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NURS 6051 Discussion Big Data Risks and Rewards Sample

NURS 6051 Discussion Big Data Risks and Rewards Sample

 

The use of electronic health records is an obvious benefit of using big data in health care. This type of big data fosters consistency, efficiency, and awareness of patients’ conditions/outcomes, as well as aids in the analysis of patient health trends. The use of EHRs allows doctors, nurses, and staff to all view the patient’s history, allowing for consistent care across various ancillary departments. Connected healthcare devices that integrate directly into the EMR, such as vital signs, heart rates, and CO2 monitoring, enable staff to assess and provide appropriate care to patients across the lifespan. According to Macierira et al. (2018), using standardized nursing terminologies to document nursing care allows for and facilitates easy retrieval of nursing data while utilizing the nurse’s clinical reasoning. Using standardized nursing terminologies (SNT) is a first step toward enabling nursing data to be used in big data science.

A potential risk is for EHRs is a data breach of medical information.  In the past, some facilities have had medical information compromised due to a data breach.  Many hackers steal social security numbers to home addresses.  A typical data breach that occurs is commonly as simple as human error (UIC, 2016).  The latest breach that I can remember is when Quest had a cyber-attack and affected millions of patient’s in the spring of 2019. NURS 6051 Discussion Big Data Risks and Rewards SampleNURS 6051 Discussion Big Data Risks and Rewards Sample – (nursingassignmentcrackers.com)

There are many things that healthcare facilities can do to protect patient data.  Using encrypted software, provide continued HIPAA education to employees (my facility makes this a requirement once a year), send out test phishing emails (my facility does this), and monitor devices and WIFI systems.  The hospital that I work for utilizes all of these tactics to prevent data breaches on a patient’s identity and health care records while educating staff on watching out for potential hackers and data breaches.

Another challenging aspect of using big data is recognizing how data in healthcare interacts throughout the system (Thew, 2016).  Meaning, will the patient adhere to the education provided to them?  They may provide teach-back towards the nurse while inpatient, but how are we to keep track of the training offered at the hospital is continued at home?  There are still many aspects missing in the world of data in healthcare.  Many times primary care providers follow up with the patient after discharge which provides some relief for nursing staff and physicians.

References

Macieira, T. R., Smith, M. B., Davis, N., Yao, Y., Wilkie, D., Lopez, K. D., & Keenan, G. (2018, April 16). Evidence of progress in making nursing practice visible using standardized nursing data: a systematic review. AMIA Annual Symposium Proceedings Archive, 1205-1214. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5977718NURS 6051 Discussion Big Data Risks and Rewards Sample – (nursingassignmentcrackers.com)

Protecting patient information in the age of breaches. (2016). Retrieved from https://healthinformatics.uic.edu/blog/protecting-patient-information/

NURS 6051 Discussion Big Data Risks and Rewards Sample

NURS 6051 Discussion Big Data Risks and Rewards Sample

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Thew, J. (2016). Big data means big potential, challenges for nurse execs. Retrieved from www.healthleadersmedia.com/nursing/big-data-means-big-potential-challenges-nurse-execs

RE: Discussion – Week 4

D…, I really appreciate your comment about recognizing how data in healthcare interacts throughout the system (Thew, 2016). I work

at the local Sexual Assault Treatment Center (SATC). We work closely with law enforcement and other healthcare providers. We currently still use paper charting. However, I believe if we were to utilize an EHR, we could improve communication with patients, fellow healthcare providers, and law enforcement. NURS 6051 Discussion Big Data Risks and Rewards Sample

A federal law was passed to ensure victims of sexual assault can be up to date on their legal case, including the status of their sex crime kit (the evidence). After evidence is collected, the patient will receive a unique PIN number. They will be able to log on to a website to find out the status of their kit. The sex crime kit will be tracked from the moment the evidence leaves their possession. This process is extremely exciting for the patients, mainly because the legal process can take months to years to be completed.

Due to the nature of these cases, sexual assault nurse examiners are no longer involved in the legal case past the sexual assault exam until they are asked to testify in court. For that reason, nurses hardly know if the patient is following up with the recommended referrals. I believe if we had an online patient portal, we could improve communication with patients. We could potentially send out reminders, answer questions, and have resources listed.

As Laureate Education (2018) explains, often, the patients that miss the follow-up appointment are the patients you will see back again in worse condition. Although this video was referring to a hospital setting, this tends to be the case for sexual assault victims as well. Attending follow-up appointments and getting the appropriate care needed is vital to the transition from a victim to a survivor. Having some sort of portal to make sure patients are not getting lost in the system somewhere would be such a fantastic resource.

References

Laureate Education (Producer). (2018). Health Informatics and Population Health: Analyzing Data for Clinical Success. [Video file]. Baltimore, MD: Author.

Thew, J. (2016, April 19). Big data means big potential, challenges for nurse execs. Retrieved from https://www.healthleadersmedia.com/nursing/big-data-means-big-potential-challenges-nurse-execs

RE: Week 4 – First Response

Hi T…,

Your idea of using an electronic portal for communicating with victims of sexual trauma and offering additional resources is wonderful!  Resources such as telehealth work in a similar manner, but may not collect all the useful data points that you have suggested.  “Use of health information technology might be well applied to rendering group therapy to women who have experienced military sexual trauma” (Lutwak, 2014).  By utilizing group telehealth services, those in need could receive care immediately while creating a supportive social network.  All this could potentially be available at a convenient time for the consumer thanks to technology.  By utilizing technology systems such as this, “delays for beginning therapy should be obviated, and a greater number of women who are victims of MST would receive needed care” (Lutwak, 2014).

One of the things I love about patient portals is that it allows the patient to be positioned in the driver’s seat of their care.  “Patients with the motivation, knowledge, skills, and confidence to become actively involved their own health and healthcare have been demonstrated to have better health-related outcomes” (Ancker, 2015).  Being informed, and informed timely, as a patient is very beneficial.  Patient portals are also useful communication tools with healthcare providers.  “In addition to offering access to personal medical data, electronic portals also frequently offer secure messaging with the office or the provider, access to electronic libraries of patient education resources, appointment scheduling, or other patient-oriented functions” (Ancker, 2014).

In our long-term care facility we encourage patients and families to signup for these portals.  It helps us to facilitate accurate care planning and provides transperancy into a resident’s health.  I only wish that we could collect more data from the systems to use in our facility, such as how often communciations with providers occur between residents, or their family members.

References

Ancker, J. S., Osorio, S. N., Cheriff, A., Cole, C. L., Silver, M., & Kaushal, R. (2015). Patient activation and use of an electronic patient portal. Informatics for Health & Social Care, 40(3), 254-266. https://doi-org.ezp.waldenulibrary.org/10.3109/17538157.2014.908200

Lutwak, N. (2014). Using health information technology to delivery mental health interventions to victims of military sexual trauma. General Hospital Psychiatry, 36(1), e1. https://doi-org.ezp.waldenulibrary.org/10.1016/j.genhosppsych.2013.07.013

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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