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NURS 6051 Assignment The Impact of Standardized Nursing Terminology Sample

NURS 6051 Assignment The Impact of Standardized Nursing Terminology Sample

 

Ways to inform the importance of standardized nursing terminologies

Standardized nursing terminologies account for the fact that healthcare programs are delivered using a common vocabulary across multiple health facilities. This was a succinct argument demonstrating that the majority of nurses do not understand the value of standardized terminology in nursing and that some nurses would benefit from and use standardized nursing terminology to promote teamwork. Numerous instances exist in which the nurse and others may be informed. One way to accomplish this is to write and publish an article containing critical information and significance regarding standard nursing terminology. Nurses should comprehend the significance of reading an essay. Rutherford’s first article, for example, provides sufficient detail on the subject and its application that should be made accessible to all nurses in order to determine whether they should use their electronic systems in a common language (Tastan, Linch, McKinney, & Wilkie, 2014).

The second method of education is to conduct an in-depth discussion on the subject at hand and to encourage nurses to participate. A demonstration is an effective process because it is realistic and allows for questions and responses from healthcare staff. This enables nurses to have access to and use a variety of standardized terminologies. The other reason is that, in the event of language standardization, it is critical to provide a realistic and consistent description of the situation so that nursing staff can respond appropriately to their job situation. Health centers that have a structured overview of nursing jargon are not required to respond. The lecture is made available on the hospital’s website, and nurses are expected to connect and adapt in order to improve simple and effective learning processes. The other justification is that nurses’ job arrangements vary in hospitals, and the approach enables them to be updated while also proceeding to check the presentation at the optimal time without interfering with the work schedule (Huard & Monsen, 2017). Assignment for NURS 6051 The Effects of Nursing Terminology Standardization

Additionally, standardized clinical language instruction and workshops can be an effective method of educating nurses. Numerous hospitals have been able to educate their nurses about the institution’s standardized nursing language, particularly during preparation. The trainer or conference speaker should emphasize the evolution and significance of standardized nursing terminology in a way that all nurses understand. It ensures that as nurses are hired, they are trained and made aware of the benefits of the proposal made by those who have already been employed since the common vocabulary was implemented. Education and workshops are effective methods of education because they provide nursing staff with ample opportunities to learn and discuss how to use common terminology to increase efficiency and effectiveness (Tastan, Linch, McKinney, & Wilkie, 2014).

Benefits and Challenges of implementing standardized nursing terminologies

A large share of advantages associated with difficulties is the adoption to standardize nursing terminologies. There are a program and initiative which will greatly support the health center and cause uncertainty at the same time. One benefit of this is to enhance coordination among nurses through structured language. Good contact is done as the patients have a shared language that allows it simpler for them to understand one another. For example, when a specific word is used, anyone with the same electronic system knows what the other nurse says. It is important to remember that health care staff operate in waves, that where the specific language is used, the next change needs only correct that consistent interpretation of the entire message (Sani & Sani, 2017).   NURS 6051 Assignment The Impact of Standardized Nursing Terminology Sample.

NURS 6051 Assignment The Impact of Standardized Nursing Terminology Sample

NURS 6051 Assignment The Impact of Standardized Nursing Terminology Sample

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The second downside is that standardized nursing terminology tends to render nursing terms clear. Patients will state precisely what they have accomplished with each individual within the nursing field. Lines are often lengthy, confusing, and complicated to describe and create uncertainty. Common terminology allows one to tell a long word that describes the meaning of the nursing facilities. The tasks of a nurse are thus rendered more apparent using minimal efforts. Thirdly, the capability of translation and shared language mean that nurses recognize each other allows better patient treatment. This is vital for any child caregiver who takes over from the former nurse doesn’t have to get lost. It ensures the standardized terminology tends to reduce medical issues and thereby increase the health of the patient (Sani & Sani, 2017).

Challenges

The implementation of a standardized nursing terminology program presents three main obstacles. Those are device challenges, consumer hurdles to NP, and organizational barriers to EHR. In terms of program constraints, it says that the design of the framework faces obstacles, such as large installation and maintenance costs. This also takes enough time and expertise to log. It is often taxing.

Furthermore, the nursing process puts a condition that will impact the health of the patients to a standstill in a machine collapse. Both nurses at the NP patient boundary have programming skills to interact with the program effectively and grasp the language in general. If there are no expertise and abilities, and misunderstanding may raise nursing mistakes rather than raise them. Finally, operational barriers to EHR include complicated mapping of references to terms, and the program must always be able to communicate to promote smooth transactions (Tastan, Linch, McKinney, & Wilkie, 2014).

References

Huard, R. J.-C., & Monsen, K. A. (2017). Standardized Nursing Terminology Use in Electronic Health Records in Minnesota. Modern Clinical Medicine Research, 1(1), 13-19. doi:10.22606/mcmr.2017.11003

Sani, A. M., & Sani, S. I. (2017). Nurses Attitude and Barriers toward Utilization of Standardized Nursing Language in Sokoto State, Nigeria. Retrieved from semanticscholar: https://www.semanticscholar.org/paper/Nurses-Attitude-and-Barriers-toward-Utilization-of-Sani-Sani/fafbbc0a824eb1b048f46f8c8cb61efad8c92b59

Tastan, S., Linch, G. C., McKinney, D., & Wilkie, D. J. (2014). Evidence for the Existing American Nurses Association-Recognized Standardized Nursing Terminologies: A Systematic Review. Int J Nurs Stud, 51(8), 1160–1170. doi:10.1016/j.ijnurstu.2013.12.004

Name:  Discussion Rubric

  Excellent

90–100

Good

80–89

Fair

70–79

Poor

0–69

Main Posting:

Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

40 (40%) – 44 (44%)

Thoroughly responds to the Discussion question(s).

Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

No less than 75% of post has exceptional depth and breadth.

Supported by at least three current credible sources.

35 (35%) – 39 (39%)

Responds to most of the Discussion question(s).

Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.

50% of the post has exceptional depth and breadth.

Supported by at least three credible references.

31 (31%) – 34 (34%)

Responds to some of the Discussion question(s).

One to two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Cited with fewer than two credible references.

0 (0%) – 30 (30%)

Does not respond to the Discussion question(s).

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only one or no credible references.

Main Posting:

Writing

6 (6%) – 6 (6%)

Written clearly and concisely.

Contains no grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

5 (5%) – 5 (5%)

Written concisely.

May contain one to two grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

4 (4%) – 4 (4%)

Written somewhat concisely.

May contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

0 (0%) – 3 (3%)

Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

Does not adhere to current APA manual writing rules and style.

Main Posting:

Timely and full participation

9 (9%) – 10 (10%)

Meets requirements for timely, full, and active participation.

Posts main Discussion by due date.

8 (8%) – 8 (8%)

Meets requirements for full participation.

Posts main Discussion by due date.

7 (7%) – 7 (7%)

Posts main Discussion by due date.

0 (0%) – 6 (6%)

Does not meet requirements for full participation.

Does not post main Discussion by due date.

First Response:

Post to colleague’s main post that is reflective and justified with credible sources.

9 (9%) – 9 (9%)

Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

8 (8%) – 8 (8%)

Response has some depth and may exhibit critical thinking or application to practice setting.

7 (7%) – 7 (7%)

Response is on topic and may have some depth.

0 (0%) – 6 (6%)

Response may not be on topic and lacks depth.

First Response:

Writing

6 (6%) – 6 (6%)

Communication is professional and respectful to colleagues.

Response to faculty questions are fully answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

5 (5%) – 5 (5%)

Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in standard, edited English.

4 (4%) – 4 (4%)

Response posed in the Discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

0 (0%) – 3 (3%)

Responses posted in the Discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.

First Response:

Timely and full participation

5 (5%) – 5 (5%)

Meets requirements for timely, full, and active participation.

Posts by due date.

4 (4%) – 4 (4%)

Meets requirements for full participation.

Posts by due date.

3 (3%) – 3 (3%)

Posts by due date.

0 (0%) – 2 (2%)

Does not meet requirements for full participation.

Does not post by due date.

Second Response:
Post to colleague’s main post that is reflective and justified with credible sources.
9 (9%) – 9 (9%)

Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

8 (8%) – 8 (8%)

Response has some depth and may exhibit critical thinking or application to practice setting.

7 (7%) – 7 (7%)

Response is on topic and may have some depth.

0 (0%) – 6 (6%)

Response may not be on topic and lacks depth.

Second Response:
Writing
6 (6%) – 6 (6%)

Communication is professional and respectful to colleagues.

Response to faculty questions are fully answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

5 (5%) – 5 (5%)

Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in standard, edited English.

4 (4%) – 4 (4%)

Response posed in the Discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

0 (0%) – 3 (3%)

Responses posted in the Discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.

Second Response:
Timely and full participation
5 (5%) – 5 (5%)

Meets requirements for timely, full, and active participation.

Posts by due date.

4 (4%) – 4 (4%)

Meets requirements for full participation.

Posts by due date.

3 (3%) – 3 (3%)

Posts by due date.

0 (0%) – 2 (2%)

Does not meet requirements for full participation.

Does not post by due date.

Total Points: 100

Name:  Discussion Rubric

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