The Use Of Clinical Systems To Improve Outcomes And Efficiencies

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Required Readings
McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.
Chapter 14, “The Electronic Health Record and Clinical Informatics” (pp. 267–287)
Chapter 15, “Informatics Tools to Promote Patient Safety and Quality Outcomes” (pp. 293–317)
Chapter 16, “Patient Engagement and Connected Health” (pp. 323–338)
Chapter 17, “Using Informatics to Promote Community/Population Health” (pp. 341–355)
Chapter 18, “Telenursing and Remote Access Telehealth” (pp. 359–388)

Dykes, P. C., Rozenblum, R., Dalal, A., Massaro, A., Chang, F., Clements, M., Collins, S. …Bates, D. W. (2017). Prospective evaluation of a multifaceted intervention to improve outcomes in intensive care: The Promoting Respect and Ongoing Safety Through Patient Engagement Communication and Technology Study. Critical Care Medicine, 45(8), e806–e813. doi:10.1097/CCM.0000000000002449

HealthIT.gov. (2018c). What is an electronic health record (EHR)? Retrieved from https://www.healthit.gov/faq/what-electronic-health-record-ehr

Healthcare Information Management and Systems Society. (2018). Electronic health records. Retrieved from https://www.himss.org/library/ehr/

Rao-Gupta, S., Kruger, D. Leak, L. D., Tieman, L. A., & Manworren, R. C. B. (2018). Leveraging interactive patient care technology to Improve pain management engagement. Pain Management Nursing, 19(3), 212–221. doi:10.1016/j.pmn.2017.11.002

Skiba, D. (2017). Evaluation tools to appraise social media and mobile applications. Informatics, 4(3), 32–40. doi:10.3390/informatics4030032

Literature Review: The Use of Clinical Systems to Improve Outcomes and Efficiencies
New technology—and the application of existing technology—only appears in healthcare settings after careful and significant research. The stakes are high, and new clinical systems need to offer evidence of positive impact on outcomes or efficiencies.

Nurse informaticists and healthcare leaders formulate clinical system strategies. As these strategies are often based on technology trends, informaticists and others have then benefited from consulting existing research to inform their thinking.
In this Assignment, you will review existing research focused on the application of clinical systems. After reviewing, you will summarize your findings.

To Prepare:

Review the Resources and reflect on the impact of clinical systems on outcomes and efficiencies within the context of nursing practice and healthcare delivery.

Conduct a search for recent (within the last 5 years) research focused on the application of clinical systems. The research should provide evidence to support the use of one type of clinical system to improve outcomes and/or efficiencies, such as “the use of personal health records or portals to support patients newly diagnosed with diabetes.”

Identify and select 5 peer-reviewed articles from your research.

The Assignment: (4-5 pages)

In a 4- to 5-page paper, synthesize the peer-reviewed research you reviewed. Be sure to address the following:

Identify the 5 peer-reviewed articles you reviewed, citing each in APA format.

Summarize each study, explaining the improvement to outcomes, efficiencies, and lessons learned from the application of the clinical system each peer-reviewed article described. Be specific and provide examples.

Caring Community of Learners: Professional Expectations

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Caring Community of Learners: Professional Expectations    

Throughout this course and throughout the remainder of your degree program you will study strategies aimed at making your center, school, program or classroom an effective learning environment for those children in your care. While there are many pieces to this puzzle, one of the keys to being effective is creating a caring community of learners. This community is where both children and adults alike “engage in warm, positive relationships, trust each other with respect, and learn from and with each other” (Bredekamp, 2017, p. 240). The research connecting effective classrooms and schools/centers to a caring community of learners is strong, which is why this discussion is so important.

To prepare for this discussion, read chapters 5 and 8 of the Bredekamp text, view The Pyramid Model. (Links to an external site.)

For your initial post:

  • Analyze why, according to Bredekamp (2017) “Teachers today report that more children are exhibiting challenging behaviors than in the past” (p. 241). Why do you feel this might be true? What factors account for this perception?
  • Describe the relationship between behavior, self-concept, self-esteem and self-efficacy. How are they interconnected?
  • Explain how your understanding of this interconnectedness helps you more effectively create a caring community of learners. Provide at least two examples and support your explanation with your text and at least one scholarly resource (Links to an external site.).
  • Propose at least one strategy you will use in your classroom, school or center that incorporates each of the four levels on The Teaching Pyramid (figure 8.1). Support this portion of your discussion with your text.

Version:1.0 StartHTML:000000238 EndHTML:000021014 StartFragment:000004229 EndFragment:000020943 StartSelection:000004229 EndSelection:000020933 SourceURL:https://content.ashford.edu/books/Bredekamp.5339.16.1/sections/ch08lev1sec1   Effective Practices in Early Childhood Education – 8.1 A Caring Community of Learners: The Teaching Pyramid Model       

Pyramid Components

The Teaching Pyramid is composed of four parts: (1) positive relationships with children, (2) high-quality supportive environments, (3) social and emotional teaching strategies, and (4) intensive individualized interventions. The base of the pyramid is the largest portion because it represents the foundation of positive relationships on which everything else depends. Each subsequent topic on the pyramid builds on the ones below, and represents a proportionately smaller amount of teachers’ time and effort. This model indicates that if teachers effectively provide these supports, children will learn social competence, their positive behaviors will increase and challenging behaviors will diminish.

When teachers encounter children who exhibit negative behaviors such as aggression or hostility, their first inclination is to try to “fix” that child. As teachers, we naturally assume that if we could just quickly change that child’s behavior, everything would be well and our job would be so much easier. The truth is that there are no quick fixes; in fact, the more effective strategy is not to try to fix the child at first. It is always more difficult to change another person’s behavior, even if that person is only 3 years old, than to change our own behavior.

The Teaching Pyramid turns our prior assumptions on their head. Rather than trying to change children first, we begin by changing ourselves—that is, we examine our behavior in order to focus on establishing a positive relationship with each child. We recognize that more difficult children will take more effort, but we also acknowledge that the effort will pay off greatly. Next, we evaluate teaching environments and routines and determine what changes need to be made to support children’s positive behavior. How can we support routines that help children do their best? How can we teach social skills and emotional self-regulation? By asking these questions and exploring solutions, we attempt to directly address individual children’s challenging behaviors.

FIGURE 8.1 Teaching Pyramid Model for Promoting Children’s Social and Emotional Competence

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The Teaching Pyramid is a research-based, effective framework to help teachers support children’s social-emotional learning and reduce challenging behaviors in the classroom.Source: From Promoting Social and Emotional Competence in Infants and Young Children. The Center on the Social and Emotional Foundations for Early Learning, http://csefel.vanderbilt.edu. Reprinted by permission.

The Pyramid’s Effectiveness

Research demonstrates that when teachers consistently apply the strategies described in the Pyramid Model, positive social interactions among children increase and behavior problems decrease (Hemmeter, Snyder, Fox, & Algina, 2011). Research suggests that fewer than 4% of children require the more intensive level of interventions (Fox, Dunlap, Hemmeter, Joseph, & Strain, 2003). In a group of 20 children, that equates to only one child. In a center serving 100 children, about 4 children might require this level of intensive assistance. In the following sections, we discuss each level of the Teaching Pyramid and provide examples of effective teaching practices.

Explain what it means to paraphrase and why this is an important practice for all individuals participating in academic writing.

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To prepare for this activity, please review The Plagiarism Spectrum: Tagging 10 Types of Unoriginal Work (Turnitin, 2012). Review Instructor Guidance and Announcements. Part of scientific research includes conveying knowledge (about theory, research, etc.) to others. In this activity, you will practice using your own academic voice and applying in-text citations.
1. Review the following passage from your textbook, followed by a rewritten summary:
ORIGINAL AUTHOR’S THOUGHTS

Social psychologists use the scientific method—a hypothesis, or testable prediction, is developed and then tested using observational, correlational, or experimental methods. These different methods answer different kinds of questions. Observational methods answer questions relating to what is happening. Correlational methods look at relationships between variables, enabling prediction. Correlation, however, does not allow us to determine causation. With the experimental method, researchers manipulate one variable, the independent variable, and measure the effect of that manipulation through assessment of the dependent variable. At times, once one knows the results of a research study, those results may seem obvious, but people tend to fall short when truly predicting results beforehand. This sense that “you knew it all along” is called the hindsight bias. In research, attention is paid to potential ethical issues. Researchers have their research plans checked by an institutional review board, and participants provide informed consent and are debriefed at the end of the participation.
Reference
o Feenstra, J. (2013). Introduction to social psychology [Electronic version]. Retrieved from https://content.ashford.edu/
REWRITE BY SOMEONE WANTING TO WRITE ABOUT THE ARTICLE AND ITS FINDINGS

Social psychologists use the scientific method—a hypothesis, or testable prediction, is developed and then tested using observational, correlational, or experimental methods (Feenstra, 2013). Different methods answer different kinds of questions. Observational methods answer questions about what is happening. Correlation enables prediction by looking at relationships between variables. Correlation, however, does not determine causation. With the experimental method, researchers manipulate the independent variable and measure the effect of that manipulation on the dependent variable. Occasionally, one might correctly predict results and feel as though he or she “knew it all along” (hindsight bias), but this is rare. In research, attention is directed to possible ethical issues. An institutional review board will check the plans of a researcher, and participants will provide informed consent and will be debriefed following participation in studies.
2. Review the rewritten passage.
3. Locate and identify the errors, based on The Plagiarism Spectrum: Tagging 10 Types of Unoriginal Work (Turnitin, 2012), that exist in the rewrite.
o Are there any sentences that are correctly paraphrased?
o Why could this rewrite be considered plagiarism?
4. Rewrite the passage appropriately using appropriate methods for summarizing and paraphrasing information (without using quotes.). In other words, demonstrate how could you share the information successfully, using your own academic voice, within a paper you might be writing.
5. Explain what it means to paraphrase and why this is an important practice for all individuals participating in academic writing.
o What are some additional features of academic writing that should be considered as you write papers within your program?
o What methods/strategies can you use to assure that you are successfully using your own academic voice rather than someone else’s?
o What are some potential consequences for failing to consider the importance of academic voice (e.g., consequences in one’s academic journey/success, ability to communicate with others successfully)?

What are the most significant points from Chomsky’s critique on Skinner?

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What are the most significant points from Chomsky’s critique on Skinner? Do you agree or disagree with Chomsky’s critique of Skinner? Why or why not?
Why might the cognitive-affective processing system provide a more thorough understanding of an individual’s personality than older models (e.g., Freud’s theory of personality)?

Cognitive theorists maintain that our approach to behavioral change rests solely in the way we think about the behavior. Explain the gap that exists between cognitive and behavioral psychology.