Scenario 74-year-old male with a history of hypertension and .docx

Portfolio Assignment: The Role of the Nurse Informaticist in Systems Development and Implementation Assume you are a nurse manager on a unit where a new nursing documentation system is to be implemented. You want to ensure that the system will be usable and acceptable for the nurses impacted. You realize a nurse leader must be on the implementation team. To Prepare: · Review the steps of the Systems Development Life Cycle (SDLC) and reflect on the scenario presented. · Consider the benefits and challenges associated with involving a nurse leader on an implementation team for health information technology. The Assignment: (2-3 pages) In preparation of filling this role, develop a 2- to 3-page role description for a graduate-level nurse to guide his/her participation on the implementation team. The role description should be based on the SDLC stages and tasks and should clearly define how this individual will participate in and impact each of the following steps: · Planning and requirements definition · Analysis · Design of the new system · Implementation · Post-implementation support · Let your citations match your references Submit your completed Role Description. Submission and Grading Information · RUBRIC · Develop a 2- to 3-page role description for a graduate-level nurse to guide his/her participation on the implementation team. The role description should be based on the Systems Development Life Cycle (SDLC) stages and tasks and should clearly define how this individual will participate in and impact each of the following steps: ·   Planning and requirements definition ·   Analysis ·   Design of the new system ·   Implementation ·   Post-implementation support 77 (77%) - 85 (85%) An accurate and fully developed role description is provided for the Assignment and fully supports the guidance of a graduate-level nurse's participation in the steps of the SDLC. The responses accurately and thoroughly define in detail a graduate-level nurse's participation in the steps of the SDLC. The responses accurately and thoroughly explain in detail the impacts of a graduate-level nurse's participation in the steps of the SDLC. 68 (68%) - 76 (76%) A role description is provided for the Assignment and supports the guidance of a graduate-level nurse's participation in the steps of the SDLC. The responses define a graduate-level nurse's participation in the steps of the SDLC. The responses explain the impact of the graduate-level nurse's participation in the steps of the SDLC. 60 (60%) - 67 (67%) A vague or inaccurate role description is provided for the Assignment and vaguely or inaccurately provides guidance to a graduate-level nurse's participation in the steps of the SDLC. The responses defining the graduate-level nurse's participation in the steps of the SDLC are vague or inaccurate. The responses explaining the impact of the graduate-level nurse's participation in the steps of the SDLC are vague or inaccurate. 0 (0%) - 59 (59%) A vague and inac ...

ASSIGNMENT QUESTION: Case Study Assignment: Assessing the Head, Eyes, Ears, Nose, and Throat Nurses conducting assessments of the ears, nose, and throat must be able to identify the small differences between life-threatening conditions and benign ones. For instance, if a patient with a sore throat and a runny nose also has inflamed lymph nodes, the inflammation is probably due to the pathogen causing the sore throat rather than a case of throat cancer. With this knowledge and a sufficient patient health history, a nurse would not need to escalate the assessment to a biopsy or an MRI of the lymph nodes but would probably perform a simple strep test. Most ear, nose, and throat conditions that arise in non-critical care settings are minor in nature. However, subtle symptoms can sometimes escalate into life-threatening conditions that require prompt assessment and treatment. In this Case Study Assignment, you consider case studies of abnormal findings from patients in a clinical setting. You determine what history should be collected from the patients, what physical exams and diagnostic tests should be conducted, and formulate a differential diagnosis with several possible conditions. To Prepare · By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor. · Also, your Case Study Assignment should be in the Episodic/Focused SOAP Note format rather than the traditional narrative style format. Refer to Chapter 2 of the Sullivan text and the Episodic/Focused SOAP Template in the Week 5 Learning Resources for guidance. Remember that all Episodic/Focused SOAP Notes have specific data included in every patient case. With regard to the case study you were assigned: · Review this week's Learning Resources and consider the insights they provide. · Consider what history would be necessary to collect from the patient. · Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient's condition. How would the results be used to make a diagnosis? · Identify at least five possible conditions that may be considered in a differential diagnosis for the patient. Assignment Question Use the Episodic/Focused SOAP Template and create an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided in the Week 5 resources. Provide evidence from the literature to support diagnostic tests that would be appropriate for each case. List five different possible conditions for the patient's differential diagnosis and justify why you selected each. Learning objectives: · Apply assessment skills to diagnose eye, ears, and throat conditions · Apply concepts, theories, and principles relating to health assessment techniques and diagnoses for the head, neck, eyes, ears, nose, and throat Focused throat Exam Li.

Rubric Detail Select Grid View or List View to change the rubric's layout. Excellent Good Fair Poor Part 1: Agenda Comparison Grid- -Identify a population health concern -Describe the Population Health concern you selected and the factors that contribute to it. 5 (5%) - 5 (5%) The response clearly and accurately identifies and describes a population health concern. 4 (4%) - 4 (4%) The response vaguely identifies and describes a population health concern. 3.5 (3.5%) - 3.5 (3.5%) The response inaccurately identifies and describes a population health concern. 0 (0%) - 3 (3%) Identification and description of a population health concern is missing or incomplete. Part 1: Agenda Comparison Grid- - Describe the administrative agenda focus related to this issue for the current and two previous presidents. - Identify the allocations of financial and other resources that the current and two previous presidents dedicated to this issue. - Explain how each of the presidential administrations approached the issue. 18 (18%) - 20 (20%) The response clearly and accurately describes the presidential administrations’ focus related to the concern, the financial and resource allocation dedicated to the concern, and explains how each of the presidential administrations approached the issue. 16 (16%) - 17 (17%) The response vaguely describes the presidential administrations’ focus related to the concern, the financial and resource allocation dedicated to the concern, and explains how each of the presidential administrations approached the issue. 14 (14%) - 15 (15%) The response inaccurately describes the presidential administrations’ focus related to the concern, the financial and resource allocation dedicated to the concern, and how each of the presidential administrations approached the issue. 0 (0%) - 13 (13%) The description of the presidential administrations’ focus related to the concern, financial and resource allocation dedicated to the concern, and explanation for how each of the presidential administrations approached the issue is missing. Part 2: Agenda Comparison Grid Analysis- Address the following: 23 (23%) - 25 (25%) -The response clearly and accurately identifies an administrative agency most likely 20 (20%) - 22 (22%) -The response vaguely identifies an administrative 18 (18%) - 19 (19%) -Identification of an administrative agency 0 (0%) - 17 (17%) -Identification of an administrative agency Name: NURS_6050_Module01_Week02_Assignment_Rubric Grid View List View https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16565074_1&rubric_id=_1055516_1# https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16565074_1&rubric_id=_1055516_1# -Which administrative agency would most likely be responsible for helping you address the healthcare issue you selected? -How do you think your selected healthcare issue might get on the agenda? How does it stay there? -Who wo.