When a potential student is deciding on attending a new college or university, there are many factors that could change that decision. 

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MSN APA format 3 references 1 from Walden University Library,

Due 3/14/19 7pm EST

 

Needs Assessment: External Factors that Impact Curriculum and Program Development

When a potential student is deciding on attending a new college or university, there are many factors that could change that decision.  The desire to attend a nationally accredited school can play a large part in the decision-making process.  Potential employers know that accredited institutions undergo rigorous processes to achieve and maintain the high quality standards set by accrediting bodies that looks great on a student’s resume.  During this weeks post, I will post a brief description of the setting my team selected for the course project.  I will explain which accrediting body or agency they have accreditation from and why.  Then I will identify the standards I selected and explain if the setting meets the outlined expectations.

Accrediting Body

The northeast region team has selected Seton Hall University for this course’s project.  The main campus of Seton Hall is located in South Orange, New Jersey with their health and sciences campus in Clifton and Nutley, New Jersey.  This university has accreditation from the Commission on Collegiate Nursing Education, or CCNE.  This agency is the national voice for academic nursing education and works to, influence the nursing profession to improve healthcare, establish quality standards for nursing education while assisting schools in implementing them, and promotes public support for research, practice, and professional nursing education (American Association of Colleges of Nursing, 2012).  It is the responsibility of the educators in the facility to make sure that the curriculum components such as the mission, vision, philosophy, organizational framework, student-learning outcomes, and the program of study are well outlined and taught appropriately (Keating & DeBoor, 2018).  Seton Hall continues to use this accrediting agency to make sure that their education is up to date and they are preparing students for the world of nursing.

Standards

The CCNE accreditation process is based on core values, I will discuss a few of them in this post and describe if Seton Hall meets the expectations.  The first is to foster an educational climate that supports program students, graduates, and faculty in their pursuit of lifelong learning (Billings & Halstead, 2016).  According to the Seton Hall University website (2019), students and faculty are encouraged to pursue their education and continue learning with multiple graduate nursing programs, graduate courses, doctoral programs, and certificate courses.  The second standard is to encourage programs to develop graduates who are effective professionals and socially responsible citizens (Billings & Halstead, 2016).  Seton Hall University obliges with this standard in a few different ways.  They offer multiple clinical settings to allow the student to become an effective professional, and they have classes discussing legal issues, research, leadership, and management.  Giving a student these tools will provide them with the skills to be socially responsible citizens as well as effective professionals.  The final standard is to facilitate and engage is self-assessment.  The University has a department whose sole focus is on self-assessment.  They consistently perform assessments on programs in the university and recommend improvements that should be made within each program (Seton Hall University, 2019).  As we continue to explore this university’s curriculum, I will continue to evaluate how Seton Hall is doing as a nursing program, and see what changes need to be made.  The CCNE standards discussed are currently being met, but there is much more to explore, and there are always improvements that could be made.

References

American Association of Colleges of Nursing. (2012). CCNE accreditation. Retrieved

from http://www.aacn.nche.edu/ccne-accreditation

Billings, D. M., & Halstead, J. A. (2016). Teaching in nursing: A guide for faculty (5th

ed.). St. Louis, MO: Elsevier.

Keating, S. B., & DeBoor, S. S.  (Ed.). (2018). Curriculum development and evaluation

            in nursing (4th ed.). New York, NY: Springer.

Seton Hall University. (2019). Retrieved from http://www.shu.edu/nursing/

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Understanding family structure and style is essential to patient and   family care. Conducting a family interview and needs assessment   gathers information to identify strengths, as well as potential   barriers to health.

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Details:
Understanding family structure and style is essential to patient and   family care. Conducting a family interview and needs assessment   gathers information to identify strengths, as well as potential   barriers to health. This information ultimately helps develop   family-centered strategies for support and guidance.

This family health assessment is a two-part assignment. The   information you gather in this initial assignment will be utilized for   the second assignment in Topic 3.

Develop an interview questionnaire to be used in a family-focused   functional assessment. The questionnaire must include three   open-ended, family-focused questions to assess functional health   patterns for each of the following:

  1. Values/Health Perception
  2. Nutrition
  3. Sleep/Rest
  4. Elimination
  5. Activity/Exercise
  6. Cognitive
  7. Sensory-Perception
  8. Self-Perception
  9. Role Relationship
  10. Sexuality
  11. Coping

Select a family, other than your own, and seek permission from the   family to conduct an interview. Utilize the interview questions   complied in your interview questionnaire to conduct a family-focused   functional assessment. Document the responses as you conduct the interview.

Upon completion of the interview, write a 750-1,000-word paper.   Analyze your assessment findings. Submit your questionnaire as an   appendix with your assignment.

Include the following in your paper:

  1. Describe the family structure. Include individuals and any     relevant attributes defining the family composition, race/ethnicity,     social class, spirituality, and environment.
  2. Summarize the     overall health behaviors of the family. Describe the current health     of the family.
  3. Based on your findings, describe at least     two of the functional health pattern strengths noted in the     findings. Discuss three areas in which health problems or barriers     to health were identified.
  4. Describe how family systems     theory can be applied to solicit changes in family members that, in     turn, initiate positive changes to the overall family functions over   time.

Cite at least three peer-reviewed or scholarly sources to complete   this assignment. Sources should be published within the last 5 years   and appropriate for the assignment criteria.

The post Understanding family structure and style is essential to patient and   family care. Conducting a family interview and needs assessment   gathers information to identify strengths, as well as potential   barriers to health. appeared first on Infinite Essays.

Jessica is a 30-year-old immigrant from Mexico City. She and her husband Marco have been in the United States for the last three years and have finally earned enough money to move out of their Aunt Maria’s home and into an apartment of their own

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Case Study: Fetal Abnormality

Jessica is a 30-year-old immigrant from Mexico City. She and her husband Marco have been in the United States for the last three years and have finally earned enough money to move out of their Aunt Maria’s home and into an apartment of their own. They are both hard workers. Jessica works 50 hours a week at a local restaurant and Marco has been contracting side jobs in construction. Six months before their move to an apartment, Jessica finds out she is pregnant.

Four months later, Jessica and Marco arrive at the county hospital, a large, public, nonteaching hospital. A preliminary ultrasound indicates a possible abnormality with the fetus. Further scans are conducted, and it is determined that the fetus has a rare condition in which it has not developed any arms and will not likely develop them. There is also a 25% chance that the fetus may have Down syndrome.

Dr. Wilson, the primary attending physician, is seeing Jessica for the first time, since she and Marco did not receive earlier prenatal care over concerns about finances. Marco insists that Dr. Wilson refrain from telling Jessica the scan results, assuring him that he will tell his wife himself when she is emotionally ready for the news. While Marco and Dr. Wilson are talking in another room, Aunt Maria walks into the room with a distressed look on her face. She can tell that something is wrong and inquires of Dr. Wilson. After hearing of the diagnosis, she walks out of the room wailing loudly and praying aloud.

Marco and Dr. Wilson continue their discussion, and Dr. Wilson insists that he has an obligation to Jessica as his patient and that she has a right to know the diagnosis of the fetus. He furthermore is intent on discussing all relevant factors and options regarding the next step, including abortion. Marco insists on taking some time to think of how to break the news to Jessica, but Dr. Wilson, frustrated with the direction of the conversation, informs the husband that such a choice is not his to make. Dr. Wilson proceeds back across the hall, where he walks in on Aunt Maria awkwardly praying with Jessica and phoning the priest. At that point, Dr. Wilson gently but briefly informs Jessica of the diagnosis and lays out the option for abortion as a responsible medical alternative, given the quality of life such a child would have. Jessica looks at him and struggles to hold back her tears.

Jessica is torn between her hopes of a better socioeconomic position and increased independence, along with her conviction that all life is sacred. Marco will support Jessica in whatever decision she makes but is finding it difficult not to view the pregnancy and the prospects of a disabled child as a burden and a barrier to their economic security and plans. Dr. Wilson lays out all of the options but clearly makes his view known that abortion is “scientifically” and medically a wise choice in this situation. Aunt Maria pleads with Jessica to follow through with the pregnancy and allow what “God intends” to take place and urges Jessica to think of her responsibility as a mother.

 

 

 

 

 

 

 

 

Case Study: Fetal Abnormality

 

Jessica is a 30

–

year

–

old immigrant from Mexico City. She and her husband Marco have been in

the U

nited

S

tates

 

for the last

three

 

years and have finally earned enough

money to

 

move out of

their

A

unt Maria’s

home and into an apartment of their own. They are both hard workers

.

 

Jessica

works 50 hours a week at a local restaurant and Marco has been contracting side jobs in

construction. Six months before their move to an apartment, Jessica finds out she is pregna

nt.

 

Four months later, Jessica and Marco arrive at the

c

ounty hospital, a large, public, nonteaching

hospital. A preliminary ultrasound indicates a possible abnormality with the fetus. Further scans

are conducted

,

 

and it is determined that the fetus has a

 

rare condition in which it has not

developed any arms and will not likely develop them. There is also a 25% chance that the fetus

may have Down syndrome.

 

Dr. Wilson, the primary attending physician

,

 

is seeing Jessica for the first time, since

she and

Mar

co

 

did not receive earlier prenatal care over concerns about finances. Marco insists that Dr.

Wilson refrain from telling Jessica the scan results, assuring him that he will tell his wife himself

when

 

she is emotionally ready for the news. While Marco and

Dr. Wilson are talking in another

room,

A

unt Maria walks into the room with a distressed look on her face. She can tell that

something is wrong and inquires of Dr. Wilson. After hearing of the diagnosis

,

 

she walks out of

the room wailing loudly and praying

 

aloud.

 

Marco and Dr. Wilson continue their discussion

,

 

and Dr. Wilson insists that he has an obligation

to Jessica as his patient and that she has a right to know the diagnosis of the fetus. He

furthermore is intent on discussing all relevant factors and

 

options regarding the next step,

including abortion. Marco insists on taking some time to think of how to break the news to

Jessica, but Dr. Wilson, frustrated with the direction of the conversation, informs the husband

that such a choice is not his to ma

ke. Dr. Wilson proceeds back across the hall, where he walks

in on Aunt Maria awkwardly praying with Jessica and phoning the priest. At that point, Dr.

Wilson gently but briefly inform

s

 

Jessica of the diagnosis and lays out the option for abortion as

a res

ponsible medical alternative, given the quality of life such a child would have. Jessica looks

at him and struggles to hold back her tears.

 

Jessica is torn between her hopes of a better socioeconomic position and increased independence,

along with her conv

iction that all life is sacred. Marco will support Jessica in whatever decision

she makes but is finding it difficult

not

to view the pregnancy and the prospects of a disabled

child as a burden and a barrier to their economic security and plans. Dr. Wilson

 

lays out all of the

options but clearly makes his view known that abortion is “scientifically” and medically a wise

choice in this situation. Aunt Maria pleads with Jessica to follow through with the pregnancy and

allow what “God intends” to take place an

d urges Jessica to think of her responsibility as a

mother.

 

 

 

 

 

 

Case Study: Fetal Abnormality

Jessica is a 30-year-old immigrant from Mexico City. She and her husband Marco have been in

the United States for the last three years and have finally earned enough money to move out of

their Aunt Maria’s home and into an apartment of their own. They are both hard workers. Jessica

works 50 hours a week at a local restaurant and Marco has been contracting side jobs in

construction. Six months before their move to an apartment, Jessica finds out she is pregnant.

Four months later, Jessica and Marco arrive at the county hospital, a large, public, nonteaching

hospital. A preliminary ultrasound indicates a possible abnormality with the fetus. Further scans

are conducted, and it is determined that the fetus has a rare condition in which it has not

developed any arms and will not likely develop them. There is also a 25% chance that the fetus

may have Down syndrome.

Dr. Wilson, the primary attending physician, is seeing Jessica for the first time, since she and

Marco did not receive earlier prenatal care over concerns about finances. Marco insists that Dr.

Wilson refrain from telling Jessica the scan results, assuring him that he will tell his wife himself

when she is emotionally ready for the news. While Marco and Dr. Wilson are talking in another

room, Aunt Maria walks into the room with a distressed look on her face. She can tell that

something is wrong and inquires of Dr. Wilson. After hearing of the diagnosis, she walks out of

the room wailing loudly and praying aloud.

Marco and Dr. Wilson continue their discussion, and Dr. Wilson insists that he has an obligation

to Jessica as his patient and that she has a right to know the diagnosis of the fetus. He

furthermore is intent on discussing all relevant factors and options regarding the next step,

including abortion. Marco insists on taking some time to think of how to break the news to

Jessica, but Dr. Wilson, frustrated with the direction of the conversation, informs the husband

that such a choice is not his to make. Dr. Wilson proceeds back across the hall, where he walks

in on Aunt Maria awkwardly praying with Jessica and phoning the priest. At that point, Dr.

Wilson gently but briefly informs Jessica of the diagnosis and lays out the option for abortion as

a responsible medical alternative, given the quality of life such a child would have. Jessica looks

at him and struggles to hold back her tears.

Jessica is torn between her hopes of a better socioeconomic position and increased independence,

along with her conviction that all life is sacred. Marco will support Jessica in whatever decision

she makes but is finding it difficult not to view the pregnancy and the prospects of a disabled

child as a burden and a barrier to their economic security and plans. Dr. Wilson lays out all of the

options but clearly makes his view known that abortion is “scientifically” and medically a wise

choice in this situation. Aunt Maria pleads with Jessica to follow through with the pregnancy and

allow what “God intends” to take place and urges Jessica to think of her responsibility as a

mother.

The post Jessica is a 30-year-old immigrant from Mexico City. She and her husband Marco have been in the United States for the last three years and have finally earned enough money to move out of their Aunt Maria’s home and into an apartment of their own appeared first on Infinite Essays.

Respond to the Main post bellow 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.

/in /by

Respond to the Main post bellow 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: the answer should be in a positive way 

Main Post

Nurse informatics

According to Sipes (2016), The American Nurses Association (ANA) defines nurse informatics as “the specialty that integrates nursing science with information and analytical sciences to identify, define, manage and communicate data, information, knowledge and wisdom in nursing practice” (p.252). The nursing profession indeed has come a long way. As new technology in healthcare improves so will the nursing process. Nurse informaticists use technology to connect healthcare workers to the collected data wherein information is readily available for nurses to postulate interventions to deliver the best outcome.

Interaction between bedside nurses and nurse informaticists

In my experience as a bedside nurse, I don’t normally interact with the nurse informaticists of the organization I work for. Perhaps a few minutes every now and again when there is a new process that was just introduced or when they need to follow up and ask about how the staff nurses are doing with the new technology that came along. As a staff nurse, I get to interact more with the “super users” of the new technology that comes along. They are the ones that teach us bedside nurses about the new equipment, process change, charting on and of the new technology and how to navigate the new system. Given these new iphones that we now use, piloted in February of this year, the super users were the ones that are in attendance in the unit, available for any questions or difficulty we may face. Prior to the initiation of the said process, we had to attend an hour-long training about it and complete online training as well. This is not to say that we cannot call the nurse informaticists if we get into major issues. However for times as such, we go through the chain of command and if no one is knowledgeable to fix the issue, we call the experts. More often we call the service desk and they fix the issues we encounter on the system (EHR) over the phone.

Opportunities for improvement

Nursing is a continuous learning experience. It constantly evolves. From paper charting, now we have electronic charting, and from here, I’m quite sure we will see more interesting changes in the near future. EHR is really a marvelous technology, with the use of EHR, we can go back months, even years of patient history and we are able to compare from presentation or baseline even without having seen the patient first, we can pretty much formulate a good picture. My only comment about this is that human interaction is missing. My suggestion is that nurse informaticists should hold meetings probably, if feasible, at least every quarter, to check on the system’s strengths and weaknesses coming from the bedside nurses, the ones that use the technology day in and day out. I think, in that way, we, as bedside nurses at least can feel their palpable support. Additionally, nurse informaticists should work on possibly reducing redundancy in charting. The current EHR system we use at the organization I work for has so many redundant charting that I feel as though, it takes away from nurse to patient interaction. Moreover, honestly, I don’t even know the name of our organization’s nurse informaticists. Although I’m sure I can find it on the intranet and perhaps the one we see in the unit asking about any system issues is one of them, or maybe she is just another superuser, I honestly don’t know. I think we, as a people, are so in awe of new technology that we forget that human interaction is just as important.

References

Adams, E., Hussey, P., & Shaffer, F. A. (2015). Nursing informatics and leadership, an essential competency for a global priority: eHealth. Nurse Leader, 13(5), 52-57.

Glassman, K. S. (2017). Using data in nursing practice. American Nurse Today, 12(11), 45-47. Retrieved from: https://www.americannursetoday.com/wp-content/uploads/2017/11/ant11-Data-1030.pdf

Sipes, C. (2016). Project Management: Essential skill of nurse informaticists. Studies in Health Technology and Informatics, 255, 252-256.

The post Respond to the Main post bellow 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. appeared first on Infinite Essays.