NUR 550 DQ: Integrating ICT for the Clinical Preventative Intervention

Sample Answer for NUR 550 DQ: Integrating ICT for the Clinical Preventative Intervention Included After Question

NUR 550 DQ: Integrating ICT for the Clinical Preventative Intervention

Use of Opioids in the Management of Chronic Pain Among African Americans 

Pain is the primary reason for seeking health care services in a hospital. Chronic pain is common to cancer and trauma patients and requires intense care to improve the overall quality of life. Different approaches have been used to manage pain with the most common practice involving the use of nonsteroidal anti-inflammatory drugs (NSAIDs). At the Hope Medical Centre, effective management of chronic pain is achieved through the use of prescription narcotic drugs specifically prescription opioids (PO) or morphine. However, the use of PO among the African Americans diagnosed with chronic pain elicits mixed reactions on the effectiveness of the intervention to the population. According to Alexandridis et al. (2018), African Americans are presumed to use prescription opioids for non-medical purposes. Specifically, the African Americans on PO therapy use the medication for euphoria which leads to addiction and compromises the effectiveness of the drug on chronic pain management.  

The clinical prevention intervention through the use of PO is not successful at the Hope Medical Centre due to misuse of the therapy among the target population. The challenge is attributed to lack of adequate education to patients on the need to adhere to the medication regimen as prescribed. Rudd et al. (2016) posit that bias in the provision of patient education alters the effective use of the medication among African Americans. Over-prescription also poses a major challenge to success in achieving chronic pain management. Poverty among African Americans also contributes to a lack of success in the clinical prevention intervention at the Hope Medical Centre. This majorly affects members from the low-income class who may opt to sell the PO in exchange for food or to pay medical bills (Alexandridis et al., 2018). This results in non-compliance and therefore poor pain management. As such the number of hospital revisits among the African Americans with chronic pain have doubled at the Hope Medical Centre compared to the non-Hispanic whites seeking similar service at the facility.  

 

References 

Alexandridis, A. A., McCort, A., Ringwalt, C. L., Sachdeva, N., Sanford, C., Marshall, S. W., … & Dasgupta, N. (2018). A statewide evaluation of seven strategies to reduce opioid overdose in North Carolina. Injury prevention, 24(1), 48-54. 

Rudd, R. A., Aleshire, N., Zibbell, J. E., & Matthew Gladden, R. (2016). Increases in drug and opioid overdose deaths—United States, 2000–2014. American Journal of Transplantation, 16(4), 1323-1327. 

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.

Description

Objectives

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

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

NUR 550 DQ Integrating ICT for the Clinical Preventative Intervention
NUR 550 DQ Integrating ICT for the Clinical Preventative Intervention

Description:

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

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).

Clinical Preventive Services

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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

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 DQ: Integrating ICT 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 DQ: Integrating ICT for the Clinical Preventative Intervention

Title: NUR 550 DQ: Integrating ICT for the Clinical Preventative Intervention

Quality Improvement Initiatives and Clinical Prevention Interventions 

Disease prevention and health promotion through the use of population-based plans are critical in healthcare. Population-based disease interventions serve to reduce the burden of diseases, as well as linked risk factors (Dietz et al., 2015). Such interventions can include changing the impact of economic and social determinants of health, informing the public on the medical health and behavioral risks, as well as the evaluation of the health status within a particular community. Secondary prevention pertains to detecting health conditions and is effective in ensuring positive health outcomes. For instance, early detection of diseases may be achieved through evidence-based training programs. Even with the Affordable Care Act in place, there are still many adults and children who do not have access to clinical preventive services. The implication of this is that these people may develop serious diseases in the future. Nevertheless, a number of successful interventions have been developed in the past. 

Among the clinical prevention interventions to enhance wellness and health for population is the 2010 Alabama Reach Breast and Cervical Cancer Coalition. This intervention developed an action plan to deal with the barriers of getting cancer screening among black American women aged above 40 years (Kent et al., 2015). The intervention worked with a group of health professionals and volunteers. It gave grants to not-for-profit groups that carried out outreach activities, targeted screening, and gave out materials for educational purposes. Similarly, two years after the start of this initiative, the number of women who reported getting a Pap test increased by 11% (Kent et al., 2015). The initiative utilized a patient navigation system implemented in eight counties. The system sought to address the gap between white and black people in terms of mammography screening. The outcome of this initiative was the elimination of the gap between the two races by around 76% in the entire region. Thus, the intervention has been tremendously successful. 

References 

Dietz, W. H., Solomon, L. S., Pronk, N., Ziegenhorn, S. K., Standish, M., Longjohn, M. M., … & Sanchez, E. J. (2015). An integrated framework for the prevention and treatment of obesity and its related chronic diseases. Health affairs, 34(9), 1456-1463 

Kent, E. E., Mitchell, S. A., Castro, K. M., DeWalt, D. A., Kaluzny, A. D., Hautala, J. A., … & Clauser, S. B. (2015). Cancer care delivery research: building the evidence base to support practice change in community oncology. Journal of Clinical Oncology, 33(24), 2705.