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Interaction Between Nurse Informaticists and Other Specialists NURS 6051Discussi ...

Interaction Between Nurse Informaticists and Other Specialists NURS 6051

Discussion: Interaction between Nurse Informaticists and Other Specialists Example Approach

The roles of nurse informaticists and specialists are virtually applicable in all health practice settings. Their responsibilities encompass collaboration with other professionals, thus requiring appropriate collaborative strategies. Nurse informaticists support information acquisition and clinical information system evaluation and implementation. In so doing, they promote and assist the institution in knowledge management (Nagle et al., 2020).

In my practice setting, patients that do not require emergency care are received and triaged before they are directed to the appropriate specialists. The patients’ data are collected or retrieved at the triaging and reception. At this point, the entry and classification of this information to the appropriate departments require the services of nurse informaticists.

The process of admitting a patient to our institution starts with the registration. The patient’s data is entered in hard copy patient file records and into the electronic health records for easy retrieval. The physical file records are handled only by the clinicians and patients have limited access. The process of patient interview and history taking involves recording the information in the file records and transferring the summarized and organized data into the electronic records.

The results from the lab are produced in hard copy printed papers and filed while a copy is sent to the requesting physician for further interpretation and care. The nurse is responsible for collecting and transferring patient data and transmitting results between different outpatient departments. In the process, the nurse interacts with the physician and technicians on a daily basis and is responsible for the flow of the patient’s information and data throughout until discharge.

Improving the Interactions

The interaction between the nurse informaticists and the physicians is collaborative and interdependent. The process of flow and exchange of information and data between the nurses and the consultants is slower and would be improved through the use of information technology. Using information technology with paper-based methods as backup would speed up these interactions, ensuring faster, specific, patient-centered care (Nelson & Carter-Templeton, 2016).

Information technology, through electronic health records (EHR), would be used to transfer, share and inform other specialists on patient’s data results and details about their care so far. Relaying the patient’s information from the reception and registration to the consultants’ rooms would be done through electronic means to eliminate potential delays. The time the nurses take when consolidating the patient’s data from the lab to consultation rooms and wards can be reduced through electronic data transfer using computer technology. The use of technology also enhances faster and efficient data analysis that would promote effective knowledge management.

Impacts of Evolution of Nursing Informatics

Nursing informatics has evolved over the past decades from informal informatics that involved no profession to the professional learning of the nursing informatics and information technology. The evolution of nursing informatics into a specialty, together with technological advancements, has increased the scope of the application of nursing informatics.

Presently, aspiring nurse informaticists must acquire relevant knowledge of information technology. This knowledge keeps advancing with time and the technologies become more sophisticated and nurse informaticists have to update their skills and capabilities to interpret organizational information flow (Glassman, 2017) adequately.

The advancements would reduce the interaction duration between professionals and improve the quality of interaction due to the unification of interaction by the use of similar and specific technologies (Brixley, 2016). Modest outcomes include reduced documentation, faster patient registration, and reduced admission time. Specific tasks, including nursing data collection and diagnosis, will be semi-automated if not fully automated.

Interaction Between Nurse Informaticists and Other Specialists NURS 6051 References

Brixey J. J. (2016). Health Informatics Competencies, Workforce and the DNP: Why Connect These ‘Dots’?. Studies In Health Technology And Informatics, 225, 750–752.

Glassman, K. (2017). Using Data in Nursing Practice. American Nurses Today, 12(11), 45–47. Retrieved 13 December 2020, from https://www.myamericannurse.com/wp-content/uploads/2017/11/ant11-Data-1030.pdf.

Nagle, L., Sermeus, W., & Junger, A. (2020). Evolving Role of the Nursing Informatics Specialist. Forecasting Informatics Competencies For Nurses In The Future Of Connected Health, pp. 212–222. https://doi.org/10.3233/978-1-61499-738-2-212

Nelson, R., & Carter-Templeton, H. D. (2016). The Nursing Informatician’s Role in Mediating Technology Related Health Literacies. Studies In Health Technology And Informatics, 225, 237–241.

Interaction Between Nurse Informaticists and Other Specialists NURS 6051

Discussion: Interaction Between Nurse Informaticists and Other Specialists

Nature offers many examples of specialization and collaboration. Ant colonies and bee hives are but two examples of nature’s sophisticated organizations. Each thrives because their members specialize by tasks, divide labor, and collaborate to ensure food, safety, and general well-being of the colony or hive.

Of course, humans don’t fare too badly in this regard either. And healthcare is a great example. As specialists in the collection, access, and application of data, nurse informaticists collaborate with specialists on a regular basis to ensure that appropriate data is available to make decisions and take actions to ensure the general well-being of patients.

In this Discussion, you will reflect on your own observations of and/or experiences with informaticist collaboration. You will also propose strategies for how these collaborative experiences might be improved.

To Prepare for Interaction Between Nurse Informaticists and Other Specialists NURS 6051 Discussion:

Review the Resources and reflect on the evolution of nursing informatics from a science to a nursing specialty.
Consider your experiences with nurse Informaticists or technology specialists within your healthcare organization.

By Day 3 of Week 3

Post a description of experiences or observations about how nurse informaticists and/or data or technology specialists interact with other professionals within your healthcare organization. Suggest at least one strategy on how these interactions might be improved. Be specific and provide examples. Then, explain the impact you believe the continued evolution of nursing informatics as a specialty and/or the continued emergence of new technologies might have on professional interactions.

By Day 6 of Week 3

Respond to at least two of your colleagues* on two different days, offering one or more additional interaction strategies in support of the examples/observations shared or by offering further insight to the thoughts shared about the future of these interactions.

*Note: Throughout this program, your fellow students are referred to as colleagues.

Internal and External Criticism of Middle-Range Theories EssayDetermining whethe ...

Internal and External Criticism of Middle-Range Theories Essay

Determining whether a middle-range theory is applicable in research is very significant. Middle-range theories assist nurses in attaining their goals of conducting comprehensive nurse research. Theory evaluation refers to categorizing constituent parts of a hypothesis and their judgment against a set of prearranged principles and standards or criteria.

External and internal criticism evaluates middle-range theories. External criticism deliberates the appropriateness or suitability of the principles external to the hypothesis and the hypothesis. Internal criticism deliberates the criteria about the theory’s inner mechanisms or interior dimensions and how its constituents match each other. This essay describes the internal and external criticism used to evaluate middle-range theories.

Internal criticism evaluates a middle rage theory’s adequacy, clarity, consistency, logical development, and level of theory development. A theory’s adequacy refers to how comprehensively it discourses the subject matter and if it accounts for the topic under deliberation. Clarity confirms if a hypothesis evidently states the key components to be measured and if a reader can effortlessly understand them (Peterson & Bredow, 2019). Consistency measures if a theory has corresponding use of terms, ideologies, techniques, and explanations. Consistency also analysis if a theory’s description preserves the descriptions of the key ideas and concepts.

A logical development examines if the philosophy follows a line of thought based on former pieces of evidence or if its premises and assumptions cannot be evidenced (Peterson & Bredow, 2019). This stage also scrutinizes if its conclusions are rational and if the opinions are supported. The last step of internal criticism, the level of theory development, examines if the theory is compatible with the conceptualization of middle-range philosophy. Significantly, assessing philosophies pertinent to nursing as representations can upsurge their scholarly and clinical practicality (Risjord, 2019). Internal criticism necessitates the assessor to explain if the theory logically follows and if it is rational and congruent with the fundamental assumptions.

External criticism evaluates the theory’s complexity, reality convergence, significance, scope, utility, and discrimination. Utility examines if the philosophy can formulate assumptions researchable by nurses. Significance measures if the theory’s outcomes impact how nurses conduct nursing interventions or it simply defines what they do.

Its significance also describes if it addresses essential subjects to nursing. The scope of a theory analyzes the narrowness or broadness of the assortment of phenomena it covers (Peterson & Bredow, 2019). Reality convergence determines if the hypothesis’s fundamental assumptions are factual, if they epitomize and characterize the actual world and if they mirror the physical world as comprehended by the person who reads (Peterson & Bredow, 2019).

Discrimination evaluates if the philosophy will generate suppositions that will result in unique research outcomes, its distinctiveness to the area of nursing it discusses and if it has clear and detailed boundaries and conclusive parameters of the topic. Lastly, a theory’s complexity assesses the number of concepts included as chief components, its description’s complexity, and if it’s understandable without an extensive clarification and explanation. External criticism necessitates the assessor to explain if the hypothesis’ assumptions are factual and if they mirror the real nursing world.

Summing up, determining if a hypothesis is practical for research practice is imperative. Internal and external criticism evaluate middle-range theories. Internal criticism analyzes the interior structure of how the theory’s components correspond with each other. Contrary, external criticism scrutinizes the philosophy and its connection to health, individuals, and nursing. A theory’s systematic and detailed criticism entails both internal and external criticism.

References

Peterson, S., & Bredow, T. S. (2019). Middle range theories: Application to nursing research and practice. Lippincott Williams & Wilkins. https://dl.uswr.ac.ir/bitstream/Hannan/138864/1/9781608318001.pdf

Risjord, M. (2019). Middle?range theories as models: New criteria for analysis and evaluation. Nursing Philosophy, 20(1), e12225. https://doi.org/10.1111/nup.12225

Middle Range Theories Assignment Instructions

Making judgement as to whether a theory could be adapted for use in research is very important. Describe the internal and external criticism that is used to evaluate middle range theories.

Interprofessional Staff Update Example PaperIntroductionProtected health Informa ...

Interprofessional Staff Update Example Paper

Introduction

Protected health Information-PHI is sensitive data belonging to patients that are used to identify them. These are the personal information of patients that contain critical data such as a patient’s medical history, insurance information, and any other critical personal information. The provisions of the Health Insurance Portability and Accountability Act-HIPAA stipulates that healthcare providers must protect the health information of their patients.

Privacy Security and Confidentiality of Patient’s Medical Record

Healthcare organizations are required by law to protect the privacy of their patients by keeping their personal information away from unauthorized personnel and the public. Confidentiality entails concealing any personal information of patients from the public’s eye. The 2009 amendments to the HIPAA rules recognize sharing photos/pictures belonging to patients as a breach of confidentiality. From the case study provided, the nurse who shared a photo of herself and her patient on social media breached the law on patient privacy and confidentiality. Excellent examples of aspects that entail a breach of privacy and confidentiality in healthcare include; personal space/physical privacy, and personal data.

Public discussion of patients, carelessly leaving patients’ personal information lying on desks, taking photos with patients, and sharing on social media also breach the rule on patient confidentiality (Sipes, 2016). HIPAA requires all healthcare providers to strictly adhere to set rules and regulations about customer privacy and confidentiality. Concerning PHI, all healthcare facilities must protect all identifiable personal health information of patients such as financial information, birth date, name, photo/pictures, and patients’ medical history.

HIPAA Social Media Violations

A breach of a patient’s confidentiality is a serious offense that attracts severe punishment by HIPAA. Punishment is meted out on nurses and healthcare givers that breach HIPAA’s privacy and confidentiality rules, even where the intention of the breach is not malicious. In the United States, over 500 professional nurses have been terminated from work for various offenses that fall under breach of confidentiality and privacy (Stevens, 2017). Furthermore, HIPAA is highly unlikely to hire nurses who have been previously terminated for breaching its confidentiality and privacy rules.

Sanctions Imposed on Violators

There are different categories of punishment by HIPAA depending on the gravity of a violation. Where HIPAA finds that a violation was unintentional, the punishment meted out depends on the seriousness of the violation. For example, posting a patient’s personal health information on social media is a serious violation even if the intention of the nurse is not malicious (Mosier, 2019). From the case study, the intention of the nurse when she posted a photo of herself and her patient is a serious breach of HIPAA rules that warrants termination from work.

Wilful violations of HIPAA rules result not only in dismissal from work but also in criminal charges. Where a nurse was found to wilfully breach PIH, they are terminated from work and criminal proceedings instituted against them (Jabour, 2021). Another sanction that HIPAA uses to sanction violators is to delist violators. This means that a violator is very unlikely to be rehired as a nurse in the future.

Conclusion

Patient privacy and confidentiality is a critical factor in the healthcare sector. Nurses and all health professionals in the U.S. must strictly observe privacy and confidentiality policies created by HIPAA. All personal health information of patients is private information that must be kept out of reach of the public. Violation of HIPAA rules on privacy and confidentiality attracts severe punishment ranging from being delisted as a nurse, criminal prosecution, and termination from duty.

References

Mosier, S., Roberts, W., & Englebright, J. (2019). A systems-level method for developing nursing informatics solutions. JONA: The Journal of Nursing Administration, 49(11), 543–548. https://doi.org/10.1097/nna.0000000000000815
Sipes, C. (2016, January 1). Project Management: Essential Skill of Nurse Informaticists. Walden Library. https://eds-a-ebscohost-com.ezp.waldenulibrary.org/eds/pdfviewer/pdfviewer?vid=2&sid=d7e0961a-b9f5-48db-b31c-74719f7bace7%40sdc-v-sessmgr01
Stevens, G. (2017, May). Computerized Patient Record System Graphical User Interface (CPRS GUI) Installation Guide Version 26 [PDF]. va.gov.
Jabour, S. M., Chander, G., Riekert, K. A., Keruly, J. C., Herne, K., Hutton, H., Beach, M. C., Lau, B., Moore, R. D. & Monroe, A. K. (2021). The Patient Reported Outcomes as a Clinical Tool (PROACT) Pilot Study: What Can be Gained by Sharing Computerized Patient-Reported Mental Health and Substance Use Symptoms with Providers in HIV Care? AIDS and Behavior. https://doi.org/10.1007/s10461-021-03175-2

Interview and Interdisciplinary Issue Identification Discussion NURS-FPX4010 Exa ...

Interview and Interdisciplinary Issue Identification Discussion NURS-FPX4010 Example Included

For this assessment, you will create a 2-4 page report on an interview you have conducted with a health care professional. You will identify an issue from the interview that could be improved with an interdisciplinary approach, and review best practices and evidence to address the issue.

As a baccalaureate-prepared nurse, your participation and leadership in interdisciplinary teams will be vital to the health outcomes for your patients and organization. One way to approach designing an improvement project is to use the Plan-Do-Study-Act (PDSA) cycle. The Institute for Healthcare Improvement describes it thus:

The Plan-Do-Study-Act (PDSA) cycle is shorthand for testing a change in the real work setting—by planning it, trying it, observing the results, and acting on what is learned. This is the scientific method adapted for action-oriented learning…Essentially, the PDSA cycle helps you test out change ideas on a smaller scale before evaluating the results and making adjustments before potentially launching into a somewhat larger-scale project (n.d.).

You might also recognize that the PDSA cycle resembles the nursing process. The benefit of gaining experience with this model of project design is that it provides nurses with an opportunity to ideate and lead improvements. For this assessment, you will not be implementing all of the PDSA cycle.

Instead, you are being asked to interview a healthcare professional of your choice to determine what kind of interdisciplinary problem he or she is experiencing or has experienced in the workplace. This interview, in Assessment 2, will inform the research that you will conduct to propose a plan for interdisciplinary collaboration in Assessment 3.

It would be an excellent choice to complete the PDSA Cycle activity prior to developing the report. The activity consists of four questions that create the opportunity to check your understanding of best practices related to each stage of the PDSA cycle. The information gained from completing this formative will promote your success with the Interview and Interdisciplinary Issue Identification report. This will take just a few minutes of your time and is not graded.

Reference

Institute for Healthcare Improvement. (n.d.). How to improve. http://www.ihi.org/resources/Pages/HowtoImprove/default.aspx

Demonstration of Proficiency

Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.

Summarize an interview focused on past or current issues at a healthcare organization.

Describe collaboration approaches from the literature that could be relevant in establishing or improving an interdisciplinary team to address an organizational issue.

Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.

Identify an issue from an interview for which an evidence-based interdisciplinary approach would be appropriate.

Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.

Describe change theories and a leadership strategy that could help develop an interdisciplinary solution to an organizational issue.

Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.

Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

Professional Context

This assessment will introduce the Plan-Do-Study-Act (PDSA) Model to create change in an organization. By interviewing a colleague of your choice, you will begin gathering information about an interprofessional collaboration problem that your colleague is experiencing or has experienced. You will identify a change theory and leadership strategies to help solve this problem.

Scenario

This assessment is the first of three related assessments in which you will gather interview information (Assessment 2); design a proposal for interdisciplinary problem-solving, (Assessment 3); and report on how an interdisciplinary improvement plan could be implemented in a place of practice (Assessment 4). At the end of the course, your interviewee will have a proposal plan based on the PDSA cycle that he or she could present to stakeholders to address an interdisciplinary problem in the workplace.

For this assessment, you will need to interview a healthcare professional such as a fellow learner, nursing colleague, administrator, business partner, or another appropriate person who could provide you with sufficient information regarding an organizational problem that he or she is experiencing or has experienced, or an area where they are seeking improvements. Consult the Interview Guide [DOCX] for an outline of how to prepare and the types of information you will need to complete this project successfully.

Remember: this is just the first in a series of three assessments.

Instructions

For this assessment, you will report on the information that you collected in your interview, analyzing the interview data and identifying a past or current issue that would benefit from an interdisciplinary approach. This could be an issue that has not been addressed by an interdisciplinary approach or one that could benefit from improvements related to the interdisciplinary approach currently being used.

You will discuss the interview strategy that you used to collect information. Your interview strategy should be supported by citations from the literature.

Additionally, you will start laying the foundation for your Interdisciplinary Plan Proposal (Assessment 3) by researching potential change theories, leadership strategies, and collaboration approaches that could be relevant to issue you have identified. Please be certain to review the scoring guide to confirm specific required elements of this assessment. Note that there are differences between basic, proficient and distinguished scores.

When submitting your plan, use the Interview and Issue Identification Template [DOCX], which will help you to stay organized and concise. As you complete the template, make sure you use APA format for in-text citations for the evidence and best practices that are informing your plan, as well as for the reference list at the end.

Additionally, be sure to address the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

Summarize an interview focused on past or current issues at a healthcare organization.
Identify an issue from an interview for which an evidence-based interdisciplinary approach would be appropriate.
Describe potential change theories and leadership strategies that could inform an interdisciplinary solution to an organizational issue.
Describe collaboration approaches from the literature that could facilitate establishing or improving an interdisciplinary team to address an organizational issue.
Communicate with writing that is clear, logically organized, and professional, with correct grammar and spelling, and using current APA style.

Additional Requirements

Length of submission: Use the provided template. Most submissions will be 2 to 4 pages in length. Be sure to include a reference page at the end of the plan.
Number of references: Cite a minimum of 3 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than 5 years old.
APA formatting: Make sure that in-text citations and reference list follow current APA style.

NURS-FPX4010 Assessment 2 Interview and Interdisciplinary Issue Identification Discussion Instructions

Summary of the Interview

The interview was carried out on a nurse colleague using the interview guides provided prior to the interview. The nurse, Ms. Thomas, has been an active nurse for the past five years. In the interview, Nurse Thomas asserted that she has participated in some of the changes occurring in her healthcare facility.

Although Nurse Thomas has not been in employment for long, she has seen some transformative changes in the nursing industry and has also actively participated in instituting some of the changes in her healthcare facility. Based on her five years of experience and the changes she has witnessed, interviewing Ms. Thomas was a worthwhile activity.

During the interview, Nurse Thomas divulged to the interviewer that she had identified numerous healthcare solutions that she felt would revolutionize her healthcare organization through the provision of quality care. The nurse said that some of the changes like technology have transformed the nursing profession to unimaginable levels within the last few years. Ms. Thomas also told the interviewer that in her years of work as a nurse, she has seen some revolutionary innovations within the nursing industry that have transformed the nursing practice from what it was some years back.

Some of the strategies used to enhance the quality of the interview include effective communication such as clarity and using simple language. The interviewer used simple English language throughout the interview to eliminate chances of miscommunication or misunderstandings related to difficult jargon. Besides, the questions asked were straightforward and simple to get as much information as possible.

One of the changes that Nurse Thomas admitted having witnessed over the past five years of her professional life as a nurse is the improvement in patient outcomes and quality care. In particular, the nurse quoted efficiently functioning systems and technology as some of the factors that have led to rapid change in the healthcare industry. In the case of systems, Ms Thomas said she has witnessed many healthcare facilities reforming their organizational structures to adopt management approaches that promote efficiency and the provision of quality care to patients.

On technology, the Interviewee lauded such technological advances as artificial intelligence, robotics, nanotechnology, and Electronic Health Records as having brought about fundamental changes to her facility and the industry at large. During the interview, Ms. Thomas gave the example of how EHR technology has made the lives of nurses easy by saving them time and energy.

However, Ms. Thomas also admitted during the interview that even with the advancements brought by technology, there were still some challenges that needed solutions. Ms. Thomas particularly decried the issue of rising costs to patients occasioned by technology. She asserted that some hospitals have had to increase their costs and charges to patients to cater to the costs of purchasing and maintaining nursing technology tools.

Secondly, Ms. Thomas asserted that not only is technology expensive for many hospitals, it is also impossible for healthcare facilities to keep changing their equipment with the arrival of newer technology. For this reason, Ms. Thomas told the interviewer that very many healthcare facilities are still stuck in the old way of doing things.

Issue Identification

Technology has been identified as one of the factors contributing to rapid changes in the healthcare sector. Technology in the healthcare industry leads to improved patient outcomes and quality care. Technology has also led to the reduction of medical errors as its precision improves with each new day. However, technology has also brought some challenges such as increased cost of medical care for patients.

Change Theory

Change is inevitable for healthcare facilities because of emerging trends. A simple yet effective change theory that healthcare industry players can utilize to keep up with the current trends is the Kurt Lewin change theory. This theory adopts a three-pronged approach to initiating change. The three stages involved in Kurt Lewin’s change are: unfreezing, changing and refreezing (Deborah, 2018).

Unfreezing is bringing in the desired values, behavior, beliefs, and organizational culture. The changing stage is the stage where people/organizations transition from the old way of doing things to the new way of doing things instituted at the unfreeze stage. The last stage, refreezing is where the new changes are reinforced and solidified as the new way of doing things.

Collaboration

Collaboration is critical in the healthcare industry because it enhances the quality of care for patients. When interprofessionals in healthcare work collaboratively, there is improved healthcare (Carney et al., 2019). Collaboration helps health professionals to become better at what they do through discussions, education, and teaching each other. For patients, collaboration between healthcare professionals leads to improved outcomes and quality care.

Leadership

To solve the identified problems and other problems bedeviling the healthcare facilities, effective nursing leadership is required. Some of the factors required to demonstrate good nursing leadership include skill-based nursing, effective communication, making proper decisions, and positively influencing all employees to adopt positive behavior, culture, values, and philosophies that positively impact the quality of care provided to patients (Hussain et al., 2018). These factors impact the quality of care to patients as well as improving patient outcomes such as patient satisfaction.

References

Carney, P. A., Thayer, E. K., Palmer, R., Galper, A. B., Zierler, B., & Eiff, M. P. (2019). The benefits of interprofessional learning and teamwork in primary care ambulatory training settings. Journal of Interprofessional Education & Practice, 15, 119-126. https://doi.org/10.1016/j.xjep.2019.03.011
Deborah, O. K. (2018). Lewin’s Theory of Change: Applicability of its Principles in a Contemporary Organization. Journal of Strategic Management, 2(5), 1-12. https://stratfordjournals.org/journals/index.php/journal-of-strategic-management/issue/view/52
Hussain, S. T., Lei, S., Akram, T., Haider, M. J., Hussain, S. H., & Ali, M. (2018). Kurt Lewin’s change model: A critical review of the role of leadership and employee involvement in organizational change. Journal of Innovation & Knowledge, 3(3), 123-127. https://doi.org/10.1016/j.jik.2016.07.002

Giving a good introduction speech is an important skill for nurses to master. Wh ...

Giving a good introduction speech is an important skill for nurses to master. Whether speaking to colleagues, patients, or the public, how you introduce yourself can make a lasting first impression.

In this article, we’ll look at some great introductory speech ideas for nurses and tips to help you deliver your speech effectively.

What is an Introduction Speech?

An introduction or self-introduction speech provides a brief overview of who you are, your background, and your key traits and experiences.

It allows you to give your listeners a one-point snapshot of the most important things they should know about you. This speech is commonly given at the start of a presentation, meeting, or event.

Why is an Introduction Speech Important?

There are several key reasons why a self-introduction is important:

An introductory speech lets people learn about your personality, values, interests, and experiences. This allows them to feel more connected to you.
By highlighting your qualifications, education, and achievements, you demonstrate why people should trust and respect you.
Sharing personal details, hobbies, cultural background, and the like helps you find common ground and relate to your audience.
A good introduction provides the context people need to get the most value from what you’re presenting.

Overall, an effective self-introduction speech makes you more approachable, builds rapport with the audience, and sets the stage for the rest of your presentation.

Introduction Speech Ideas to be a More Effective Speaker

Whether you’re giving a self-introduction speech or presenting on an informative topic, careful planning, and preparation is key to being an effective speaker.

When crafting your first speech, start by brainstorming a list of potential topics that highlight your background, interests, experiences, values, or goals. Pick a focused, interesting aspect of your life to develop into a structured, engaging speech.

For example, you could tell the story of how a favorite hobby like skiing or stamp collecting sparked your curiosity and taught you perseverance. Or narrate your cultural background and what traditions are most meaningful to you.

When selecting your speech topic, consider what you want your audience to learn about you and tailor the content appropriately. Know who your listeners are and what message you want to convey through your self-introduction.

After choosing a topic, create an organized outline following a logical sequence. Try a chronological approach describing how an activity or interest first captivated you, the challenges you faced, the skills you gained, and the impact it has on you today. This format tells a mini-story that keeps audiences engaged.

Whether you take a storytelling approach or deliver a quick list of facts, be sure to highlight your defining experiences, accomplishments, values, and personality traits. Share your proudest achievements, describe your inspirations, and explain your goals. This provides insight into what motivates you.

Vivid, well-chosen details make your speech come alive. Transport listeners to your study abroad experience in vivid detail or paint a picture of how performing on stage felt the first time. Sensory details are memorable.

Practice your speech introduction until your delivery feels polished and natural. Memorize key parts so you can confidently maintain eye contact instead of reading off notes. Record yourself to refine your pacing, projection, and gestures.

If time permits, use visual aids like photos or short video clips to supplement your ideas. Visuals make speeches more dynamic. Display images representing your cultural background or show yourself Scuba diving to illustrate a favorite hobby.

With compelling content and skillful delivery, your introduction speech can capture an audience’s interest and leave a powerful impression. Use these tips to approach speech writing strategically and hone your public speaking skills.

Self Introduction Speech Topics

An introduction speech is a valuable opportunity to share who you are and establish rapport with your listeners. By highlighting your qualifications, experiences, values, and personal side appropriately, you can gain respect and find common ground.

While public speaking can be intimidating, following a template, practicing, and focusing on your most relevant qualities will ensure your nursing intro shines. Use the ideas above to craft a speech outline sample and master your introductory speech.

Iron Deficiency Anemia and Anemia of Chronic Disease SampleAnemia is defined is ...

Iron Deficiency Anemia and Anemia of Chronic Disease Sample

Anemia is defined is defined as hemoglobin levels below two standard deviations for age and gender of the patient. Globally, the common cause of Anemia disease is Iron deficiency anemia (IDA), which is due to deficiency of iron which is an essential component of hemoglobin (Joosten, 2017). Anemia of chronic disease is the second most prevalent cause of anemia after IDA and mostly seen in admitted patients as their current illness elicit an immune or inflammatory response that reduces the uptake of iron at various sites. The above anemias are often confused with each other and they must be distinguished for proper management of the patient (U.S. National Library of Medicine, 2019)

Investigations

Laboratory evaluation will help distinguish the two types of anemia. Primarily, anemia of chronic disease which is mostly a diagnosis of exclusion. The red blood cell indices in iron deficiency anemia will show reduced mean corpuscular volume (MCV) in relation to severity of anemia, reduced serum iron, reduced serum ferritin, a raised “total iron binding capacity (TIBC), increased soluble transferrin receptor” and an increased serum transferrin level (Joosten, 2017). On other hand, anemia of chronic disease will show a normal MCV initially before reducing in the later stages, reduced serum iron and TIBC, normal or raised serum ferritin, reduced or normal level of serum transferrin and normal levels of soluble transferrin receptor,

Serum ferritin, which is a reliable measure of total iron stores can be misleading in patients with ACD because it is also produced by the liver in copious amounts as a result of inflammation. In such cases, one expects to see elevated levels of such inflammatory markers as erythrocyte sedimentation rate (ESR) and C-reactive protein (CRP). Hepcidin is currently being proposed as the most accurate serological marker for differentiation of IDA from anemia of chronic disease.

The levels are raised in ACD and low in IDA. However, the standard method of differentiation of the two types of anemia is bone marrow aspiration and biopsy with staining for iron. The test shows diminished bone marrow iron stores and erythroblast iron in IDA. For ACD, the test reveals the presence of bone marrow iron stores with absent erythroblast iron.

Blood Transfusion or Not

In my view, the practitioner should not transfuse the patient. This is because the anemia is moderate (hemoglobin 9.5 g/dl) and cardiac decompensation was ruled out during physical examination. Blood transfusion is mostly indicated as a short-term solution for severe anemia (hemoglobin<6.5 g/dl) with cardiac decompensation.

Medications

This patient will benefit from intravenous iron replacement therapies including iron sucrose, ferrous gluconate and iron dextran complex and erythropoietin stimulating agents such as epoetin alfa and darbepoetin alfa. This is because the patient has an underlying kidney disease.

Considerations for Erythropoietin Stimulating Agents Use.

It is essential that iron stores are adequate during ESA treatment. This is because iron deficiency results in ESA resistance. Moreover, the clinician should watch out for signs and symptoms of an inflammatory state as it also results in ESA resistance. Long-term treatment with ESAs has been attributed to hypertension and therefore, systemic blood pressure should be monitored (Wici?ski et al., 2020). In addition, hemoglobin levels should be maintained between 11.5g/dl- 13.0g/dl to avoid worsening cardiovascular outcomes (Wici?ski et al., 2020).

Follow Up

The patient requires a close monitoring of her vital signs (pulse, BP, respiratory rate, and level of oxygen saturation), renal function tests including urea and electrolytes and creatinine clearance to check the integrity and function of the kidneys and serial hemoglobin checks to determine the severity of anemia. The patient needs a collaborative referral to improve her health as her condition is multidisciplinary.

Collaborative Patient Education

The patient’s condition requires integrated services of herself, emergency physician, cardiologist, nephrologist, hematologist, family members and nurses all with the aim of improving her health outcome. All these parties must be organized in such a way that the unmet needs of the client are addressed without losing the client.

To avoid producing a fragmented portrait of the patient or creating frustration and confusion to the client, the involved parties should come up with a plan based on Watson’s theory. The theory advocates for transpersonal caring for better patient outcomes. Further, by establishing the primary care provider for this patient, a caring and trusting relationship will emerge between the patient and the healthcare providers thus ensuring patient’s privacy.

The emergency physician will educate the patient on danger signs and symptoms of her condition and should organize for a follow up with a hematologist for further examination. The family members should be advised on the patient’s condition in order to support and provide a protective environment to the client. The cardiologist will educate the patient on diet modification and importance of avoiding strenuous work. Moreover, the nephrologist should educate the patient on the role of kidney and the signs and symptoms of deranged kidney function which provides a teaching and learning session to the patient.

The nurses are central to the treatment of the patient and part of their education to the patient includes inspiring the patient, instilling hope and honor. In addition, they should express altruistic values such as love and kindness to the client. In the plan also, the patient will be allowed to express her feelings both negative and positive and practice her spiritual life freely. The patient will also be educated on the need to adhere to any medications prescribed.

References

U.S. National Library of Medicine. (2019). Anemia of Inflammation and Deficiency Anemia. Retrieved from https://doi.org/10.31525/ct1-nct04071067
Joosten, E. (2017). Iron deficiency anemia in older adults: A review. Geriatrics & Gerontology International, 18(3), 373-379. https://doi.org/10.1111/ggi.13194
Wici?ski, M., Liczner, G., Cadelski, K., Ko?nierzak, T., Nowaczewska, M., & Malinowski, B. (2020). Anemia of Chronic Diseases: Wider Diagnostics—Better Treatment?. Nutrients, 12(6), 1784. https://doi.org/10.3390/nu12061784

Is Chegg considered cheating? The answer is yes, in most cases. The line between ...

Is Chegg considered cheating? The answer is yes, in most cases. The line between resourceful studying and academic dishonesty often blurs when utilizing Chegg, especially in college. The platform can transition from a helpful study tool to a form of cheating when students rely on it to complete homework, solve quiz questions, or find answers to exam questions.

This article will explore the complex and often contentious issue of using Chegg in academic settings.

What is Chegg?

Chegg is an American educational technology company that offers various services tailored for high school and college students, including textbook rentals and sales, detailed homework help, online tutoring, writing assistance, and scholarship and college admission guidance. While it’s designed as a comprehensive educational resource, how students use Chegg, particularly for homework solutions and expert Q&A, has raised questions about its impact on academic integrity.

Is Chegg Legal?

Chegg is a legally operated and legitimate platform. It conducts business within legal and commercial regulations, offering legitimate services like textbook rentals, course material, homework help, online tutoring, and other educational resources. The company adheres to copyright and intellectual property laws, particularly in its textbook rental and digital resources services.

However, the legality of its use depends on how students utilize these resources. For instance, using Chegg to understand a subject better is generally considered legal and legitimate. In contrast, using it to copy answers for assignments, quizzes, or exams may violate the academic integrity policies of educational institutions, which doesn’t make Chegg illegal but can make such usage of the service unethical or against school rules.

Is Using Chegg Considered Cheating?

Using Chegg can amount to cheating if it involves copying answers directly for assignments, quizzes, or exams, thereby violating the academic integrity policies of educational institutions. However, using Chegg as a study aid for understanding concepts or clarifying doubts is generally not considered cheating. The distinction lies in the intent and manner of usage – whether for genuine learning or bypassing the effort required in academic tasks.

When using Chegg is not Cheating

Using Chegg is not considered cheating when it is employed as a resource for learning and understanding rather than for directly copying answers. Instances where using Chegg does not amount to cheating include:

For Revision and Study Purposes: Chegg is an effective study aid, particularly when grappling with complex topics or a final exam. It offers detailed explanations and step-by-step solutions that can clarify difficult concepts, making it easier for students to grasp the material. This approach enhances understanding and retention, especially during revision sessions, as it encourages active engagement with the subject matter rather than passive memorization.

Chegging Answers But Not Lifting Them As-Is: Responsible use of Chegg involves checking the platform’s answers to gauge one’s understanding and accuracy but not copying them directly. This method allows students to confirm their methods and solutions, promoting self-assessment and learning. It’s about ensuring you have approached the problem correctly, understanding where you might have gone wrong, and learning how to correct it.

Accessing Digital Textbooks: Chegg’s provision for renting digital textbooks is a legal and valuable resource for students. This service provides access to a wide range of textbooks at a more affordable price, making it easier for students to obtain necessary academic materials. It’s akin to using a library or buying textbooks, offering a legitimate means to access educational content.

Comparing Your Answers: Using Chegg to compare your independently worked-out solutions to those provided can be a powerful learning tool. It helps students identify discrepancies in their reasoning or calculation errors. This comparison can lead to a better understanding of common mistakes and how to avoid them, which is a vital part of the learning process.

Study Tools to Gain More Knowledge: Chegg offers various study tools beyond just providing answers. These include flashcards, practice quizzes, interactive videos, and expert Q&A sessions. Utilizing these tools can deepen a student’s understanding of a subject, offering diverse ways to engage with the material.

When is Using Chegg equated to Cheating?

The use of Chegg becomes problematic when it crosses over into the realm of academic dishonesty. This occurs in specific scenarios where students rely on Chegg not as a learning tool but as a means to bypass the educational process. Using Chegg is equated to cheating in the following scenarios:

Lifting Answers As Is: Directly copying answers from Chegg for homework, assignments, quizzes, or exams without any effort to understand or solve the problems independently. This practice violates the principles of academic integrity as it involves presenting someone else’s work as your own.

During Exams and Tests: Using Chegg to find answers during online exams or tests is considered cheating. It undermines the purpose of assessments, which is to evaluate a student’s individual understanding and knowledge.

Violation of Institutional Policies: Many educational institutions have specific guidelines about using external help. Using Chegg in a manner that violates these policies, such as seeking direct answers for graded assignments, is considered cheating.

Breach of Honor Codes: Educational institutions often have honor codes that emphasize honesty and integrity in academic work. Using Chegg to circumvent these codes, especially by submitting work that is not one’s own, constitutes a breach of these ethical standards.

5 Ways College Students Cheat With Chegg

College students have found various ways to misuse Chegg, often bending the rules of academic honesty. This section explores five common methods in which students inappropriately use Chegg to gain unfair advantages in their academic endeavors.

Checking Homework: Some students who use Chegg to obtain answers for their homework assignments without first attempting to solve the problems cheat with it. This practice undermines the purpose of homework, which is to reinforce learning and assess understanding.

Doing Homework: A step beyond just checking involves students relying entirely on Chegg to complete their homework. They use the platform to find answers for all or most of their assignments, essentially outsourcing their academic work. This constitutes cheating and hinders the development of independent problem-solving skills and a deeper understanding of the subject matter.

Submitting Homework Questions to Chegg Study: In this scenario, students post their homework questions on Chegg Study and use the solutions experts or other users provided. While seeking help is not inherently wrong, using these solutions as a shortcut to completing assignments without personal effort or learning is considered academically dishonest and might lead to disciplinary action.

Convincing Other Students to Use Chegg: Some students may go further by encouraging or persuading their peers to use Chegg for dishonest purposes, such as getting through homework or exams easily. This not only propagates academic dishonesty but also can create an unfair academic environment where the value of genuine effort and learning is diminished.

Answering Quiz and Exam Questions with Chegg Study: Perhaps the most blatant form of cheating with Chegg is using it to find answers during quizzes or exams. This practice violates the principles of academic integrity and the intended purpose of assessments by professors, which is to gauge a student’s understanding and learning progress under controlled conditions.

How to Copy from Chegg and not Get Caught

When using Chegg, users often encounter restrictions that prevent them from selecting text or copying and pasting homework solutions. However, there are various methods on how to use Chegg without getting caught:

Using unique access codes to view solutions. This can be done in two ways;

Through the Address Bar: Manipulating the website’s address bar to bypass restrictions.

Through the Developer Console: Using browser developer tools to access content.

Can You Get Caught Cheating on Chegg?

Yes, you can get caught cheating on Chegg. Educational institutions often have tools and methods to detect plagiarism and unauthorized assistance in assignments and exams. If a student’s work is suspiciously similar to solutions provided on Chegg, this can raise red flags.

Additionally, some institutions actively monitor online resources like Chegg, especially during exams or assessments. Chegg also complies with educational institutions’ inquiries into academic dishonesty cases, including sharing user information under certain circumstances. Therefore, using Chegg to cheat is a way that violates academic integrity policies and carries a significant risk of detection and subsequent academic consequences.

Does Chegg Give Correct or Wrong Answers?

Chegg’s answers provide a mix of both correct and incorrect results. The platform hosts various solutions and expert answers to various academic questions. While many of these solutions are provided by knowledgeable individuals or experts in their respective fields, the accuracy can vary.

As with any resource, users must evaluate and verify the information critically. Chegg can be a valuable tool for understanding and learning, but students should use it to supplement their studies rather than a definitive source of answers.

Will Deleting Your Questions Posted on Chegg Remove Evidence?

Deleting your questions posted on Chegg may remove them from public view, but it doesn’t necessarily erase all traces or evidence. Once a question is posted, there’s a possibility that it has been viewed, shared, or saved by other users. Additionally, Chegg may retain records of user activity and posted content.

In cases of academic integrity investigations, educational institutions may request information from Chegg, which could include previously deleted questions. Therefore, deleting a question does not guarantee the complete removal of its digital footprint or associated evidence.

Is Chegg Cheating?

Whether using Chegg constitutes cheating depends on how and why it is used. It is crucial to differentiate between using Chegg as a study aid for genuine understanding and learning versus using it to bypass academic efforts in assignments and exams.

Students should adhere to their educational institutions’ policies and honor codes while using external resources. The key is to use Chegg responsibly, ensuring it supplements rather than replaces individual academic work and maintaining integrity and ethics in all educational pursuits.

Why Chegg is bad

Chegg has faced criticism for potentially enabling academic dishonesty. Some argue it promotes shortcuts rather than genuine learning. The platform’s chegg anti cheating measures are sometimes seen as insufficient, leading to concerns about academic integrity.

Is Chegg illegal?

Chegg itself is a legal company offering various educational services. However, how students use it can potentially violate academic integrity policies or copyright laws. The legality depends on usage.

Can you get caught using Chegg?

Yes, it’s possible to get caught. Many institutions have implemented sophisticated methods to detect unauthorized assistance. Chegg reporting students who misuse their service is also possible, though this typically occurs only when formally requested by an educational institution.

Does Chegg report to schools?

Chegg may cooperate with academic institutions investigating potential cheating cases. It has a policy of reporting students if a school makes an official inquiry about academic misconduct. However, it doesn’t proactively report individual usage to schools.

Is using Chegg for homework cheating?

This depends on how it’s used. Using Chegg to understand concepts or check answers after completing work independently is generally acceptable. However, directly copying solutions or using them during closed-book exams is typically considered cheating. Always consult your institution’s academic integrity policies.

Is Chegg safe?

From a data security standpoint, Chegg employs standard safeguards for user information. However, “safety” in terms of academic integrity is less clear. While Chegg has chegg anti cheating policies, using the service inappropriately can put your academic standing at risk.

Issue Analysis and Leadership Action Plan Sample PaperIntroductionImprovement in ...

Issue Analysis and Leadership Action Plan Sample Paper

Introduction

Improvement in the quality of health is a major concern for healthcare facilities and governments. To provide quality healthcare, healthcare facilities focus on improving service delivery, reducing healthcare costs, and enhancing patient outcomes. To achieve these objectives, healthcare organizations must put in place proper leadership structures, skilled staff, and appropriate tools to create a robust healthcare system. The leadership structure and composition of any health facility are among the key factors that determine how effective the system is. For instance, staff satisfaction and patient outcomes are heavily dependent on effective leadership. Patient outcome is one of the key indicators used for measuring the quality of healthcare. Thus, effective leadership, collaboration, and organizational culture in the healthcare sector are critical for patient satisfaction. Patient experiences are direct to proportionate to the level of staff satisfaction. Quality Improvement is critical in curtailing medical errors.

IHI Triple Aim

Healthcare facilities face a major burden from medical errors. One way of addressing this issue is by adopting the Triple Aim concept. This approach integrates the needs of healthcare workers as well as improving quality outcomes for patients. Improving healthcare and patient satisfaction are both critical in attaining the desired health outcomes (Rathert et al., 2018). Other outcomes such as health care policies, functional leadership structures, and a conducive working environment play a pivotal role in ensuring effective service delivery and satisfaction.

Author Patricia Yoder-Wise in her book Leading and Managing in Nursing (2019) asserts that health caregivers especially nurses, play a crucial role in the success of the healthcare system. The book advocates for the adoption of the Triple Aim concept as a method of curbing medical errors (Yoder-wise et al., 2019). According to the author, critical factors in curtailing medical errors include improving access to healthcare, provision of quality services, affordable healthcare services, and considering the work-life of the healthcare providers. To provide satisfactory health care services, it is necessary to adopt an organized structure to govern the operations.

In today’s Healthcare sector, there is an adoption of a strategic management process that helps in coping with the existing dynamics in the sector. Ginter et al (2018) states that embracing strategic management provides effective leadership in the health care sector. Besides, strategic management bring an aspect of safety culture in the article “Keeping Patients Safe in the Healthcare Organization” (Ginter et al., 2018). The structuration theory advocate for the involvement of both the caregivers and the leaders within an organization. The caregivers through the available communication channels share their organizational values with the patient to develop a safety culture system. The structures aim to provide the organizations with a governing guide for the leaders, staff, and patients.

Leadership

In every organization, there are leadership structures outlined to govern their operations. These structures are a result of identified leadership styles that have been proven effective over the years. The coursebook gives an outline of various leadership theories that can be used to effectively manage healthcare facilities. The first is trait theory that focuses on an individual character to distinguish their strength and weaknesses as a leader (Kingsley & Patel, 2017). The second is situation theory that is characterized by trust relationships, the nature of the task, and power influence. The strategy entails having a particular set of expectations and a reward system to motivate staff.

The adoption of this concept is dependent on job performance. Thirdly, the transformational theory is focused on meeting the needs of members to keep them highly motivated. This concept allows leaders to be role models in being optimistic and encouraging member’s creativity (Cope & Murray, 2017). The strategy intends to boost staff morale and promote development since they are confident of having a supportive leadership structure. The above theories seek to embrace systems that can promote the creativity of the staff, increase productivity and performance, and provide a conducive working environment in efforts to attain a high level of members’ satisfaction and improved health care provision.

Patient outcome is among the key measuring index of the quality of any health care facility. However, satisfactory patient outcomes cannot be achieved without considering the well-being of caregivers. These two factors are directly dependent on each other in that a motivated and satisfied care provider is equivalent to a more satisfying patient outcome (Kingsley & Patel, 2017). The leadership factor is key to the growth of any organization. Therefore, there is a necessity to invest in leadership skills at all levels of the organization since knowledge and skills in leadership influence the level of staff satisfaction and commitment to the organization. The type of leadership Styles in an organization directly affect satisfaction levels with both the patients and the staff. From the analysis of the above leadership theories, transformational leadership theory has proven to embrace satisfactory relationships among patients, staff, and leaders. Adoption of an appropriate leadership style is crucial in achieving satisfactory and delivering quality patient outcomes in the health sector.

Culture

Culture is a set of beliefs, norms, practices, and traits of religious, social, and social group. For healthcare organizations, culture is critical because it affects patient outcomes and the delivery of quality health. A just culture in the healthcare industry is critical because it promotes safe behaviors by healthcare workers leading to improved quality care. Health experts assert that a positive culture helps to weed out medical errors by alleviating/human errors. Human errors occur when people do what they should not do. Risky behaviors in the healthcare industry lead to costly mistakes. Similarly, irresponsible behavior by healthcare workers is a big risk to patients and healthcare facilities. Studies conducted in the U.S. reveal that teamwork and improved safety culture help healthcare systems reduce errors that lead to patient harm. Safety culture in healthcare system is the product of attitudes, patterns of behavior, perceptions, values, and beliefs. These parameters determine the quality of health provided to patients in healthcare settings.

Collaboration

One of the critical outcomes expected from healthcare facilities is Interprofessional collaboration. Interprofessional collaboration has emerged as a critical tool in the provision of enhanced quality healthcare for patients. Healthcare system works on collaborative system that allows different healthcare professionals to work collaboratively. These collaborations help to improve the quality of care provided to patients leading to a reduction in medical errors. For example, a nurse work collaboratively with other healthcare professionals the platform to diagnose and create an effective treatment plan (Randhawa, & Ahuja, 2017). Through established patient systems, physicians use the systems to create an effective treatment plan for the patient while a researcher can use the patient system from the platform with the aim of conducting further research on complex cases to provide a solution.

Reduced medical errors have a positive impact on the quality of care for patients, improves patient safety, and helps to improve overall patient care. For hospitals, reduced medical errors mean improved reputation, good customer relations, and reduced cost of operations. For example, medical errors cost hospitals millions of dollars every year, money that would be used on other critical ventures. Nursing informatics allows healthcare facilities to increase the level of quality provision as well as cutting down the costs of operations.

Medication Errors and Action Plan

Medication error is a public health concern that burdens the healthcare industry with unnecessary costs. Incidences of medical errors in America have doubled over the last few years causing the industry billions of dollars in damages and related costs. Errors related to dispensing, prescribing, administering, and monitoring are the most common forms of medical errors in healthcare facilities. To reduce medical errors individual healthcare facilities working in collaboration with relevant government agencies have created pharmacovigilance activities to curb medical errors (Tariq et al., 2020).

These pharmacovigilance activities cover all factors critical in risk management through the implementation of specific measures that minimize medical errors such as effective leadership. Many modern healthcare organizations no longer view leadership as merely a function of authority. Instead, many advanced organizations view leadership as an act of social good where everyone benefits from leadership. To prevent medical errors, healthcare organizations formulate SMART goals that lead to streamlining medical operations. Effective leadership and management are critical for the delivery of quality health services. The skills, behaviors, and outlook of leaders are essential for the effective management of healthcare facilities.

Leadership Action Plan

As the healthcare system continues to transform, nurses find themselves in situations of changing roles. Owing to the changing health care environment in the country, nurses have to evolve with the changes and must learn the factors influencing such changes. One of the issues which nurses must deal with under the current health care environment is increased quality of care for patients (Loan, et al, 2017). In this regard, nurses must acquire new skills or enhance their skills especially on wellness and care of populations. This, according to Patel and Rushefsky (2019), is because the new reforms lay emphasis on patient-centered care, and quality improvements. For the nursing fraternity, changes will be necessary not only at the individual level but also at the organization level. In terms of wellness, nurses have to shift their focus from illnesses to prioritizing on preventive measures, as well as paying attention on general wellness and education on health.

Improvements in the quality in the healthcare industry promote Interprofessional quality outcomes. Healthcare leadership have come up with Quality Improvement-QI mechanisms to reduce medical errors. QI also entails using evidence-based interventions and changing the existing models to make them more relevant. The second case study involved the Application of the Institute of Healthcare Improvement Models for QI in public health by South Carolina (Rathert et al., 2018). Outcomes from this experience include a recommendation to provide appropriate staff training on the program to ensure they have the needed skills for implementing the program. The experience also stated that staff members require sufficient authority to function independently and make decisions personal decisions whenever there is no substantial evidence to guide them. QI is critical in reducing medical errors.

Quality improvements could be systematically used to improve preparedness and the capacity of healthcare workers to improve service-a parameter useful in improving the overall public health performance (Mannion, & Davies, 2018). Many public health facilities have been struggling with emergency preparedness that has affected their ability to provide quality care. However, implementing this program can help improve the provision and management of emergencies. For example, dealing with emergency cases such as pandemic influenza requires that health facilities perform core functions such as disease surveillance, case investigation, and conducting public education to mobilize and increase community awareness.

The driving forces behind the new healthcare reforms in the United States include concerns for quality and costs. Unlike in the past, today, health outcomes have become an important matter in the country’s health care (Tariq et al., 2017) Demographic changes in chronic diseases and aging population are some of the compelling factors that have necessitated changes in the healthcare sector in America. In turn, the reforms have come with far-reaching consequences to providers, consumers, and the government. For consumers, being able to afford medical care is one of the biggest gains from the reforms. For providers, government funding through policies have given them new sources of income which in turn they use to improve quality of health care.

Conclusion

Medication errors are a big public health concern that adversely impacts key stakeholders such as pharmaceuticals, patients, regulators, insurance companies, and patients. Achieving improved healthcare is critical in attaining the desired health outcomes. Besides other factors such as effective health care policies, functional leadership structures, and a convenient working environment play a great role in ensuring effective service delivery and patient satisfaction.

To attain the desired outcomes, there is a need to invest in caregivers with the necessary skills to help them minimize medical related errors. The acquired skills play a great role in promoting leadership among the staff and advocating for quality service provision to the patients. In addition to skills, also the relationship between the type of leadership structure and the satisfaction of both staff and patients cannot be ignored. The above-discussed leadership theories seek to embrace systems that can promote the creativity of the staff, increase productivity and performance, and provide a favorable working environment in efforts to attain a high level of members’ satisfaction and improved health care provision.

References

Cope, V., & Murray, M. (2017). Leadership styles in nursing. Nursing Standard, 31(43). https://doi.org/10.7748/ns.2017.e10836
Ginter, P. M., Duncan, W. J., & Swayne, L. E. (2018). The strategic management of health care organizations. John Wiley & Sons.
Loan, L. A., Parnell, T. A., Stichler, J. F., Boyle, D. K., Allen, P., VanFosson, C. A., & Barton, A. J. (2018). Call for action: Nurses must play a critical role to enhance health literacy. Nursing Outlook, 66(1), 97-100. https://doi.org/10.1016/j.outlook.2017.11.003
Patel, K., & Rushefsky, M. E. (2019). Healthcare politics and policy in America. Routledge.
Izadi, A., Jahani, Y., Rafiei, S., Masoud, A., & Vali, L. (2017). Evaluating health service quality: using importance performance analysis. International Journal Of Health Care Quality Assurance, 30(7):656-663. https://doi.org/10.1108/ijhcqa-02-2017-0030
Kingsley, C., & Patel, S. (2017). Patient-reported outcome measures and patient-reported experience measures. BJA Education, 17(4), 137-144. https://doi.org/10.1093/bjaed/mkw060
Yoder-Wise, P. S., Waddell, J., & Walton, N. (2019). Leading and Managing in Canadian Nursing E-Book. Elsevier Health Sciences.
Mannion, R., & Davies, H. (2018). Understanding organizational culture for healthcare quality improvement. BMJ, 363. https://doi.org/10.1136/bmj.k4907
Rathert, C., Williams, E. S., & Linhart, H. (2018). Evidence for the Tripple Aim. Medical Care, 56(12), 976-984. https://doi.org/10.1097/mlr.0000000000000999
Randel, A. E., Galvin, B. M., Shore, L. M., Ehrhart, K. H., Chung, B. G., Dean, M. A., & Kedharnath, U. (2018). Inclusive leadership: Realizing positive outcomes through belongingness and being valued for uniqueness. Human Resource Management Review, 28(2), 190-203. https://psycnet.apa.org/doi/10.1016/j.hrmr.2017.07.002
Randhawa, J. S., & Ahuja, I. S. (2017). 5S–a quality improvement tool for sustainable performance: literature review and directions. International Journal of Quality & Reliability Management, 34(3), 334-361. https://doi.org/10.1108/IJQRM-03-2015-0045
Tariq, R. A., Vashisht, R., & Scherbak, Y. (2020). Medication errors. StatPearls [Internet]. Retrieved from https://europepmc.org/books/n/statpearls/article-24883/?extid=29763183&src=med

Jesus Higher Thinking Sample PaperIntroductionThe Bible portrays Jesus as a pers ...

Jesus Higher Thinking Sample Paper

Introduction

The Bible portrays Jesus as a person who exercised tact and critical thinking in persuading his opponents and providing solutions to problems. Jesus did not try to force anything down on the people neither did he make his argument so explicit that people felt forced to accept his conclusion. Jesus employed the use of parables and deep talk to appeal and persuade his followers and opponents to accept his position. Through stories, Jesus wanted his listeners to actively evaluate his argument before making a decision. Jesus used questions, silence, parables, and stories to challenge people’s thinking. The present discussion examines Jesus’s methods of teaching, and in particular, how he leveraged higher order thinking skills to deliver His message.

Sermon on the Mount

The Sermon on the Mount is a collection of teachings from Jesus in which He used parables and stories to trigger thinking before action. One of the important Jesus’s teachings on the mount is the parable of the Good Samaritan, a story about a traveler who was attacked, beaten, and stripped of his clothes while on a journey and left for dead along the road. Many people passed him lying on the road without offering help. Only one person had mercy on him and picked him up.

Jesus used the parable of the Good Samaritan to challenge people to be mindful, merciful, and have kind hearts towards other people. The other important teaching of Jesus on the Mount was about the Law of Moses. In this teaching, Jesus stressed the importance of having ‘inward qualities’ and the idea of earthly fulfillment (Ferda, 2018). Through the Sermon on the Mount, Jesus’s teaching uses a clear pattern of Bloom’s Taxonomy of creating, evaluating, analyzing, applying, understanding, and remembering the pertinent concepts around an issue of interest.

Engagement with the Pharisees

Jesus’s encounter with the Pharisees was often challenging. The Pharisees took every chance they got to challenge Jesus and his authority. Indeed, the Pharisees felt that Jesus was a threat to their success and survival. They knew that if Jesus continued to preach, he would turn the people against them. One way through which Jesus tackled the Pharisees is through parables and storytelling. In many cases, Jesus did not want a confrontation/fight with the Pharisees, he chose to engage them using tact and skills. Specifically, Jesus sought to use peace and diplomacy when dealing with the Pharisees.

He did not want to condemn anyone, instead, he wanted everyone to get the opportunity to change their lives for the better, and that includes his opponents. He chose to create original parables with deep meanings that he used to justify/support his action and stand. He used teachings to condemn and advise the Pharisees about their wrong-doing. Jesus knew that using confrontation would lead to undesired consequences.

The Book of John

The book of John contains critical teachings about life, Jesus, eternal life, and the Jewish Identity. A greater part of John’s teachings is about Jesus Christ where he narrates who Jesus is and what he did. Interestingly, the book of John does not have even one parable, however, it is full of critical teachings on life, humility, dedication to God, and the need to emulate Jesus. The Gospel of John is considerably different from the other three books in the New Testament because it uses a different approach.

For example, the Book of John is highly spiritual and symbolic in ways that are sharply different from the method of narration used in the other New Testament texts (Dinkler, 2017). Further, the book illustrates how Jesus used diplomacy in teaching. It uses examples of Jesus’s works and miracles to show people the essence and benefits of believing in Jesus.

Engagement with People who sought him

Jesus dealt with people who sought him in different ways. He used questions, silence, parables, stories, and rebuke to respond to their concerns, questions, and scenarios. Noteworthy is that Jesus accommodated everyone who sought audience with him and answered according to what he felt was right. In terms of questions, Jesus used a lot of rhetorical questions, especially in dealing with difficult people. By asking questions, Jesus demonstrated the qualities of a good communicator (Fincham, 2020).

In terms of silence, Jesus sometimes chose to remain silent when he thought that answering a question would not help the situation. While many people would interpret silence as a weakness, Jesus understood that being silent is sometimes a powerful weapon that leaves the opposition with more questions than answers. Through silence, Jesus demonstrated power and authority without uttering a word. The techniques of silence, questions, parables, and stories were used by Jesus to challenge conventional thinking.

Conclusion

Through his teachings, Jesus leveraged several techniques in his bid to challenge people to think differently about their lives and actions. While most of his teachings leveraged parables as a means of passing information, circumstances exist where Jesus used a lot of questions when responding to questions posed to him.

Asking questions meant that Jesus not only encouraged engagement with those he encountered but inspired greater reflection on the self and the world around them. Interesting, the best teacher also chose not to answer some questions by remaining silent, a technique that proved equally powerful in challenging the opposition into deeper reflective and analytical thinking.

References

Dinkler, M. B. (2017). A New Formalist approach to narrative Christology: Returning to the structure of the Synoptic Gospels. HTS Teologiese Studies / Theological Studies, 73(1), 1-11. doi:10.4102/hts.v73i1.4801
Ferda, T. S. (2018). The Historical Jesus and the Law: The Form of His Activity and the Impact of Social Reputation. The Catholic Biblical Quarterly, 80(1), 62–80. doi:10.1353/cbq.2018.0003
Fincham, K. (2020). The King James Bible: Crown, church and people. Journal of Ecclesiastical History, 71(1), 77-97. https://doi.org/10.1017/S0022046918001318

Jewish Ethical Perspective on Physician Risk to PandemicConsidering the current ...

Jewish Ethical Perspective on Physician Risk to Pandemic

Considering the current CPVID-19 pandemic, health workers and managers have been thrown into a series of ethical dilemmas on how to protect themselves from the risk of infection while still exercising their professional responsibility of caring for the patients (Solnica et al., 2020). Nurses, physicians and other healthcare practitioners have the professional and moral obligation to treat patients and face harm during the pandemic. However, the ethical question that arises is whether these health workers deserve the risk and whether their families and other patients deserve the risk too. But, the Jewish ethical perspectives, as well as various codes of ethics, give interesting insights into this issue.

First, the Jewish ethical perspectives opine that health practitioners have the obligation not to stand by and see their patients’ lives in danger (Solnica et al., 2020). Questions as to the obligation’s limits are also addressed. For instance, from a non-clinical approach to medical care, it is a Jewish tradition to show concern, empathize and care for patients even if they have communicable diseases – the art of medicine. Secondly, Jewish law requires that as a health professional, one is required to use their expertise to heal all patients including those with communicable diseases. This law correlates to the modern perspectives of ethical responsibilities that all medical practitioners bear to their patients.

Another Jewish perspective that relates to this issue is that societal needs mandate physicians to care for all patients including those with communicable diseases. Like soldiers who have the responsibility to protect society regardless of the eminent risks, so do the physicians who have the responsibility of caring for patients regardless of their communicable diseases (Iserson, 2020).

Finally, the Jews argue that physicians have the responsibility to endanger themselves because they earn a living from it. Health workers are not different from other high-risk workers such as construction workers who earn a living from risky jobs (McGuire et al, 2020). therefore, physicians are not obligated to care for patients with communicable diseases but are permitted to take the risks involved in it.

Ideally, these Jewish perspectives corroborate with the assertions by Hajar (2017) that any physician who accepts to bear all the responsibilities that come with the job cannot avoid the role of caring for patients with communicable diseases (Hajar, 2017). When one agrees to take up the job of a physician, they impliedly accept to take the risks associated with saving the patient’s life. Solnica et al. (2020) termed this a personal obligation that accompanies the oath of practice taken by medics as they enter the profession.

But, one of the ways the pandemic has changed the management aspects of practice as it relates to the risk of care is the level of protective care hospitals accord to their staff. The question open to debate is how much a physician is protected to mitigate or reduce the risk of harm. As such, hospital management is called upon to identify the risks of exposure and acquire all the necessary protective materials to enable physicians to safely deliver care to patients with communicable diseases.

To conclude, the COVID-19 pandemic has highlighted the subject of personal protective equipment (PPEs) and its role in addressing this ethical issue. It is unquestionable as to the role of healthcare professionals in providing care for all patients, including those with communicable diseases. But it is prudent to protect oneself from infection as they do so. Thus, PPEs have become one of the most essential ‘tools of work’ that healthcare managers could provide to employees.

References

Hajar, R. (2017). The physician’s oath: historical perspectives. Heart Views: The Official Journal of the Gulf Heart Association, 18(4), 154. doi: 10.4103/HEARTVIEWS.HEARTVIEWS_131_17
Iserson, K. V. (2020). Healthcare ethics during a pandemic. Western Journal of Emergency Medicine, 21(3), 477. doi: 10.5811/westjem.2020.4.47549
McGuire, A. L., Aulisio, M. P., Davis, F. D., Erwin, C., Harter, T. D., Jagsi, R., Klitzman, R., Macauley, R., Racine, E., Wolf, S. M., Wynia, M., Wolpe, P. R. & The COVID-19 Task Force of the Association of Bioethics Program Directors (ABPD). (2020). Ethical challenges arising in the COVID-19 pandemic: an overview from the association of bioethics program directors (ABPD) Task force. The American Journal of Bioethics, 20(7), 15-27. https://doi.org/10.1080/15265161.2020.1764138
Solnica, A., Barski, L., & Jotkowitz, A. (2020). The healthcare worker at risk during the COVID-19 pandemic: a Jewish ethical perspective. Journal of Medical Ethics, 46(7), 441-443. http://dx.doi.org/10.1136/medethics-2020-106294

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