers expected to uphold the principle of veracity at all times when dealing with their patients and the outside public.

Poor broke the principle of nonmaleficence by selling cocaine and GBH. The principle of nonmaleficence states that healthcare professionals must not cause harm to others (Ebbs, Carver & Moritz, 2020). This principle outlaw inflicting intentional harm on others and engaging in activities that pose the risk of harm to other people. Even though Poor did not break this principle in a doctor-patient situation, his behavior outside his work setting did. For example, Poor willingly distributed GBH drug to his companions and the public without informing them how dangerous this drug is; this is intentional harm. Besides, Poor consumed and distributed cocaine and also engaged in drunk driving. These are activities that put others in the way of harm.

Impact of Personal Life on a Professional Career

Health care professionals are held to a high standard of ethics by the virtue of their jobs. As such, healthcare professionals are expected to observe and safeguard the rights, interests, and needs of the society. Doing so makes them the moral advocates and role models of ethical behavior and good conduct. As role models, their actions, decisions, and conduct reflect on their personal and professional integrity.

Gregory Poor led a double life where he was both a drug dealer and a professional chiropractor. He made wrong personal choices of selling cocaine and GBH as well as driving under the influence of alcohol. These are serious personal life choices that harm one’s personal life and wellbeing as well as one’s professional career. In Poor’s case, not only did he violate Nebraska’s State laws on drugs, but he also violated his professional code of conduct. Violation of State/National laws by selling banned drugs essentially made Poor a criminal. By being a criminal, Poor also brought disrepute to him personality and his profession. Most importantly, Poor’s behavior eroded the public trust which means the public no longer trusted him as a moral advocate of ethics and conduct expected in health professionals.

Bad decisions in one’s personal life affect their professional working life. Compromising one’s values may create problems for one’s professional career. For example, by involving in the distribution of banned drugs, Poor lost his personal and professional integrity. At this point, the public cannot trust him to continue dispensing his professional duties as a healthcare worker while on the other hand, he is ruining lives by selling to the public dangerous drugs such as cocaine and GBH.

Conclusion

All healthcare workers must adhere to a professional code of conduct as well as observe ethics. Chiropractors are primary healthcare providers which means that they are bound by a code of ethics to conduct themselves in a manner that does not bring disrepute to their profession. In the case study of Poor v. State, Poor violated his professional code of conduct by engaging in criminal activities. Poor manufactured and sold GBH, a deadly schedule 1 drug, without authorization. Secondly, as is required by law, Poor did not inform his victims about how dangerous GBH drug is to a person’s health. Other behaviors by Poor that brought disrepute to his profession are the distribution of cocaine and driving under the influence of alcohol. Healthcare professionals must observe the rule of doing good and not bringing harm to other people, something that Poor failed to uphold.

References

• Amer, A. B. (2019). The Ethics of Veracity and It Is Importance in the Medical Ethics. Open Journal of Nursing, 9(2), 194-198. DOI:10.4236/ojn.2019.92019
• Council on Chiropractic Orthopedics. (2021). CCODC. Retrieved from http://www.ccodc.org/ethics.html
• Ebbs, P., Carver, H., & Moritz, D. (2020). Principlism in paramedicine: an examination of applied healthcare ethics. Journal of Paramedic Practice, 12(8), 1-6. https://doi.org/10.12968/jpar.2020.12.8.CPD1
• Rasoal, D., Skovdahl, K., Gifford, M., & Kihlgren, A. (2017, December). Clinical ethics support for healthcare personnel: an integrative literature review. In Hec Forum (Vol. 29, No. 4, pp. 313-346). Springer Netherlands.
• Robinson, S., & Doody, O. (2021). Nursing & Healthcare Ethics. Elsevier Health Sciences