MSN 6011 DQ4: Technology and Ethical Dilemmas in Evidence-Based Care

MSN 6011 DQ4 Technology and Ethical Dilemmas in Evidence-Based Care

For this discussion, read the two case studies below. Choose
one of the case studies and respond to all of the questions and points under
that case study.

Case Study 1

M. J. is a 55-year-old Caucasian female who is presently
recovering in an orthopedic unit of a large medical center following a total
right hip replacement. She has had a Foley catheter in place since prior to
surgery three days ago, and has now developed a catheter-associated urinary tract
infection (CAUTI).Your institution has established a culture of safety and has
protocols in place that have resulted in a significant decrease In CAUTIs in
its post-operative population. As M. J. is the fourth patient to have a CAUTI
in the last three months, this is especially disconcerting. A committee was
established to look into the recent increases in CAUTI occurrences. Their
research resulted in a recommendation to implement a trial of utilizing
automatic computer technology prompts for the health care providers about
discontinuing urinary catheters. The hope is this notification system will
mitigate the sudden rise in CAUTIs and ensure patient safety.

If you have chosen to respond to this case study, please
address the following in your response:

What might be potential ethical barriers to implementing
automatic computerized reminders to remove Foley catheters on identified
patients?

MSN 6011 DQ4 Technology and Ethical Dilemmas in Evidence-Based Care

How do you integrate the ethics of caring into this practice
environment?

Are there ethical considerations associated with using care
bundle guidelines in practice? In monitoring and tracking data?

Discuss how the culture of patient safety is aligned with
one of the ethical principles of beneficence or non-maleficence.

Be sure to cite at least two sources of evidence in your
initial discussion post.

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: MSN 6011 DQ4: Technology and Ethical Dilemmas in Evidence-Based Care

Case Study 2

Rachel is a registered nurse who works for a major insurance
company in the diabetes wellness department. Her employer has identified
potential high-cost utilizers, and those diabetics at risk for target organ damage,
by utilizing data from the population health portal HEDIS benchmarks of those
diabetic patients enrolled with their health plan. The data points being used
are hemoglobin A1C levels less than 9% and LDL cholesterol levels below 100.
All patients with high A1Cs and LDLs are being contacted by the insurance
company to be enrolled in a telephonic nurse education program. The goal of the
program is for the nursing staff to educate the patients on healthy lifestyle
and self care to improve their diets, exercise, and medication adherence.
During one of the calls, Rachel identifies that she is employed in Iowa, and
her patient lives in Nebraska.

If you have chosen to respond to this case study, please
address the following in your response:

Are there any legal or ethical issues with the RN and
patient being in different geographical locations?

Does the nurse need to obtain a nursing license in every
state where there might be electronic contact with the patient?

If the nurse gives the patient poor advice, and there is a
case of substandard care or malpractice, where would the patient seek legal
recourse?

How do you integrate the ethics of caring into this practice
environment?

Be sure to cite at least two sources of evidence in your
initial discussion post.

Response Guidelines

Review the posts of your peers and then select two to whom
you wish to respond. If possible, these peers should have chosen to respond to
the same case study as you. In your response be sure to address the following (
Note: Your responses should be substantive, 100-200 words):

Compare the evidence that you used to inform your response
to that used by you peer.

How did the evidence lead you to similar conclusions as your
peer?

How did the evidence lead you to different conclusions than
your peer?

Briefly comment on what this indicates to you about the
importance of considering multiple sources of evidence.

Briefly explain how additional evidence has changed your
thoughts about what the appropriate actions are to take.

Resources

Discussion Participation Scoring Guide.

MSN 6011 DQ4 Technology and Ethical Dilemmas in Evidence-Based Care Grading Rubric

Performance Category	100% or highest level of performance 100% 16 points	Very good or high level of performance 88% 14 points	Acceptable level of performance 81% 13 points	Inadequate demonstration of expectations 68% 11 points	Deficient level of performance 56% 9 points	Failing level of performance 55% or less 0 points
Total Points Possible= 50	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic topics.	Presentation of information was exceptional and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was good, but was superficial in places and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was minimally demonstrated in all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in one of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in two of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in three or more of the following elements Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Application of Course Knowledge Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations	Presentation of information was exceptional and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was good, but was superficial in places and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was minimally demonstrated in the all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in one of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from and scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in two of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in three of the following elements Applies principles, knowledge and information and scholarly resources to the required topic. Applies facts, principles or concepts learned scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.
	10 Points	9 Points			6 Points	0 Points
Interactive Dialogue Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic.	Demonstrated all of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 3 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.			Demonstrated 2 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 1 or less of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.
	8 Points	7 Points	6 Points	5 Points	4 Points	0 Points
Grammar, Syntax, APA Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error.	The following was present: 0-3 errors in APA format AND Responses have 0-3 grammatical, spelling or punctuation errors AND Writing style is generally clear, focused on topic,and facilitates communication.	The following was present: 4-6 errors in APA format. AND/OR Responses have 4-5 grammatical, spelling or punctuation errors AND/OR Writing style is somewhat focused on topic.	The following was present: 7-9 errors in APA format. AND/OR Responses have 6-7 grammatical, spelling or punctuation errors AND/OR Writing style is slightly focused on topic making discussion difficult to understand.	The following was present: 10- 12 errors in APA format AND/OR Responses have 8-9 grammatical, spelling and punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand.	The following was present: 13 – 15 errors in APA format AND/OR Responses have 8-10 grammatical, spelling or punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand. AND/OR The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.	The following was present: 16 to greater errors in APA format. AND/OR Responses have more than 10 grammatical, spelling or punctuation errors. AND/OR Writing style does not facilitate communication
	0 Points Deducted					5 Points Lost
Participation Requirements	Demonstrated the following: Initial, peer, and faculty postings were made on 3 separate days					Failed to demonstrate the following: Initial, peer, and faculty postings were made on 3 separate days
	0 Points Lost					5 Points Lost
Due Date Requirements	Demonstrated all of the following: The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.					Demonstrates one or less of the following. The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.