DNP-810 Topic 6 DQ 2 Identify a method that uses evidence-based data to support new or innovative ways to care for the aging population

Sample Answer for DNP-810 Topic 6 DQ 2 Identify a method that uses evidence-based data to support new or innovative ways to care for the aging population Included After Question

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Topic 6 DQ 2

Jul 14-18, 2022

Identify a method that uses evidence-based data to support new or innovative ways to care for the aging population. What are the anticipated outcomes of employing this method and methods like it? How can the doctoral-prepared nurse apply this information in practice? Explain. Support your rationale with a minimum of two scholarly sources.

REPLY TO DISCUSSION

Mary Benjamin

Jul 18, 2022, 5:42 PM

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A Sample Answer For the Assignment: DNP-810 Topic 6 DQ 2 Identify a method that uses evidence-based data to support new or innovative ways to care for the aging population

Title: DNP-810 Topic 6 DQ 2 Identify a method that uses evidence-based data to support new or innovative ways to care for the aging population

Replies to Mary Benjamin

Patients aged 65 years and older mobility impairments are common and are associated with increased risk for additional functional loss. Mobility impairments are dynamic, however, and individuals commonly transition between dependence and independence. During acute illness and hospitalization in particular, decline in mobility is common and has a large impact on older patients’ health, independence, and quality of life. Loss of mobility is associated with increased length of ventilator days, increased length of hospital stays, and adverse outcomes during and following hospitalization, including falls, declines in activities of daily living (ADL), and nursing home placement. Loss of mobility is critical in the cascade to dependency.

Electronic health record (EHR) help providers better manage care for patients and provide better health care by: providing accurate, up-to-date, and complete information about patients at the point of care, which enables quick access to patient records for more coordinated, efficient care. The BMAT is a tool designed in Epic for nurses to assess patient mobility in acute care. The BMAT allows nurses and other healthcare workers to determine the appropriate patient handling and mobility equipment or device to safely move or mobilize the patient. Mobility is a vital indicator of patient deterioration or improvement. Proper assessment using BMAT tool can help predict mobility changes early so they can be addressed. In addition, it encourages evaluating patients’ pre-admission status and setting functional mobility goals, as well as promoting discharge planning that begins on the day of admission. Standardizing nursing practice, processes, and procedures for safe patient equipment use promotes caregiver safety, reduces nursing care variability, results in better patient outcomes. DNP prepared nurse role is to assist with the implementation of the tool and utilize data to improve fall rate and improved patient outcomes.

Rose, A., Carter, N., Vann, C., Lloyd-Penza, M., & Andrusko, M. (2022). Implementing Bedside Mobility Assessment Tool to Improve Patient Outcomes and Staff Communication. MEDSURG Nursing, 31(1), 32–36.

Cassandra Turner-Donegal

replied toMary Benjamin

Jul 19, 2022, 9:27 AM

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Replies to Mary Benjamin

Hi Mary,

Thanks for sharing your post. In addition, EHR portals allow patients to have easy access to their health history and provide them with the opportunity to make appointment for care, see test results, renew prescriptions and forward communication to health care providers (Sakaguchi-Tang et al., 2017).

Reference

Sakaguchi-Tang, D. K., Bosold, A. L., Choi, Y. K., & Turner, A. M. (2017). Patient Portal Use and Experience Among Older Adults: Systematic Review. JMIR medical informatics, 5(4), e38. https://doi.org/10.2196/medinform.8092

Christina Atkins Whyte

replied toMary Benjamin

Jul 20, 2022, 7:34 PM

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Replies to Mary Benjamin

Hi, Mary for sharing your posts.

I agree that falls are one of the leading costs of health issues and prolonged hospital stays. Falls frequently result in enormous medical expenditures to treat fall-related injuries. With the aging of the population, both the number of fall injuries and the resulting expenditures are expected to increase substantially (Florence et al., 2018).

Reference

Florence, C. S., Bergen, G., Atherly, A., Burns, E., Stevens, J., & Drake, C. (2018). Medical Costs of Fatal and Nonfatal Falls in Older Adults. Journal of the American Geriatrics Society, 66(4), 693–698. https://doi.org/10.1111/jgs.15304

Jennifer Murillo

Jul 18, 2022, 5:35 PM

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A riches of the novel, innovative technologies in the form of intelligent wearable technologies are achieving greaten global precision and becoming accessible for the main aims of preventing, monitoring, and innovative ways to care for the aging population. Current trends try to make health services more effective by being personalized and tailored to the patients’ needs, resources, and characteristics, based on early detection of risks and preventive treatment in the person’s environment (Haghi et al., 2017). Wearable device systems include monitoring tools, gathering relevant patient biopsychosocial information within predictive applications to be used by the patients and health centers (Haghi et al., 2017). In addition, E-health care centers incorporate and process data in real-time, multidimensional information from/to the patients’ home and natural settings and from/to different areas and agencies in shared, interoperable, and synched extensive databases using cloud computing technology (Haghi et al., 2017).

Wearable devices offer numerous benefits and advantages to healthcare providers and their patients. Health care providers include real-time health monitoring of vital statistics, providing more timely data for analysis and earlier detection of disease or risk of a significant health event. Wearables track patients’ vitals when they are sick, but they are also valuable tools that keep recording biometrics even when users are healthy to help find solutions when they are sick (Loncar-Turukalo et al., 2019). In addition, wearables build a unique and personalized health model for users who frequently monitor around-the-clock abnormalities that would indicate earlier identification of acute diseases or the acceleration of chronic or preexisting conditions (Loncar-Turukalo et al., 2019). This technology opens tremendous possibilities for early detection and prevention of disease progression, relapses, and crises

DNP-810 Topic 6 DQ 2 Identify a method that uses evidence-based data to support new or innovative ways to care for the aging population

through developing predictive tools, including all the related biopsychosocial indices.

DNP-prepared nurses educate the patients on the benefits of utilizing an intelligent wearable technology for remote monitoring. Wearable devices can provide patient monitoring, surveillance, screening, diagnosis, and assistance with treatment, post-treatment, and ongoing management (Haghi et al., 2017). These devices also determine and confirm the efficiency of treatment based on real-time physiological feedback. In addition, wearable sensors for remote health monitoring empower individuals to participate more in their care, increase accountability, and allow them to see progress in real-time. In short, patients are encouraged to take a more active role in their treatment (Loncar-Turukalo et al., 2019).

References

Haghi, M., Thurow, K., & Stoll, R. (2017). Wearable devices in medical internet of things: scientific research and commercially available devices. Healthcare informatics research, 23(1), 4-15.

Loncar-Turukalo, T., Zdravevski, E., da Silva, J. M., Chouvarda, I., & Trajkovik, V. (2019). Literature on wearable technology for connected health: scoping review of research trends, advances, and barriers. Journal of medical Internet research, 21(9), e14017.

Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. *(5 points possible per graded thread)*	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements *per discussion thread*	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement *per discussion thread*	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

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