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NSG 6101 Social Technology Use Among Older Adults Annotated Bibliography
Sample Answer for NSG 6101 Social Technology Use Among Older Adults Annotated Bibliography Included
A Sample Answer For the Assignment: NSG 6101 Social Technology Use Among Older Adults Annotated Bibliography
Title: NSG 6101 Social Technology Use Among Older Adults Annotated Bibliography
NSG 6101 Social Technology Use Among Older Adults Annotated Bibliography
Interdisciplinary transition care coordination strategies are critical approaches that allow healthcare organizations and providers to reduce hospital readmission in medical surgical units in acute care. Using five articles from the “Literature Evaluation Table” this paper provides an annotated bibliography of five quantitative articles that address the issue of interdisciplinary transition care coordination. The annotation provides a concise description about the quality, accuracy and relevance of each article to the PICOT-D.
PICOT-D Question: In a medical-surgical unit at an urban acute care hospital setting serving the adult population, does implementing interdisciplinary transition care coordination strategies from hospital to home reduce 30-day readmissions within eight weeks?
Kripalani, S., Chen, G., Ciampa, P., Theobald, C., Cao, A., McBride, M., Dittus, R. S., & Speroff, T. (2019). A transition care coordinator model reduces hospital readmissions and costs. Contemporary Clinical Trials, 81, 55–61. https://doi-org.lopes.idm.oclc.org/10.1016/j.cct.2019.04.014
In this article, Kripalani et al. (2019) provide a model based on transition care coordination to reduce readmissions and costs. Using a quasi-experimental design, the researchers compared transition care coordinator (TCC) model of care to the standard or normal care. Despite the controls that they had, the study shows a positive correlation as it concludes that TCCCs lowered 30-and90-day readmissions and related costs.
The article is of high quality though under control and provides an accurate description of the effects of TCCs in reducing readmissions. The study is a controlled randomized trial implying that it is at level one on the evidence pyramid. The accuracy of the article is high given its level of evidence and allows practitioners to integrate these interventions to reduce readmissions. The article is relevant to the PICOT-D question since it shows that evidence-base practice models are effective in addressing the issue of readmission.
Pugh, J., Penney, L. S., Noël, P. H., Neller, S., Mader, M., Finley, E. P., Lanham, H. J., &
Leykum, L. (2021). Evidence based processes to prevent readmissions: more is better, a ten-site observational study. BMC Health Services Research, 21(1), 1–11. https://doi-org.lopes.idm.oclc.org/10.1186/s12913-021-06193-x
In this article, Pugh et al. (2021) conducted a mixed method, multi-stepped observational study to assess the association between of evidence-based transitional procedures deployed and possibility of readmission rates. The researchers observe that facilities that use recommended care transition processes have increased chances of reducing the risk for readmission based on the (RSRR) model. The study observes that implementation variability and hurdles highlighted by provider to perform these interventions require the use of novel strategies to facilitate increased uptake of the model. Consistent use can help facilities that underutilize the processes and entail patient involvement and engagement in discharge planning as well as enhanced leveraging on community support.
The article demonstrates high quality evidence based on its level on evidence pyramid as it is at level III which gives evidence from well-designed controlled trials that have no randomization or quasi experimental approach. The article is relevant to the PICOT-D question as it shows that transition care coordination reduces the risk of readmissions in care facilities. The article also shows that effective care coordination requires the involvement of patients in their care plans.
Snyder, M. E., Krekeler, C. E., Jaynes, H. A., Davis, H. B., Lantaff, W. M., Mu Shan,
Perkins, S. M., & Zillich, A. J. (2020). Evaluating the effects of a multidisciplinary
transition care management program on hospital readmissions. American Journal of Health-System Pharmacy, 77(12), 931–937. https://doi-org.lopes.idm.oclc.org/10.1093/ajhp/zxaa091
The article by Snyder et al. (2020) assesses the effects of a pharmacist-developed transition of care programs to reduce the rates of 30-day all-cause readmissions and follow-up. Using a retrospective cohort design, the study shows the effectiveness of a pharmacist-led TOC program to lower 30-day readmissions in the facility. The study demonstrates that having interventions that incorporate healthcare professionals like pharmacists is critical to attaining transition of care programs that address patient needs. The article is accurate since it is a cohort study where participants were followed for 90 days to see if the intervention is effective in addressing the issue of readmissions. The quality of the article is good since it falls under level IV on the evidence pyramid. Level IV contains articles that use well-designed case-control and cohort research. Further, the article supports the PICOT-D as it shows that health care professions can initiate programs that offer benefits not just to patients but also health care providers.
Provencher, V., Clemson, L., Wales, K., Cameron, I. D., Gitlin, L. N., Grenier, A., &
Lannin, N. A. (2020). Supporting at-risk older adults transitioning from hospital to home: who benefits from an evidence-based patient-centered discharge planning intervention? Post-hoc analysis from a randomized trial. BMC Geriatrics, 20(1). https://doi-org.lopes.idm.oclc.org/10.1186/s12877-020-1494-3
The article by Provencher et al. (2020) demonstrates for health care providers to support geriatric patients moving from hospital to home by using evidence-based patient-centric discharge planning strategies. Using randomized control approach, the study notes that hospitalized elderly suffering from moderate cognitive impairment can attain benefits from the home model. The approach entails preparation and after-charge support to mitigate and prevent possible unplanned readmissions. The authors record the need to have improved discharge outcomes among the at-risk subgroups after getting an expert-led interventions to enable best care services.
Finlayson, K., Chang, A. M., Courtney, M. D., Edwards, H. E., Parker, A. W., Hamilton, K., Pham, T. D. X., & O’Brien, J. (2018). Transitional care interventions reduce unplanned hospital readmissions in high-risk older adults. BMC Health ServicesResearch, 18(1). https://doi-org.lopes.idm.oclc.org/10.1186/s12913-018-3771-9
In their article Finlayson et al. (2018) assert that transitional care interventions are essential in reducing unplanned hospital readmissions at elevated risk older individuals. Using a randomized controlled model involving 222 subjects, the authors show that multifaceted transitional care strategies in different settings can lower readmissions within the first three months of implementation. Utilizing different interventions cohorts, the study demonstrates that transitional care interventions are a critical aspect of ensuring quality care and reducing the cost burden. The study is accurate based on the statistical aspects that it demonstrates and the outcome measures that it uses to evaluate the outcomes across the four cohorts that they use.
The quality of the article is good based on its level of evidence as depicted by the evidence level pyramid. The article’s evidence level is II since it designed randomized control trials in different sites to evaluate the effects of different transitional care interventions on hospital readmissions. Imperatively, the article is relevant to the PICOT-D question as it demonstrates clear evidence that effective transitional care approaches can reduce hospital readmissions across care continuum and settings.
Conclusion
The annotated bibliography shows that effective transitional care interventions can reduce readmissions when adult patients are discharged from hospital to home within eight weeks. A host of the articles show that readmissions drastically decline when the transitional care involves an interdisciplinary team approach and patients. However, the articles are not explicit is such interventions also work effective in medical-surgical units.
NSG 6101 Social Technology Use Among Older Adults Annotated Bibliography References
Finlayson, K., Chang, A. M., Courtney, M. D., Edwards, H. E., Parker, A. W., Hamilton, K.,
Pham, T. D. X., & O’Brien, J. (2018). Transitional care interventions reduce unplanned hospital readmissions in high-risk older adults. BMC Health Services Research, 18(1). https://doi-org.lopes.idm.oclc.org/10.1186/s12913-018-3771-9
Kripalani, S., Chen, G., Ciampa, P., Theobald, C., Cao, A., McBride, M., Dittus, R. S., &
Speroff, T. (2019). A transition care coordinator model reduces hospital readmissions and costs. Contemporary Clinical Trials, 81, 55–61. https://doi-org.lopes.idm.oclc.org/10.1016/j.cct.2019.04.014
Provencher, V., Clemson, L., Wales, K., Cameron, I. D., Gitlin, L. N., Grenier, A., & Lannin, N.
- (2020). Supporting at-risk older adults transitioning from hospital to home: who benefits from an evidence-based patient-centered discharge planning intervention? Post-hoc analysis from a randomized trial. BMC Geriatrics, 20(1). https://doi-org.lopes.idm.oclc.org/10.1186/s12877-020-1494-3
Pugh, J., Penney, L. S., Noël, P. H., Neller, S., Mader, M., Finley, E. P., Lanham, H. J., &
Leykum, L. (2021). Evidence based processes to prevent readmissions: more is better, a ten-site observational study. BMC Health Services Research, 21(1), 1–11. https://doi-org.lopes.idm.oclc.org/10.1186/s12913-021-06193-x
Snyder, M. E., Krekeler, C. E., Jaynes, H. A., Davis, H. B., Lantaff, W. M., Mu Shan, Perkins, S.
M., & Zillich, A. J. (2020). Evaluating the effects of a multidisciplinary transition care management program on hospital readmissions. American Journal of Health-System Pharmacy, 77(12), 931–937. https://doi-org.lopes.idm.oclc.org/10.1093/ajhp/zxaa091
Sample Answer for NSG 6101 Social Technology Use Among Older Adults Annotated Bibliography Included
Description
Quantitative Annotated Bibliography
In this week’s discussion question you were asked to consider a potential problem (appropriate to your role option) that you would like to investigate through nursing research. For this assignment you will review current research from South’s Online Library and provide a critical evaluation on that research through an annotated bibliography. An annotated bibliography is a brief summary and analysis of the journal article reviewed. For more information on annotated bibliographies please visit Purdue’s OWL: Purdue Online Writing Lab
A total of two annotated bibliographies are to be submitted (not to exceed one page each). The articles must come from nursing scholarly literature and may not be older than 5 years since publication. Please note that the articles must be research based and reflect a quantitative methodology (review our reading assignments). Web pages, magazines, textbooks, and other books are not acceptable.
Each annotation must address the following critical elements:
- Explanation of the main purpose and scope of the cited work
- Brief description of the research conducted
- Value and significance of the work (e.g., study’s findings, scope of the research project) as a contribution to the subject under consideration
- Possible shortcomings or bias in the work
- Conclusions or observations reached by the author
- Summary as to why this research lends evidence to support the potential problem identified specific to your role option.
Lopes Write Policy
For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
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Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
Important information for writing discussion questions and participation
Welcome to class
Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to
I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.
Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.
If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.
Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.
Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.
I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!
Hi Class,
Please read through the following information on writing a Discussion question response and participation posts.
Contact me if you have any questions.
Important information on Writing a Discussion Question
- Your response needs to be a minimum of 150 words (not including your list of references)
- There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
- Include in-text citations in your response
- Do not include quotes—instead summarize and paraphrase the information
- Follow APA-7th edition
- Points will be deducted if the above is not followed
Participation –replies to your classmates or instructor
- A minimum of 6 responses per week, on at least 3 days of the week.
- Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
- Each response needs to be at least 75 words in length (does not include your list of references)
- Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
- Follow APA 7th edition
- Points will be deducted if the above is not followed
- Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
- Here are some helpful links
- Student paper example
- Citing Sources
- The Writing Center is a great resource