NUR 550 Discuss how to integrate appropriate information and communication technologies for the clinical preventative intervention

Sample Answer for NUR 550 Discuss how to integrate appropriate information and communication technologies for the clinical preventative intervention Included After Question

Topic 6 DQ 2

Information and communication technologies have become an indispensable part of health care and critical in enhancing clinical and population health outcomes. They can be integrated into screening programs to support team-based care, improve patient-provider communication, and improve people’s awareness of screening procedures. Zonneveld et al. (2020) further posited that information and communication technologies enable people to be more actively involved in their care and produce more efficient results. Similar results can be achieved by integrating various information and communication technologies to improve the outcomes of screening programs for diseases with devastating effects like cancer, diabetes, and blood pressure.

Appropriate information and communication technologies for early screening can be integrated using software tools and tech-based platforms that enable patients to be more involved in their care. Such technologies also improve illness self-management. A suitable example is patient reminders to alert patients or target populations on when to go for screening. Health care organizations should compile electronic health data of at-risk populations and inform them through reminders about screening based on their conditions. Patient portals can be used as information outlets for patients going for screening to provide health-related notes so that patients and target populations can understand the importance of what they are doing and achieve the desired health care benchmarks (Woolf et al., 2018). Through patient portals, individuals can also inform health care providers about their progress, perceptions towards screening, and how they can be supported, among other issues.

Integrating appropriate information and communication technologies is the foundation of people-centered care. Such technologies are integrated to understand population health issues better and improve interventions’ outcomes. They can be integrated through the use of reminders and portals, particularly when a health care provider is dealing with individuals or population groups at risk of chronic illnesses.

References

Woolf, S. H., Krist, A. H., Lafata, J. E., Jones, R. M., Lehman, R. R., Hochheimer, C. J., … & Longo, D. R. (2018). Engaging patients in decisions about cancer screening: exploring the decision journey through the use of a patient portal. American Journal of Preventive Medicine, 54(2), 237-247. doi: 10.1016/j.amepre.2017.10.027

Zonneveld, M., Patomella, A. H., Asaba, E., & Guidetti, S. (2020). The use of information and communication technology in healthcare to improve participation in everyday life: a scoping review. Disability and Rehabilitation, 42(23), 3416-3423. https://doi.org/10.1080/09638288.2019.1592246

Topic 6 DQ 2

Description:

Discuss how to integrate appropriate information and communication technologies for the clinical preventative intervention in DQ 1 to improve nursing practice and care delivery for individuals and populations.

Objectives:

1. Integrate appropriate information and communication technologies for clinical preventative intervention.
2. Evaluate clinical prevention interventions that promote health and wellness for populations.
Study Materials

Population Health: Creating a Culture of Wellness

Description:

Read Chapter 9 and review Chapter 1 in Population Health: Creating a Culture of Wellness.

Evidence-Based Practice in Nursing and Healthcare

Description:

Read Chapter 19 in Evidence-Based Practice in Nursing and Healthcare.

NUR 550 Discuss how to integrate appropriate information and communication technologies for the clinical preventative intervention

The Role of the Nurse in Quality Improvement and Patient Safety

Description:

Read “The Role of the Nurse in Quality Improvement and Patient Safety,” by Hickey and Giardina, from Journal of Neurological and Neurosurgical Nursing(2019).

Reviewing the Literature: Essential First Step in Research, Quality Improvement, and Implementation of Evidence-Based Practice

Description:

Read “Reviewing the Literature: Essential First Step in Research, Quality Improvement, and Implementation of Evidence-Based Practice,” by Bernhofer, from Journal for Nurses in Professional Development (2015).

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NUR 550 Discuss how to integrate appropriate information and communication technologies for the clinical preventative intervention

Clinical Preventive Services

Description:

Read “Clinical Preventive Services,” by Guerrero Ayres and Bradley, from Encyclopedia of Nursing Research (2017).

Reviewing the Literature

Description:

Read “Reviewing the Literature,” by Bryne, from Sage Research Methods’ Project Planner (2017).

How to Conduct a Literature Review

Description:

Read “How to Conduct a Literature Review,” by Watts, from Podiatry Review (2020).

Preventative Care Benefits for Adults

Description:

Preventative Care Benefits for Adults,” located on the Healthcare.gov website.

My Healthfinder

Description:

Explore “My Healthfinder,” located on the U.S. Department of Health and Human Services website.

Healthy People 2030

Description:

Explore “Healthy People 2030,” located on the Healthy People 2030 website.

Health Communication and Health Information Technology

Description:

Read “Health Communication and Health Information Technology,” located on the HealthyPeople.gov website.

Using E-Health and Information Technology to Improve Health

Description:

Read, “Using E-Health and Information Technology to Improve Health,” located on the World Health Organization website.

Technology and the Future of Mental Health Treatment

Description:

Read “Technology and the Future of Mental Health Treatment,” located on the Mental Health Information page of the National Institute of Mental Health website.

Impacts of Information and Communication Technologies on Nursing Care: An Overview of Systematic Reviews (Protocol)

Description:

Read “Impacts of Information and Communication Technologies on Nursing Care: An Overview of Systematic Reviews (Protocol),” by Rouleau, Gagnon and Cote, from Systematic Reviews (2015).

NUR 550 Discuss how to integrate appropriate information and communication technologies for the clinical preventative intervention 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.

A Sample Answer For the Assignment: NUR 550 Discuss how to integrate appropriate information and communication technologies for the clinical preventative intervention

Title: NUR 550 Discuss how to integrate appropriate information and communication technologies for the clinical preventative intervention

Administration of HPV Vaccine to teenagers

The human papillomavirus (HPV) is a sexually transmitted infection that affects populations in their reproductive ages. In the United States of America alone, about 14 million cases of HPV are diagnosed annually which necessitates a preventive mechanism for the populations at risk. The most recommended approach is the administration of the HPV vaccine as a remedy to transmission. In order to promote health and wellness among teenage girls, the World Health Organization (WHO) recommends vaccination schedules for this age group. According to Bouvret et al. (2016), the vaccination shots are administered from the age of nine to thirteen to guarantee immunity from early ages of active sexual life and women are required to have at least three for their whole life.

Stokley et al. (2014) postulate that the benefits of the administration of the vaccine override the negative impacts as women and men develop immunity for the entire period of their life even if they join matrimony with an infected person. This clinical intervention was not successful in the target population. Precisely, the administration of the vaccine among the target teenagers was compromised by a misguided perception that the intervention will encourage sexual engagements among the youths. Parents of the target teenagers opposed the clinical prevention intervention citing that it violates their religious norms and that the vaccination will yield more harm by exposing the youths to more instances of sexually transmitted diseases (STDs). However, this claim is unwarranted as there is no clinical evidence that the administration of the vaccines enhances sexual behavior among the youths. The parents of the target population need to be educated on the benefit of the HPV vaccine to facilitate clinical intervention among teenagers (Bouvret et al., 2016). Besides, ethical concerns ought to be taken into consideration to ensure that the vaccination is not administered against the wishes of the parents.

References

Bouvret, P., Mougin, C., Prétet, J. L., Meurisse, A., Bonnetain, F., & Fiteni, F. (2016). Practices and attitudes regarding HPV vaccination among general practitioners from Besançon. Journal de gynecologie, obstetrique et biologie de la reproduction, 45(8), 972-978.

Stokley, S., Jeyarajah, J., Yankey, D., Cano, M., Gee, J., Roark, J., … & Markowitz, L. (2014). Human papillomavirus vaccination coverage among adolescents, 2007–2013, and post-licensure vaccine safety monitoring, 2006–2014—United States. MMWR. Morbidity and mortality weekly report, 63(29), 620.