Sample Answer for NUR 514 Topic 8 DQ 2 Virtual care and telehealth technologies have the capability to greatly expand access to quality health care Included After Question<\/strong><\/h2>\nNUR 514 Topic 8 DQ 2 Virtual care and telehealth technologies have the capability to greatly expand access to quality health care<\/p>\n
Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NUR 514 Topic 8 DQ 2 Virtual care and telehealth technologies have the capability to greatly expand access to quality health care<\/strong><\/a><\/span><\/p>\nTopic 8 DQ 2<\/strong><\/h2>\nVirtual care and telehealth technologies<\/a> have the capability to greatly expand access to quality health care. Discuss some benefits and drawbacks of virtual care\/telehealth, particularly related to the collaboration and coordination of care and the role of the advanced registered nurse.<\/p>\nREPLY TO DISCUSSION<\/p>\n
<\/h3>\nA Sample Answer For the Assignment: NUR 514 Topic 8 DQ 2 Virtual care and telehealth technologies have the capability to greatly expand access to quality health care<\/strong><\/h2>\nTitle: NUR 514 Topic 8 DQ 2 Virtual care and telehealth technologies have the capability to greatly expand access to quality health care<\/strong><\/h2>\nJB<\/strong><\/h3>\nNov 19, 2022, 12:48 PM<\/p>\n
Read<\/strong><\/h3>\nHello class!<\/p>\n
\u201cHigh utilizers\u201d or what we call \u201cfrequent fliers\u201d are a small population, 5% of the population at that, but in healthcare account for 49% of total healthcare expenses! Let us think about this for a moment! Staggering!<\/p>\n
The use of telehealth in managed care, could provide real-time care coordination for these high utilizers decrease health care costs through utilization of telehealth?<\/p>\n
Thank you for sharing your thoughts!<\/p>\n
Take care,<\/p>\n
Dr. B<\/p>\n
References: Virtual care and telehealth technologies have the capability to greatly expand access to quality health care.<\/h3>\n
Stanton, M. W. (2017). The high concentration of U.S. health care expenditures.\u00a0Research in Action<\/em>, 19.<\/p>\nREPLY<\/p>\n
\n- \n
IA<\/strong><\/h3>\n<\/li>\n<\/ul>\nNov 19, 2022, 5:02 PM<\/p>\n
Read<\/strong><\/h3>\nDr B,<\/p>\n
According to Ng and colleagues, high healthcare utilizers are a small class of patients who inflict an unduly high burden on the healthcare system<\/a> because of their high resource utilization yet have unmet care needs or receive superfluous care. Cost is a useful measure of utilization and can be used as a proxy for utilization across different resource types. However, cost is highly impacted by the number of inpatient bed days accrued by a patient, so considering cost only may not portray a full picture of utilization volume. Therefore, other measures such as outpatient visits to clinics, emergency attendances, and inpatient readmissions rates in a specified period or length of stay (LOS) are also used. These together help policymakers and clinicians to consider multiple facets of resource use and appreciate the various causal factors to understand fully the causes of healthcare utilization (Ng, et al., 2019).<\/p>\nNg and colleagues averred that expansion in adoption of electronic medical record (EMR) systems in hospitals is helping to make available far-reaching administrative cost and utilization data over several years. This information can be used to group the general patient population, identify, and address the different needs of each patient population. Grouping them will help distinguish homogenous patient subgroups and offer understanding on their characteristics, needs and courses over time. This knowledge then can assist development and implementation of mediations directed at each subgroup, and eventually assist program evaluation and tracking outcomes for each group (Ng, et al., 2019).<\/p>\n
Reference NUR 514 Topic 8 DQ 2 Virtual care and telehealth technologies have the capability to greatly expand access to quality health care<\/h3>\n
<\/p>\n
Ng, S. H.-X., Rahman, N., Ang, I. Y., Sridharan, S., Ramachandran, S., Wang, D. D., . . . Tan, X. Q. (2019, July 5). Characterization of high healthcare utilizer groups using administrative data from an electronic medical record database.\u00a0BioMed Central Health Services Research, 19<\/em>(1), 1-14. doi:https:\/\/doi.org\/10.1186\/s12913-019-4239-2<\/p>\n <\/p>\n
REPLY<\/p>\n
\n- \n
CH<\/strong><\/h3>\n<\/li>\n<\/ul>\nNov 21, 2022, 9:29 AM<\/p>\n
Read<\/strong><\/h3>\nFrequent flyers and ED bouncebacks are frustrating, both due to the unnecessary use of limited resources and because the ED is often not capable of providing best care for the real problem. Montoy, et al. (2019) studied ED visits to try and find a predictor to frequent flyer visits. Interestingly, they did not find that certain illnesses or lack of follow up to be a cause for frequent visits (although they do mention the need for further studies). The one consistent predictor for another ED visit within days was to have frequent visits within the last 6 months (no matter how low “frequent” is defined) (Montoy, et al., 2019). This is interesting and useful information, as I think most people assume that there would be some chronic disease or other cause. Although more research is needed on this topic, recognizing that past behavior is a high risk for frequent ED visits will help us intervene appropriately. Technology gives us great opportunities for improvement. Telehealth provides connection to patients that could easily be without needed medical monitoring (McGonigle & Mastrian, 2018). Despite this, we need to understand why “frequent flyers” exist or we risk wasting more medical resources in ineffective care.<\/p>\n
McGonigle, D., Mastrian, K. (2018).\u00a0Nursing informatics and the foundation of knowledge<\/em>\u00a0(4th ed.). Jones & Bartlett Learning.<\/p>\nMontoy, J. C. C., Tamayo-Sarver, J., Miller, G. A., Baer, A. E., & Peabody, C. R. (2019). Predicting emergency department \u201cbouncebacks\u201d: A retrospective cohort analysis.\u00a0Western Journal of Emergency Medicine: Integrating Emergency Care with Population Health<\/em>,\u00a020<\/em>(6), 865\u2013874.\u00a0https:\/\/doi-org.lopes.idm.oclc.org\/10.5811\/westjem.2019.8.43221<\/a><\/p>\n![\"NUR](\"http:\/\/nursingassignmentcrackers.com\/wp-content\/uploads\/2023\/03\/NUR-514-Topic-8-DQ-2-Virtual-care-and-telehealth-technologies-have-the-capability-to-greatly-expand-access-to-quality-health-care-2-300x163.png\")
NUR 514 Topic 8 DQ 2 Virtual care and telehealth technologies have the capability to greatly expand access to quality health care<\/figcaption><\/figure>\n <\/p>\n
REPLY<\/p>\n
JB<\/strong><\/p>\nNov 18, 2022, 8:57 AM<\/p>\n
Read<\/strong><\/h3>\nHello class!<\/p>\n
Telehealth can only advance as fast as the technology that supports it! Here is a good read regarding some of those technologies that will help to advance telehealth:<\/p>\n
http:\/\/cliniciantoday.com\/4-technologies-that-will-take-telehealth-further-than-ever-before\/<\/a><\/p>\nWhat are your thoughts?<\/p>\n
Thank you for sharing!<\/p>\n
Take care,<\/p>\n
Dr. B<\/p>\n
REPLY<\/p>\n
\n- \n
CH<\/strong><\/h3>\n<\/li>\n<\/ul>\nNov 18, 2022, 1:32 PM<\/p>\n
Read<\/strong><\/h3>\nI never would have put solar energy with telehealth! It makes perfect sense, though. When natural disasters take out the electrical grid, solar energy is there to provide the needed electricity. Much in the same way, telehealth services can provide invaluable medical contact when buildings and providers are unavailable (Wade, 2018). In case of disasters, local healthcare professionals are busy tending to a potentially large number of critically ill patients. For those that need to see a healthcare provider, telehealth can be the answer to ensure contact is made before problems occur in an already overwhelmed area. When you put solar energy with telehealth, you have a connection to healthcare providers at a time when help will be scarce.<\/p>\n
Wade, E. (2018, March21).\u00a04 technologies that will take telehealth further than ever before<\/em>. Clinician Today.\u00a0http:\/\/cliniciantoday.com\/4-technologies-that-will-take-telehealth-further-than-ever-before\/<\/a><\/p>\nREPLY<\/p>\n
\n- TW<\/strong><\/li>\n<\/ul>\n
Nov 20, 2022, 7:11 PM<\/p>\n
Read<\/strong><\/h3>\nHi Dr. B.,<\/p>\n
The article on the advancement of telehealth was an informative read, thank you so much for sharing. The first thought that came to my mind was that this article was written prior to the COVID-19 pandemic. The author made predictions on how telehealth would\u00a0have made progress\u00a0by 2020, but he had no way of knowing just how much telehealth would advance between the end of 2019 and the end of 2020 (Wade, 2018). The pandemic forced parts of the healthcare industry to adopt telehealth to provide care to patients at a faster rate than previously thought possible. Overnight, the country and the world went on lockdown and physicians\u00a0had to figure out ways\u00a0to provide, at the very least, continuation of care and follow-up care to their patients. Telehealth provided this<\/p>\n
opportunity. Thankfully the foundations of the system were already in place and despite the steep\u00a0learning curve for physicians, patients and staff, the transition went smoothly.<\/p>\n
Reference: NUR 514 Topic 8 DQ 2 Virtual care and telehealth technologies have the capability to greatly expand access to quality health care<\/h3>\n
<\/p>\n
Wade, E. (2018).\u00a0Four Technologies That Will Take Telehealth Further Than Ever Before.<\/em>\u00a0Healthcare Tech.\u00a0https:\/\/cliniciantoday.com\/4-technologies-that-will-take-telehealth-further-than-ever-before<\/a><\/p>\nClick here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NUR 514 Topic 8 DQ 2 Virtual care and telehealth technologies have the capability to greatly expand access to quality health care<\/strong><\/a>\u00a0<\/span><\/p>\nNUR 514 Topic 8 DQ 2 Virtual care and telehealth technologies have the capability to greatly expand access to quality health care Grading Rubric Guidelines<\/strong><\/h3>\n\n\n\nPerformance Category<\/strong><\/td>\n10<\/strong><\/td>\n9<\/strong><\/td>\n8<\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n<\/thead>\n\n\nScholarliness<\/strong><\/p>\nDemonstrates achievement of scholarly inquiry for professional and academic decisions.<\/strong><\/td>\n\n\n- Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions<\/li>\n
- Evaluates literature resources to develop a comprehensive analysis or synthesis.<\/li>\n
- Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion<\/li>\n<\/ul>\n<\/td>\n
\n\n- Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.<\/li>\n
- Evaluates information from source(s) to develop a coherent analysis or synthesis.<\/li>\n
- Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
- Information is taken from source(s) with some interpretation\/evaluation, but not enough to develop a coherent analysis or synthesis.<\/li>\n
- Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.<\/li>\n
- Demonstrates little or no understanding of the topic.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
- Information is taken from source(s) without any interpretation\/evaluation.<\/li>\n
- The posting uses information that is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n
\n\n- No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.<\/li>\n
- Information is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\nPerformance Category<\/strong><\/td>\n\u00a010<\/strong><\/td>\n9 <\/strong><\/td>\n8 <\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n\nApplication of Course Knowledge –<\/strong><\/p>\nDemonstrate 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<\/strong><\/td>\n\n\n- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;<\/li>\n
- Applies concepts to personal experience in the professional setting and or relevant application to real life.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.<\/li>\n
- Applies concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
- Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.<\/li>\n
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
- Does not demonstrate a solid understanding of the principles and concepts presented in the lesson<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.<\/li>\n
- Posts are superficial and do not reflect an understanding of the lesson content<\/li>\n
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n
\n\n- 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<\/li>\n
- No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\nPerformance Category <\/strong><\/td>\n\u00a05<\/strong><\/td>\n4 <\/strong><\/td>\n3 <\/strong><\/td>\n2<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n\nInteractive Dialogue<\/strong><\/p>\nReplies 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.<\/strong><\/p>\n(5 points possible per graded thread)<\/em><\/strong><\/td>\n\n\n- Exceeds minimum post requirements<\/li>\n
- 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.<\/li>\n
- Replies to a post posed by faculty and to a peer<\/li>\n
- Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 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<\/li>\n
- Replies to a question posed by a peer<\/li>\n<\/ul>\n
Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/td>\n
\n\n- Meets expectations of 2 posts on 2 different days.<\/li>\n
- The main post is not made by the Wednesday deadline<\/li>\n
- Does not reply to a question posed by a peer or faculty<\/li>\n<\/ul>\n<\/td>\n
\n\n- Has only one post for the week<\/li>\n
- Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments<\/li>\n<\/ul>\n<\/td>\n
\n\n- Does not post to the thread<\/li>\n
- No connections are made to the topic<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n\u00a0<\/strong><\/td>\nMinus 1 Point<\/strong><\/td>\nMinus 2 Point<\/strong><\/td>\nMinus 3 Point<\/strong><\/td>\nMinus 4 Point<\/strong><\/td>\nMinus 5 Point<\/strong><\/td>\n<\/tr>\n\nGrammar, Syntax, APA<\/strong><\/p>\nNote: 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.<\/strong><\/p>\nPoints deducted for improper grammar, syntax and APA style of writing.<\/strong><\/p>\nThe source of information is the APA Manual 6th Edition<\/strong><\/td>\n\n\n- 2-3 errors in APA format.<\/li>\n
- Written responses have 2-3 grammatical, spelling, and punctuation errors.<\/li>\n
- Writing style is generally clear, focused, and facilitates communication.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 4-5 errors in APA format.<\/li>\n
- Writing responses have 4-5 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is somewhat focused.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 6-7 errors in APA format.<\/li>\n
- Writing responses have 6-7 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is slightly focused making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 8-10 errors in APA format.<\/li>\n
- Writing responses have 8-10 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is not focused, making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Post contains greater than 10 errors in APA format.<\/li>\n
- Written responses have more than 10 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style does not facilitate communication.<\/li>\n
- The student continues to make repeated mistakes in any of the above areas after written correction by the instructor<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n<\/td>\n 0 points lost<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n-5 points lost<\/strong><\/td>\n<\/tr>\n\nTotal Participation Requirements<\/strong><\/p>\nper discussion thread<\/em><\/strong><\/td>\nThe student answers the threaded discussion question or topic on one day and posts a second response on another day.<\/td>\n <\/td>\n <\/td>\n <\/td>\n The student does not meet the minimum requirement of two postings on two different days<\/td>\n<\/tr>\n \nEarly Participation Requirement<\/strong><\/p>\nper discussion thread<\/em><\/strong><\/td>\nThe 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.<\/td>\n <\/td>\n <\/td>\n <\/td>\n The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nCheck Out Also: NUR 514 Topic 8 DQ 1 discuss a specific communication technology<\/a> \u00a0<\/span><\/strong><\/h3>\nVirtual care and telehealth technologies have the capability to greatly expand access to quality health care. Discuss some benefits and drawbacks of virtual care\/telehealth particularly related to the collaboration and coordination of care and the role of the advanced registered nurse.<\/span>\u00a0<\/span><\/p>\nELIZABETH<\/span>\u00a0<\/span><\/p>\nRe: Topic 8 DQ 2<\/span><\/b>
Topic 8 DQ 2<\/strong><\/h2>\nVirtual care and telehealth technologies<\/a> have the capability to greatly expand access to quality health care. Discuss some benefits and drawbacks of virtual care\/telehealth, particularly related to the collaboration and coordination of care and the role of the advanced registered nurse.<\/p>\nREPLY TO DISCUSSION<\/p>\n
<\/h3>\nA Sample Answer For the Assignment: NUR 514 Topic 8 DQ 2 Virtual care and telehealth technologies have the capability to greatly expand access to quality health care<\/strong><\/h2>\nTitle: NUR 514 Topic 8 DQ 2 Virtual care and telehealth technologies have the capability to greatly expand access to quality health care<\/strong><\/h2>\nJB<\/strong><\/h3>\nNov 19, 2022, 12:48 PM<\/p>\n
Read<\/strong><\/h3>\nHello class!<\/p>\n
\u201cHigh utilizers\u201d or what we call \u201cfrequent fliers\u201d are a small population, 5% of the population at that, but in healthcare account for 49% of total healthcare expenses! Let us think about this for a moment! Staggering!<\/p>\n
The use of telehealth in managed care, could provide real-time care coordination for these high utilizers decrease health care costs through utilization of telehealth?<\/p>\n
Thank you for sharing your thoughts!<\/p>\n
Take care,<\/p>\n
Dr. B<\/p>\n
References: Virtual care and telehealth technologies have the capability to greatly expand access to quality health care.<\/h3>\n
Stanton, M. W. (2017). The high concentration of U.S. health care expenditures.\u00a0Research in Action<\/em>, 19.<\/p>\nREPLY<\/p>\n
\n- \n
IA<\/strong><\/h3>\n<\/li>\n<\/ul>\nNov 19, 2022, 5:02 PM<\/p>\n
Read<\/strong><\/h3>\nDr B,<\/p>\n
According to Ng and colleagues, high healthcare utilizers are a small class of patients who inflict an unduly high burden on the healthcare system<\/a> because of their high resource utilization yet have unmet care needs or receive superfluous care. Cost is a useful measure of utilization and can be used as a proxy for utilization across different resource types. However, cost is highly impacted by the number of inpatient bed days accrued by a patient, so considering cost only may not portray a full picture of utilization volume. Therefore, other measures such as outpatient visits to clinics, emergency attendances, and inpatient readmissions rates in a specified period or length of stay (LOS) are also used. These together help policymakers and clinicians to consider multiple facets of resource use and appreciate the various causal factors to understand fully the causes of healthcare utilization (Ng, et al., 2019).<\/p>\nNg and colleagues averred that expansion in adoption of electronic medical record (EMR) systems in hospitals is helping to make available far-reaching administrative cost and utilization data over several years. This information can be used to group the general patient population, identify, and address the different needs of each patient population. Grouping them will help distinguish homogenous patient subgroups and offer understanding on their characteristics, needs and courses over time. This knowledge then can assist development and implementation of mediations directed at each subgroup, and eventually assist program evaluation and tracking outcomes for each group (Ng, et al., 2019).<\/p>\n
Reference NUR 514 Topic 8 DQ 2 Virtual care and telehealth technologies have the capability to greatly expand access to quality health care<\/h3>\n
<\/p>\n
Ng, S. H.-X., Rahman, N., Ang, I. Y., Sridharan, S., Ramachandran, S., Wang, D. D., . . . Tan, X. Q. (2019, July 5). Characterization of high healthcare utilizer groups using administrative data from an electronic medical record database.\u00a0BioMed Central Health Services Research, 19<\/em>(1), 1-14. doi:https:\/\/doi.org\/10.1186\/s12913-019-4239-2<\/p>\n <\/p>\n
REPLY<\/p>\n
\n- \n
CH<\/strong><\/h3>\n<\/li>\n<\/ul>\nNov 21, 2022, 9:29 AM<\/p>\n
Read<\/strong><\/h3>\nFrequent flyers and ED bouncebacks are frustrating, both due to the unnecessary use of limited resources and because the ED is often not capable of providing best care for the real problem. Montoy, et al. (2019) studied ED visits to try and find a predictor to frequent flyer visits. Interestingly, they did not find that certain illnesses or lack of follow up to be a cause for frequent visits (although they do mention the need for further studies). The one consistent predictor for another ED visit within days was to have frequent visits within the last 6 months (no matter how low “frequent” is defined) (Montoy, et al., 2019). This is interesting and useful information, as I think most people assume that there would be some chronic disease or other cause. Although more research is needed on this topic, recognizing that past behavior is a high risk for frequent ED visits will help us intervene appropriately. Technology gives us great opportunities for improvement. Telehealth provides connection to patients that could easily be without needed medical monitoring (McGonigle & Mastrian, 2018). Despite this, we need to understand why “frequent flyers” exist or we risk wasting more medical resources in ineffective care.<\/p>\n
McGonigle, D., Mastrian, K. (2018).\u00a0Nursing informatics and the foundation of knowledge<\/em>\u00a0(4th ed.). Jones & Bartlett Learning.<\/p>\nMontoy, J. C. C., Tamayo-Sarver, J., Miller, G. A., Baer, A. E., & Peabody, C. R. (2019). Predicting emergency department \u201cbouncebacks\u201d: A retrospective cohort analysis.\u00a0Western Journal of Emergency Medicine: Integrating Emergency Care with Population Health<\/em>,\u00a020<\/em>(6), 865\u2013874.\u00a0https:\/\/doi-org.lopes.idm.oclc.org\/10.5811\/westjem.2019.8.43221<\/a><\/p>\nNUR 514 Topic 8 DQ 2 Virtual care and telehealth technologies have the capability to greatly expand access to quality health care<\/figcaption><\/figure>\n <\/p>\n
REPLY<\/p>\n
JB<\/strong><\/p>\nNov 18, 2022, 8:57 AM<\/p>\n
Read<\/strong><\/h3>\nHello class!<\/p>\n
Telehealth can only advance as fast as the technology that supports it! Here is a good read regarding some of those technologies that will help to advance telehealth:<\/p>\n
http:\/\/cliniciantoday.com\/4-technologies-that-will-take-telehealth-further-than-ever-before\/<\/a><\/p>\nWhat are your thoughts?<\/p>\n
Thank you for sharing!<\/p>\n
Take care,<\/p>\n
Dr. B<\/p>\n
REPLY<\/p>\n
\n- \n
CH<\/strong><\/h3>\n<\/li>\n<\/ul>\nNov 18, 2022, 1:32 PM<\/p>\n
Read<\/strong><\/h3>\nI never would have put solar energy with telehealth! It makes perfect sense, though. When natural disasters take out the electrical grid, solar energy is there to provide the needed electricity. Much in the same way, telehealth services can provide invaluable medical contact when buildings and providers are unavailable (Wade, 2018). In case of disasters, local healthcare professionals are busy tending to a potentially large number of critically ill patients. For those that need to see a healthcare provider, telehealth can be the answer to ensure contact is made before problems occur in an already overwhelmed area. When you put solar energy with telehealth, you have a connection to healthcare providers at a time when help will be scarce.<\/p>\n
Wade, E. (2018, March21).\u00a04 technologies that will take telehealth further than ever before<\/em>. Clinician Today.\u00a0http:\/\/cliniciantoday.com\/4-technologies-that-will-take-telehealth-further-than-ever-before\/<\/a><\/p>\nREPLY<\/p>\n
\n- TW<\/strong><\/li>\n<\/ul>\n
Nov 20, 2022, 7:11 PM<\/p>\n
Read<\/strong><\/h3>\nHi Dr. B.,<\/p>\n
The article on the advancement of telehealth was an informative read, thank you so much for sharing. The first thought that came to my mind was that this article was written prior to the COVID-19 pandemic. The author made predictions on how telehealth would\u00a0have made progress\u00a0by 2020, but he had no way of knowing just how much telehealth would advance between the end of 2019 and the end of 2020 (Wade, 2018). The pandemic forced parts of the healthcare industry to adopt telehealth to provide care to patients at a faster rate than previously thought possible. Overnight, the country and the world went on lockdown and physicians\u00a0had to figure out ways\u00a0to provide, at the very least, continuation of care and follow-up care to their patients. Telehealth provided this<\/p>\n
opportunity. Thankfully the foundations of the system were already in place and despite the steep\u00a0learning curve for physicians, patients and staff, the transition went smoothly.<\/p>\n
Reference: NUR 514 Topic 8 DQ 2 Virtual care and telehealth technologies have the capability to greatly expand access to quality health care<\/h3>\n
<\/p>\n
Wade, E. (2018).\u00a0Four Technologies That Will Take Telehealth Further Than Ever Before.<\/em>\u00a0Healthcare Tech.\u00a0https:\/\/cliniciantoday.com\/4-technologies-that-will-take-telehealth-further-than-ever-before<\/a><\/p>\nClick here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NUR 514 Topic 8 DQ 2 Virtual care and telehealth technologies have the capability to greatly expand access to quality health care<\/strong><\/a>\u00a0<\/span><\/p>\nNUR 514 Topic 8 DQ 2 Virtual care and telehealth technologies have the capability to greatly expand access to quality health care Grading Rubric Guidelines<\/strong><\/h3>\n\n\n\nPerformance Category<\/strong><\/td>\n10<\/strong><\/td>\n9<\/strong><\/td>\n8<\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n<\/thead>\n\n\nScholarliness<\/strong><\/p>\nDemonstrates achievement of scholarly inquiry for professional and academic decisions.<\/strong><\/td>\n\n\n- Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions<\/li>\n
- Evaluates literature resources to develop a comprehensive analysis or synthesis.<\/li>\n
- Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion<\/li>\n<\/ul>\n<\/td>\n
\n\n- Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.<\/li>\n
- Evaluates information from source(s) to develop a coherent analysis or synthesis.<\/li>\n
- Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
- Information is taken from source(s) with some interpretation\/evaluation, but not enough to develop a coherent analysis or synthesis.<\/li>\n
- Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.<\/li>\n
- Demonstrates little or no understanding of the topic.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
- Information is taken from source(s) without any interpretation\/evaluation.<\/li>\n
- The posting uses information that is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n
\n\n- No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.<\/li>\n
- Information is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\nPerformance Category<\/strong><\/td>\n\u00a010<\/strong><\/td>\n9 <\/strong><\/td>\n8 <\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n\nApplication of Course Knowledge –<\/strong><\/p>\nDemonstrate 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<\/strong><\/td>\n\n\n- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;<\/li>\n
- Applies concepts to personal experience in the professional setting and or relevant application to real life.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.<\/li>\n
- Applies concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
- Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.<\/li>\n
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
- Does not demonstrate a solid understanding of the principles and concepts presented in the lesson<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.<\/li>\n
- Posts are superficial and do not reflect an understanding of the lesson content<\/li>\n
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n
\n\n- 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<\/li>\n
- No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\nPerformance Category <\/strong><\/td>\n\u00a05<\/strong><\/td>\n4 <\/strong><\/td>\n3 <\/strong><\/td>\n2<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n\nInteractive Dialogue<\/strong><\/p>\nReplies 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.<\/strong><\/p>\n(5 points possible per graded thread)<\/em><\/strong><\/td>\n\n\n- Exceeds minimum post requirements<\/li>\n
- 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.<\/li>\n
- Replies to a post posed by faculty and to a peer<\/li>\n
- Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 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<\/li>\n
- Replies to a question posed by a peer<\/li>\n<\/ul>\n
Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/td>\n
\n\n- Meets expectations of 2 posts on 2 different days.<\/li>\n
- The main post is not made by the Wednesday deadline<\/li>\n
- Does not reply to a question posed by a peer or faculty<\/li>\n<\/ul>\n<\/td>\n
\n\n- Has only one post for the week<\/li>\n
- Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments<\/li>\n<\/ul>\n<\/td>\n
\n\n- Does not post to the thread<\/li>\n
- No connections are made to the topic<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n\u00a0<\/strong><\/td>\nMinus 1 Point<\/strong><\/td>\nMinus 2 Point<\/strong><\/td>\nMinus 3 Point<\/strong><\/td>\nMinus 4 Point<\/strong><\/td>\nMinus 5 Point<\/strong><\/td>\n<\/tr>\n\nGrammar, Syntax, APA<\/strong><\/p>\nNote: 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.<\/strong><\/p>\nPoints deducted for improper grammar, syntax and APA style of writing.<\/strong><\/p>\nThe source of information is the APA Manual 6th Edition<\/strong><\/td>\n\n\n- 2-3 errors in APA format.<\/li>\n
- Written responses have 2-3 grammatical, spelling, and punctuation errors.<\/li>\n
- Writing style is generally clear, focused, and facilitates communication.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 4-5 errors in APA format.<\/li>\n
- Writing responses have 4-5 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is somewhat focused.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 6-7 errors in APA format.<\/li>\n
- Writing responses have 6-7 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is slightly focused making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 8-10 errors in APA format.<\/li>\n
- Writing responses have 8-10 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is not focused, making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Post contains greater than 10 errors in APA format.<\/li>\n
- Written responses have more than 10 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style does not facilitate communication.<\/li>\n
- The student continues to make repeated mistakes in any of the above areas after written correction by the instructor<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n<\/td>\n 0 points lost<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n-5 points lost<\/strong><\/td>\n<\/tr>\n\nTotal Participation Requirements<\/strong><\/p>\nper discussion thread<\/em><\/strong><\/td>\nThe student answers the threaded discussion question or topic on one day and posts a second response on another day.<\/td>\n <\/td>\n <\/td>\n <\/td>\n The student does not meet the minimum requirement of two postings on two different days<\/td>\n<\/tr>\n \nEarly Participation Requirement<\/strong><\/p>\nper discussion thread<\/em><\/strong><\/td>\nThe 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.<\/td>\n <\/td>\n <\/td>\n <\/td>\n The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nCheck Out Also: NUR 514 Topic 8 DQ 1 discuss a specific communication technology<\/a> \u00a0<\/span><\/strong><\/h3>\nVirtual care and telehealth technologies have the capability to greatly expand access to quality health care. Discuss some benefits and drawbacks of virtual care\/telehealth particularly related to the collaboration and coordination of care and the role of the advanced registered nurse.<\/span>\u00a0<\/span><\/p>\nELIZABETH<\/span>\u00a0<\/span><\/p>\nRe: Topic 8 DQ 2<\/span><\/b>
REPLY TO DISCUSSION<\/p>\n
<\/h3>\nA Sample Answer For the Assignment: NUR 514 Topic 8 DQ 2 Virtual care and telehealth technologies have the capability to greatly expand access to quality health care<\/strong><\/h2>\nTitle: NUR 514 Topic 8 DQ 2 Virtual care and telehealth technologies have the capability to greatly expand access to quality health care<\/strong><\/h2>\nJB<\/strong><\/h3>\nNov 19, 2022, 12:48 PM<\/p>\n
Read<\/strong><\/h3>\nHello class!<\/p>\n
\u201cHigh utilizers\u201d or what we call \u201cfrequent fliers\u201d are a small population, 5% of the population at that, but in healthcare account for 49% of total healthcare expenses! Let us think about this for a moment! Staggering!<\/p>\n
The use of telehealth in managed care, could provide real-time care coordination for these high utilizers decrease health care costs through utilization of telehealth?<\/p>\n
Thank you for sharing your thoughts!<\/p>\n
Take care,<\/p>\n
Dr. B<\/p>\n
References: Virtual care and telehealth technologies have the capability to greatly expand access to quality health care.<\/h3>\n
Stanton, M. W. (2017). The high concentration of U.S. health care expenditures.\u00a0Research in Action<\/em>, 19.<\/p>\nREPLY<\/p>\n
\n- \n
IA<\/strong><\/h3>\n<\/li>\n<\/ul>\nNov 19, 2022, 5:02 PM<\/p>\n
Read<\/strong><\/h3>\nDr B,<\/p>\n
According to Ng and colleagues, high healthcare utilizers are a small class of patients who inflict an unduly high burden on the healthcare system<\/a> because of their high resource utilization yet have unmet care needs or receive superfluous care. Cost is a useful measure of utilization and can be used as a proxy for utilization across different resource types. However, cost is highly impacted by the number of inpatient bed days accrued by a patient, so considering cost only may not portray a full picture of utilization volume. Therefore, other measures such as outpatient visits to clinics, emergency attendances, and inpatient readmissions rates in a specified period or length of stay (LOS) are also used. These together help policymakers and clinicians to consider multiple facets of resource use and appreciate the various causal factors to understand fully the causes of healthcare utilization (Ng, et al., 2019).<\/p>\nNg and colleagues averred that expansion in adoption of electronic medical record (EMR) systems in hospitals is helping to make available far-reaching administrative cost and utilization data over several years. This information can be used to group the general patient population, identify, and address the different needs of each patient population. Grouping them will help distinguish homogenous patient subgroups and offer understanding on their characteristics, needs and courses over time. This knowledge then can assist development and implementation of mediations directed at each subgroup, and eventually assist program evaluation and tracking outcomes for each group (Ng, et al., 2019).<\/p>\n
Reference NUR 514 Topic 8 DQ 2 Virtual care and telehealth technologies have the capability to greatly expand access to quality health care<\/h3>\n
<\/p>\n
Ng, S. H.-X., Rahman, N., Ang, I. Y., Sridharan, S., Ramachandran, S., Wang, D. D., . . . Tan, X. Q. (2019, July 5). Characterization of high healthcare utilizer groups using administrative data from an electronic medical record database.\u00a0BioMed Central Health Services Research, 19<\/em>(1), 1-14. doi:https:\/\/doi.org\/10.1186\/s12913-019-4239-2<\/p>\n <\/p>\n
REPLY<\/p>\n
\n- \n
CH<\/strong><\/h3>\n<\/li>\n<\/ul>\nNov 21, 2022, 9:29 AM<\/p>\n
Read<\/strong><\/h3>\nFrequent flyers and ED bouncebacks are frustrating, both due to the unnecessary use of limited resources and because the ED is often not capable of providing best care for the real problem. Montoy, et al. (2019) studied ED visits to try and find a predictor to frequent flyer visits. Interestingly, they did not find that certain illnesses or lack of follow up to be a cause for frequent visits (although they do mention the need for further studies). The one consistent predictor for another ED visit within days was to have frequent visits within the last 6 months (no matter how low “frequent” is defined) (Montoy, et al., 2019). This is interesting and useful information, as I think most people assume that there would be some chronic disease or other cause. Although more research is needed on this topic, recognizing that past behavior is a high risk for frequent ED visits will help us intervene appropriately. Technology gives us great opportunities for improvement. Telehealth provides connection to patients that could easily be without needed medical monitoring (McGonigle & Mastrian, 2018). Despite this, we need to understand why “frequent flyers” exist or we risk wasting more medical resources in ineffective care.<\/p>\n
McGonigle, D., Mastrian, K. (2018).\u00a0Nursing informatics and the foundation of knowledge<\/em>\u00a0(4th ed.). Jones & Bartlett Learning.<\/p>\nMontoy, J. C. C., Tamayo-Sarver, J., Miller, G. A., Baer, A. E., & Peabody, C. R. (2019). Predicting emergency department \u201cbouncebacks\u201d: A retrospective cohort analysis.\u00a0Western Journal of Emergency Medicine: Integrating Emergency Care with Population Health<\/em>,\u00a020<\/em>(6), 865\u2013874.\u00a0https:\/\/doi-org.lopes.idm.oclc.org\/10.5811\/westjem.2019.8.43221<\/a><\/p>\nNUR 514 Topic 8 DQ 2 Virtual care and telehealth technologies have the capability to greatly expand access to quality health care<\/figcaption><\/figure>\n <\/p>\n
REPLY<\/p>\n
JB<\/strong><\/p>\nNov 18, 2022, 8:57 AM<\/p>\n
Read<\/strong><\/h3>\nHello class!<\/p>\n
Telehealth can only advance as fast as the technology that supports it! Here is a good read regarding some of those technologies that will help to advance telehealth:<\/p>\n
http:\/\/cliniciantoday.com\/4-technologies-that-will-take-telehealth-further-than-ever-before\/<\/a><\/p>\nWhat are your thoughts?<\/p>\n
Thank you for sharing!<\/p>\n
Take care,<\/p>\n
Dr. B<\/p>\n
REPLY<\/p>\n
\n- \n
CH<\/strong><\/h3>\n<\/li>\n<\/ul>\nNov 18, 2022, 1:32 PM<\/p>\n
Read<\/strong><\/h3>\nI never would have put solar energy with telehealth! It makes perfect sense, though. When natural disasters take out the electrical grid, solar energy is there to provide the needed electricity. Much in the same way, telehealth services can provide invaluable medical contact when buildings and providers are unavailable (Wade, 2018). In case of disasters, local healthcare professionals are busy tending to a potentially large number of critically ill patients. For those that need to see a healthcare provider, telehealth can be the answer to ensure contact is made before problems occur in an already overwhelmed area. When you put solar energy with telehealth, you have a connection to healthcare providers at a time when help will be scarce.<\/p>\n
Wade, E. (2018, March21).\u00a04 technologies that will take telehealth further than ever before<\/em>. Clinician Today.\u00a0http:\/\/cliniciantoday.com\/4-technologies-that-will-take-telehealth-further-than-ever-before\/<\/a><\/p>\nREPLY<\/p>\n
\n- TW<\/strong><\/li>\n<\/ul>\n
Nov 20, 2022, 7:11 PM<\/p>\n
Read<\/strong><\/h3>\nHi Dr. B.,<\/p>\n
The article on the advancement of telehealth was an informative read, thank you so much for sharing. The first thought that came to my mind was that this article was written prior to the COVID-19 pandemic. The author made predictions on how telehealth would\u00a0have made progress\u00a0by 2020, but he had no way of knowing just how much telehealth would advance between the end of 2019 and the end of 2020 (Wade, 2018). The pandemic forced parts of the healthcare industry to adopt telehealth to provide care to patients at a faster rate than previously thought possible. Overnight, the country and the world went on lockdown and physicians\u00a0had to figure out ways\u00a0to provide, at the very least, continuation of care and follow-up care to their patients. Telehealth provided this<\/p>\n
opportunity. Thankfully the foundations of the system were already in place and despite the steep\u00a0learning curve for physicians, patients and staff, the transition went smoothly.<\/p>\n
Reference: NUR 514 Topic 8 DQ 2 Virtual care and telehealth technologies have the capability to greatly expand access to quality health care<\/h3>\n
<\/p>\n
Wade, E. (2018).\u00a0Four Technologies That Will Take Telehealth Further Than Ever Before.<\/em>\u00a0Healthcare Tech.\u00a0https:\/\/cliniciantoday.com\/4-technologies-that-will-take-telehealth-further-than-ever-before<\/a><\/p>\nClick here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NUR 514 Topic 8 DQ 2 Virtual care and telehealth technologies have the capability to greatly expand access to quality health care<\/strong><\/a>\u00a0<\/span><\/p>\nNUR 514 Topic 8 DQ 2 Virtual care and telehealth technologies have the capability to greatly expand access to quality health care Grading Rubric Guidelines<\/strong><\/h3>\n\n\n\nPerformance Category<\/strong><\/td>\n10<\/strong><\/td>\n9<\/strong><\/td>\n8<\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n<\/thead>\n\n\nScholarliness<\/strong><\/p>\nDemonstrates achievement of scholarly inquiry for professional and academic decisions.<\/strong><\/td>\n\n\n- Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions<\/li>\n
- Evaluates literature resources to develop a comprehensive analysis or synthesis.<\/li>\n
- Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion<\/li>\n<\/ul>\n<\/td>\n
\n\n- Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.<\/li>\n
- Evaluates information from source(s) to develop a coherent analysis or synthesis.<\/li>\n
- Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
- Information is taken from source(s) with some interpretation\/evaluation, but not enough to develop a coherent analysis or synthesis.<\/li>\n
- Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.<\/li>\n
- Demonstrates little or no understanding of the topic.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
- Information is taken from source(s) without any interpretation\/evaluation.<\/li>\n
- The posting uses information that is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n
\n\n- No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.<\/li>\n
- Information is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\nPerformance Category<\/strong><\/td>\n\u00a010<\/strong><\/td>\n9 <\/strong><\/td>\n8 <\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n\nApplication of Course Knowledge –<\/strong><\/p>\nDemonstrate 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<\/strong><\/td>\n\n\n- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;<\/li>\n
- Applies concepts to personal experience in the professional setting and or relevant application to real life.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.<\/li>\n
- Applies concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
- Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.<\/li>\n
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
- Does not demonstrate a solid understanding of the principles and concepts presented in the lesson<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.<\/li>\n
- Posts are superficial and do not reflect an understanding of the lesson content<\/li>\n
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n
\n\n- 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<\/li>\n
- No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\nPerformance Category <\/strong><\/td>\n\u00a05<\/strong><\/td>\n4 <\/strong><\/td>\n3 <\/strong><\/td>\n2<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n\nInteractive Dialogue<\/strong><\/p>\nReplies 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.<\/strong><\/p>\n(5 points possible per graded thread)<\/em><\/strong><\/td>\n\n\n- Exceeds minimum post requirements<\/li>\n
- 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.<\/li>\n
- Replies to a post posed by faculty and to a peer<\/li>\n
- Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 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<\/li>\n
- Replies to a question posed by a peer<\/li>\n<\/ul>\n
Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/td>\n
\n\n- Meets expectations of 2 posts on 2 different days.<\/li>\n
- The main post is not made by the Wednesday deadline<\/li>\n
- Does not reply to a question posed by a peer or faculty<\/li>\n<\/ul>\n<\/td>\n
\n\n- Has only one post for the week<\/li>\n
- Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments<\/li>\n<\/ul>\n<\/td>\n
\n\n- Does not post to the thread<\/li>\n
- No connections are made to the topic<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n\u00a0<\/strong><\/td>\nMinus 1 Point<\/strong><\/td>\nMinus 2 Point<\/strong><\/td>\nMinus 3 Point<\/strong><\/td>\nMinus 4 Point<\/strong><\/td>\nMinus 5 Point<\/strong><\/td>\n<\/tr>\n\nGrammar, Syntax, APA<\/strong><\/p>\nNote: 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.<\/strong><\/p>\nPoints deducted for improper grammar, syntax and APA style of writing.<\/strong><\/p>\nThe source of information is the APA Manual 6th Edition<\/strong><\/td>\n\n\n- 2-3 errors in APA format.<\/li>\n
- Written responses have 2-3 grammatical, spelling, and punctuation errors.<\/li>\n
- Writing style is generally clear, focused, and facilitates communication.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 4-5 errors in APA format.<\/li>\n
- Writing responses have 4-5 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is somewhat focused.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 6-7 errors in APA format.<\/li>\n
- Writing responses have 6-7 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is slightly focused making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 8-10 errors in APA format.<\/li>\n
- Writing responses have 8-10 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is not focused, making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Post contains greater than 10 errors in APA format.<\/li>\n
- Written responses have more than 10 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style does not facilitate communication.<\/li>\n
- The student continues to make repeated mistakes in any of the above areas after written correction by the instructor<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n<\/td>\n 0 points lost<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n-5 points lost<\/strong><\/td>\n<\/tr>\n\nTotal Participation Requirements<\/strong><\/p>\nper discussion thread<\/em><\/strong><\/td>\nThe student answers the threaded discussion question or topic on one day and posts a second response on another day.<\/td>\n <\/td>\n <\/td>\n <\/td>\n The student does not meet the minimum requirement of two postings on two different days<\/td>\n<\/tr>\n \nEarly Participation Requirement<\/strong><\/p>\nper discussion thread<\/em><\/strong><\/td>\nThe 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.<\/td>\n <\/td>\n <\/td>\n <\/td>\n The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nCheck Out Also: NUR 514 Topic 8 DQ 1 discuss a specific communication technology<\/a> \u00a0<\/span><\/strong><\/h3>\nVirtual care and telehealth technologies have the capability to greatly expand access to quality health care. Discuss some benefits and drawbacks of virtual care\/telehealth particularly related to the collaboration and coordination of care and the role of the advanced registered nurse.<\/span>\u00a0<\/span><\/p>\nELIZABETH<\/span>\u00a0<\/span><\/p>\nRe: Topic 8 DQ 2<\/span><\/b>
Title: NUR 514 Topic 8 DQ 2 Virtual care and telehealth technologies have the capability to greatly expand access to quality health care<\/strong><\/h2>\nJB<\/strong><\/h3>\nNov 19, 2022, 12:48 PM<\/p>\n
Read<\/strong><\/h3>\nHello class!<\/p>\n
\u201cHigh utilizers\u201d or what we call \u201cfrequent fliers\u201d are a small population, 5% of the population at that, but in healthcare account for 49% of total healthcare expenses! Let us think about this for a moment! Staggering!<\/p>\n
The use of telehealth in managed care, could provide real-time care coordination for these high utilizers decrease health care costs through utilization of telehealth?<\/p>\n
Thank you for sharing your thoughts!<\/p>\n
Take care,<\/p>\n
Dr. B<\/p>\n
References: Virtual care and telehealth technologies have the capability to greatly expand access to quality health care.<\/h3>\n
Stanton, M. W. (2017). The high concentration of U.S. health care expenditures.\u00a0Research in Action<\/em>, 19.<\/p>\nREPLY<\/p>\n
\n- \n
IA<\/strong><\/h3>\n<\/li>\n<\/ul>\nNov 19, 2022, 5:02 PM<\/p>\n
Read<\/strong><\/h3>\nDr B,<\/p>\n
According to Ng and colleagues, high healthcare utilizers are a small class of patients who inflict an unduly high burden on the healthcare system<\/a> because of their high resource utilization yet have unmet care needs or receive superfluous care. Cost is a useful measure of utilization and can be used as a proxy for utilization across different resource types. However, cost is highly impacted by the number of inpatient bed days accrued by a patient, so considering cost only may not portray a full picture of utilization volume. Therefore, other measures such as outpatient visits to clinics, emergency attendances, and inpatient readmissions rates in a specified period or length of stay (LOS) are also used. These together help policymakers and clinicians to consider multiple facets of resource use and appreciate the various causal factors to understand fully the causes of healthcare utilization (Ng, et al., 2019).<\/p>\nNg and colleagues averred that expansion in adoption of electronic medical record (EMR) systems in hospitals is helping to make available far-reaching administrative cost and utilization data over several years. This information can be used to group the general patient population, identify, and address the different needs of each patient population. Grouping them will help distinguish homogenous patient subgroups and offer understanding on their characteristics, needs and courses over time. This knowledge then can assist development and implementation of mediations directed at each subgroup, and eventually assist program evaluation and tracking outcomes for each group (Ng, et al., 2019).<\/p>\n
Reference NUR 514 Topic 8 DQ 2 Virtual care and telehealth technologies have the capability to greatly expand access to quality health care<\/h3>\n
<\/p>\n
Ng, S. H.-X., Rahman, N., Ang, I. Y., Sridharan, S., Ramachandran, S., Wang, D. D., . . . Tan, X. Q. (2019, July 5). Characterization of high healthcare utilizer groups using administrative data from an electronic medical record database.\u00a0BioMed Central Health Services Research, 19<\/em>(1), 1-14. doi:https:\/\/doi.org\/10.1186\/s12913-019-4239-2<\/p>\n <\/p>\n
REPLY<\/p>\n
\n- \n
CH<\/strong><\/h3>\n<\/li>\n<\/ul>\nNov 21, 2022, 9:29 AM<\/p>\n
Read<\/strong><\/h3>\nFrequent flyers and ED bouncebacks are frustrating, both due to the unnecessary use of limited resources and because the ED is often not capable of providing best care for the real problem. Montoy, et al. (2019) studied ED visits to try and find a predictor to frequent flyer visits. Interestingly, they did not find that certain illnesses or lack of follow up to be a cause for frequent visits (although they do mention the need for further studies). The one consistent predictor for another ED visit within days was to have frequent visits within the last 6 months (no matter how low “frequent” is defined) (Montoy, et al., 2019). This is interesting and useful information, as I think most people assume that there would be some chronic disease or other cause. Although more research is needed on this topic, recognizing that past behavior is a high risk for frequent ED visits will help us intervene appropriately. Technology gives us great opportunities for improvement. Telehealth provides connection to patients that could easily be without needed medical monitoring (McGonigle & Mastrian, 2018). Despite this, we need to understand why “frequent flyers” exist or we risk wasting more medical resources in ineffective care.<\/p>\n
McGonigle, D., Mastrian, K. (2018).\u00a0Nursing informatics and the foundation of knowledge<\/em>\u00a0(4th ed.). Jones & Bartlett Learning.<\/p>\nMontoy, J. C. C., Tamayo-Sarver, J., Miller, G. A., Baer, A. E., & Peabody, C. R. (2019). Predicting emergency department \u201cbouncebacks\u201d: A retrospective cohort analysis.\u00a0Western Journal of Emergency Medicine: Integrating Emergency Care with Population Health<\/em>,\u00a020<\/em>(6), 865\u2013874.\u00a0https:\/\/doi-org.lopes.idm.oclc.org\/10.5811\/westjem.2019.8.43221<\/a><\/p>\nNUR 514 Topic 8 DQ 2 Virtual care and telehealth technologies have the capability to greatly expand access to quality health care<\/figcaption><\/figure>\n <\/p>\n
REPLY<\/p>\n
JB<\/strong><\/p>\nNov 18, 2022, 8:57 AM<\/p>\n
Read<\/strong><\/h3>\nHello class!<\/p>\n
Telehealth can only advance as fast as the technology that supports it! Here is a good read regarding some of those technologies that will help to advance telehealth:<\/p>\n
http:\/\/cliniciantoday.com\/4-technologies-that-will-take-telehealth-further-than-ever-before\/<\/a><\/p>\nWhat are your thoughts?<\/p>\n
Thank you for sharing!<\/p>\n
Take care,<\/p>\n
Dr. B<\/p>\n
REPLY<\/p>\n
\n- \n
CH<\/strong><\/h3>\n<\/li>\n<\/ul>\nNov 18, 2022, 1:32 PM<\/p>\n
Read<\/strong><\/h3>\nI never would have put solar energy with telehealth! It makes perfect sense, though. When natural disasters take out the electrical grid, solar energy is there to provide the needed electricity. Much in the same way, telehealth services can provide invaluable medical contact when buildings and providers are unavailable (Wade, 2018). In case of disasters, local healthcare professionals are busy tending to a potentially large number of critically ill patients. For those that need to see a healthcare provider, telehealth can be the answer to ensure contact is made before problems occur in an already overwhelmed area. When you put solar energy with telehealth, you have a connection to healthcare providers at a time when help will be scarce.<\/p>\n
Wade, E. (2018, March21).\u00a04 technologies that will take telehealth further than ever before<\/em>. Clinician Today.\u00a0http:\/\/cliniciantoday.com\/4-technologies-that-will-take-telehealth-further-than-ever-before\/<\/a><\/p>\nREPLY<\/p>\n
\n- TW<\/strong><\/li>\n<\/ul>\n
Nov 20, 2022, 7:11 PM<\/p>\n
Read<\/strong><\/h3>\nHi Dr. B.,<\/p>\n
The article on the advancement of telehealth was an informative read, thank you so much for sharing. The first thought that came to my mind was that this article was written prior to the COVID-19 pandemic. The author made predictions on how telehealth would\u00a0have made progress\u00a0by 2020, but he had no way of knowing just how much telehealth would advance between the end of 2019 and the end of 2020 (Wade, 2018). The pandemic forced parts of the healthcare industry to adopt telehealth to provide care to patients at a faster rate than previously thought possible. Overnight, the country and the world went on lockdown and physicians\u00a0had to figure out ways\u00a0to provide, at the very least, continuation of care and follow-up care to their patients. Telehealth provided this<\/p>\n
opportunity. Thankfully the foundations of the system were already in place and despite the steep\u00a0learning curve for physicians, patients and staff, the transition went smoothly.<\/p>\n
Reference: NUR 514 Topic 8 DQ 2 Virtual care and telehealth technologies have the capability to greatly expand access to quality health care<\/h3>\n
<\/p>\n
Wade, E. (2018).\u00a0Four Technologies That Will Take Telehealth Further Than Ever Before.<\/em>\u00a0Healthcare Tech.\u00a0https:\/\/cliniciantoday.com\/4-technologies-that-will-take-telehealth-further-than-ever-before<\/a><\/p>\nClick here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NUR 514 Topic 8 DQ 2 Virtual care and telehealth technologies have the capability to greatly expand access to quality health care<\/strong><\/a>\u00a0<\/span><\/p>\nNUR 514 Topic 8 DQ 2 Virtual care and telehealth technologies have the capability to greatly expand access to quality health care Grading Rubric Guidelines<\/strong><\/h3>\n\n\n\nPerformance Category<\/strong><\/td>\n10<\/strong><\/td>\n9<\/strong><\/td>\n8<\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n<\/thead>\n\n\nScholarliness<\/strong><\/p>\nDemonstrates achievement of scholarly inquiry for professional and academic decisions.<\/strong><\/td>\n\n\n- Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions<\/li>\n
- Evaluates literature resources to develop a comprehensive analysis or synthesis.<\/li>\n
- Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion<\/li>\n<\/ul>\n<\/td>\n
\n\n- Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.<\/li>\n
- Evaluates information from source(s) to develop a coherent analysis or synthesis.<\/li>\n
- Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
- Information is taken from source(s) with some interpretation\/evaluation, but not enough to develop a coherent analysis or synthesis.<\/li>\n
- Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.<\/li>\n
- Demonstrates little or no understanding of the topic.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
- Information is taken from source(s) without any interpretation\/evaluation.<\/li>\n
- The posting uses information that is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n
\n\n- No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.<\/li>\n
- Information is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\nPerformance Category<\/strong><\/td>\n\u00a010<\/strong><\/td>\n9 <\/strong><\/td>\n8 <\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n\nApplication of Course Knowledge –<\/strong><\/p>\nDemonstrate 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<\/strong><\/td>\n\n\n- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;<\/li>\n
- Applies concepts to personal experience in the professional setting and or relevant application to real life.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.<\/li>\n
- Applies concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
- Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.<\/li>\n
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
- Does not demonstrate a solid understanding of the principles and concepts presented in the lesson<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.<\/li>\n
- Posts are superficial and do not reflect an understanding of the lesson content<\/li>\n
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n
\n\n- 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<\/li>\n
- No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\nPerformance Category <\/strong><\/td>\n\u00a05<\/strong><\/td>\n4 <\/strong><\/td>\n3 <\/strong><\/td>\n2<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n\nInteractive Dialogue<\/strong><\/p>\nReplies 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.<\/strong><\/p>\n(5 points possible per graded thread)<\/em><\/strong><\/td>\n\n\n- Exceeds minimum post requirements<\/li>\n
- 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.<\/li>\n
- Replies to a post posed by faculty and to a peer<\/li>\n
- Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 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<\/li>\n
- Replies to a question posed by a peer<\/li>\n<\/ul>\n
Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/td>\n
\n\n- Meets expectations of 2 posts on 2 different days.<\/li>\n
- The main post is not made by the Wednesday deadline<\/li>\n
- Does not reply to a question posed by a peer or faculty<\/li>\n<\/ul>\n<\/td>\n
\n\n- Has only one post for the week<\/li>\n
- Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments<\/li>\n<\/ul>\n<\/td>\n
\n\n- Does not post to the thread<\/li>\n
- No connections are made to the topic<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n\u00a0<\/strong><\/td>\nMinus 1 Point<\/strong><\/td>\nMinus 2 Point<\/strong><\/td>\nMinus 3 Point<\/strong><\/td>\nMinus 4 Point<\/strong><\/td>\nMinus 5 Point<\/strong><\/td>\n<\/tr>\n\nGrammar, Syntax, APA<\/strong><\/p>\nNote: 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.<\/strong><\/p>\nPoints deducted for improper grammar, syntax and APA style of writing.<\/strong><\/p>\nThe source of information is the APA Manual 6th Edition<\/strong><\/td>\n\n\n- 2-3 errors in APA format.<\/li>\n
- Written responses have 2-3 grammatical, spelling, and punctuation errors.<\/li>\n
- Writing style is generally clear, focused, and facilitates communication.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 4-5 errors in APA format.<\/li>\n
- Writing responses have 4-5 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is somewhat focused.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 6-7 errors in APA format.<\/li>\n
- Writing responses have 6-7 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is slightly focused making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 8-10 errors in APA format.<\/li>\n
- Writing responses have 8-10 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is not focused, making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Post contains greater than 10 errors in APA format.<\/li>\n
- Written responses have more than 10 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style does not facilitate communication.<\/li>\n
- The student continues to make repeated mistakes in any of the above areas after written correction by the instructor<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n<\/td>\n 0 points lost<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n-5 points lost<\/strong><\/td>\n<\/tr>\n\nTotal Participation Requirements<\/strong><\/p>\nper discussion thread<\/em><\/strong><\/td>\nThe student answers the threaded discussion question or topic on one day and posts a second response on another day.<\/td>\n <\/td>\n <\/td>\n <\/td>\n The student does not meet the minimum requirement of two postings on two different days<\/td>\n<\/tr>\n \nEarly Participation Requirement<\/strong><\/p>\nper discussion thread<\/em><\/strong><\/td>\nThe 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.<\/td>\n <\/td>\n <\/td>\n <\/td>\n The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nCheck Out Also: NUR 514 Topic 8 DQ 1 discuss a specific communication technology<\/a> \u00a0<\/span><\/strong><\/h3>\nVirtual care and telehealth technologies have the capability to greatly expand access to quality health care. Discuss some benefits and drawbacks of virtual care\/telehealth particularly related to the collaboration and coordination of care and the role of the advanced registered nurse.<\/span>\u00a0<\/span><\/p>\nELIZABETH<\/span>\u00a0<\/span><\/p>\nRe: Topic 8 DQ 2<\/span><\/b>
Nov 19, 2022, 12:48 PM<\/p>\n
Read<\/strong><\/h3>\nHello class!<\/p>\n
\u201cHigh utilizers\u201d or what we call \u201cfrequent fliers\u201d are a small population, 5% of the population at that, but in healthcare account for 49% of total healthcare expenses! Let us think about this for a moment! Staggering!<\/p>\n
The use of telehealth in managed care, could provide real-time care coordination for these high utilizers decrease health care costs through utilization of telehealth?<\/p>\n
Thank you for sharing your thoughts!<\/p>\n
Take care,<\/p>\n
Dr. B<\/p>\n
References: Virtual care and telehealth technologies have the capability to greatly expand access to quality health care.<\/h3>\n
Stanton, M. W. (2017). The high concentration of U.S. health care expenditures.\u00a0Research in Action<\/em>, 19.<\/p>\nREPLY<\/p>\n
\n- \n
IA<\/strong><\/h3>\n<\/li>\n<\/ul>\nNov 19, 2022, 5:02 PM<\/p>\n
Read<\/strong><\/h3>\nDr B,<\/p>\n
According to Ng and colleagues, high healthcare utilizers are a small class of patients who inflict an unduly high burden on the healthcare system<\/a> because of their high resource utilization yet have unmet care needs or receive superfluous care. Cost is a useful measure of utilization and can be used as a proxy for utilization across different resource types. However, cost is highly impacted by the number of inpatient bed days accrued by a patient, so considering cost only may not portray a full picture of utilization volume. Therefore, other measures such as outpatient visits to clinics, emergency attendances, and inpatient readmissions rates in a specified period or length of stay (LOS) are also used. These together help policymakers and clinicians to consider multiple facets of resource use and appreciate the various causal factors to understand fully the causes of healthcare utilization (Ng, et al., 2019).<\/p>\nNg and colleagues averred that expansion in adoption of electronic medical record (EMR) systems in hospitals is helping to make available far-reaching administrative cost and utilization data over several years. This information can be used to group the general patient population, identify, and address the different needs of each patient population. Grouping them will help distinguish homogenous patient subgroups and offer understanding on their characteristics, needs and courses over time. This knowledge then can assist development and implementation of mediations directed at each subgroup, and eventually assist program evaluation and tracking outcomes for each group (Ng, et al., 2019).<\/p>\n
Reference NUR 514 Topic 8 DQ 2 Virtual care and telehealth technologies have the capability to greatly expand access to quality health care<\/h3>\n
<\/p>\n
Ng, S. H.-X., Rahman, N., Ang, I. Y., Sridharan, S., Ramachandran, S., Wang, D. D., . . . Tan, X. Q. (2019, July 5). Characterization of high healthcare utilizer groups using administrative data from an electronic medical record database.\u00a0BioMed Central Health Services Research, 19<\/em>(1), 1-14. doi:https:\/\/doi.org\/10.1186\/s12913-019-4239-2<\/p>\n <\/p>\n
REPLY<\/p>\n
\n- \n
CH<\/strong><\/h3>\n<\/li>\n<\/ul>\nNov 21, 2022, 9:29 AM<\/p>\n
Read<\/strong><\/h3>\nFrequent flyers and ED bouncebacks are frustrating, both due to the unnecessary use of limited resources and because the ED is often not capable of providing best care for the real problem. Montoy, et al. (2019) studied ED visits to try and find a predictor to frequent flyer visits. Interestingly, they did not find that certain illnesses or lack of follow up to be a cause for frequent visits (although they do mention the need for further studies). The one consistent predictor for another ED visit within days was to have frequent visits within the last 6 months (no matter how low “frequent” is defined) (Montoy, et al., 2019). This is interesting and useful information, as I think most people assume that there would be some chronic disease or other cause. Although more research is needed on this topic, recognizing that past behavior is a high risk for frequent ED visits will help us intervene appropriately. Technology gives us great opportunities for improvement. Telehealth provides connection to patients that could easily be without needed medical monitoring (McGonigle & Mastrian, 2018). Despite this, we need to understand why “frequent flyers” exist or we risk wasting more medical resources in ineffective care.<\/p>\n
McGonigle, D., Mastrian, K. (2018).\u00a0Nursing informatics and the foundation of knowledge<\/em>\u00a0(4th ed.). Jones & Bartlett Learning.<\/p>\nMontoy, J. C. C., Tamayo-Sarver, J., Miller, G. A., Baer, A. E., & Peabody, C. R. (2019). Predicting emergency department \u201cbouncebacks\u201d: A retrospective cohort analysis.\u00a0Western Journal of Emergency Medicine: Integrating Emergency Care with Population Health<\/em>,\u00a020<\/em>(6), 865\u2013874.\u00a0https:\/\/doi-org.lopes.idm.oclc.org\/10.5811\/westjem.2019.8.43221<\/a><\/p>\nNUR 514 Topic 8 DQ 2 Virtual care and telehealth technologies have the capability to greatly expand access to quality health care<\/figcaption><\/figure>\n <\/p>\n
REPLY<\/p>\n
JB<\/strong><\/p>\nNov 18, 2022, 8:57 AM<\/p>\n
Read<\/strong><\/h3>\nHello class!<\/p>\n
Telehealth can only advance as fast as the technology that supports it! Here is a good read regarding some of those technologies that will help to advance telehealth:<\/p>\n
http:\/\/cliniciantoday.com\/4-technologies-that-will-take-telehealth-further-than-ever-before\/<\/a><\/p>\nWhat are your thoughts?<\/p>\n
Thank you for sharing!<\/p>\n
Take care,<\/p>\n
Dr. B<\/p>\n
REPLY<\/p>\n
\n- \n
CH<\/strong><\/h3>\n<\/li>\n<\/ul>\nNov 18, 2022, 1:32 PM<\/p>\n
Read<\/strong><\/h3>\nI never would have put solar energy with telehealth! It makes perfect sense, though. When natural disasters take out the electrical grid, solar energy is there to provide the needed electricity. Much in the same way, telehealth services can provide invaluable medical contact when buildings and providers are unavailable (Wade, 2018). In case of disasters, local healthcare professionals are busy tending to a potentially large number of critically ill patients. For those that need to see a healthcare provider, telehealth can be the answer to ensure contact is made before problems occur in an already overwhelmed area. When you put solar energy with telehealth, you have a connection to healthcare providers at a time when help will be scarce.<\/p>\n
Wade, E. (2018, March21).\u00a04 technologies that will take telehealth further than ever before<\/em>. Clinician Today.\u00a0http:\/\/cliniciantoday.com\/4-technologies-that-will-take-telehealth-further-than-ever-before\/<\/a><\/p>\nREPLY<\/p>\n
\n- TW<\/strong><\/li>\n<\/ul>\n
Nov 20, 2022, 7:11 PM<\/p>\n
Read<\/strong><\/h3>\nHi Dr. B.,<\/p>\n
The article on the advancement of telehealth was an informative read, thank you so much for sharing. The first thought that came to my mind was that this article was written prior to the COVID-19 pandemic. The author made predictions on how telehealth would\u00a0have made progress\u00a0by 2020, but he had no way of knowing just how much telehealth would advance between the end of 2019 and the end of 2020 (Wade, 2018). The pandemic forced parts of the healthcare industry to adopt telehealth to provide care to patients at a faster rate than previously thought possible. Overnight, the country and the world went on lockdown and physicians\u00a0had to figure out ways\u00a0to provide, at the very least, continuation of care and follow-up care to their patients. Telehealth provided this<\/p>\n
opportunity. Thankfully the foundations of the system were already in place and despite the steep\u00a0learning curve for physicians, patients and staff, the transition went smoothly.<\/p>\n
Reference: NUR 514 Topic 8 DQ 2 Virtual care and telehealth technologies have the capability to greatly expand access to quality health care<\/h3>\n
<\/p>\n
Wade, E. (2018).\u00a0Four Technologies That Will Take Telehealth Further Than Ever Before.<\/em>\u00a0Healthcare Tech.\u00a0https:\/\/cliniciantoday.com\/4-technologies-that-will-take-telehealth-further-than-ever-before<\/a><\/p>\nClick here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NUR 514 Topic 8 DQ 2 Virtual care and telehealth technologies have the capability to greatly expand access to quality health care<\/strong><\/a>\u00a0<\/span><\/p>\nNUR 514 Topic 8 DQ 2 Virtual care and telehealth technologies have the capability to greatly expand access to quality health care Grading Rubric Guidelines<\/strong><\/h3>\n\n\n\nPerformance Category<\/strong><\/td>\n10<\/strong><\/td>\n9<\/strong><\/td>\n8<\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n<\/thead>\n\n\nScholarliness<\/strong><\/p>\nDemonstrates achievement of scholarly inquiry for professional and academic decisions.<\/strong><\/td>\n\n\n- Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions<\/li>\n
- Evaluates literature resources to develop a comprehensive analysis or synthesis.<\/li>\n
- Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion<\/li>\n<\/ul>\n<\/td>\n
\n\n- Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.<\/li>\n
- Evaluates information from source(s) to develop a coherent analysis or synthesis.<\/li>\n
- Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
- Information is taken from source(s) with some interpretation\/evaluation, but not enough to develop a coherent analysis or synthesis.<\/li>\n
- Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.<\/li>\n
- Demonstrates little or no understanding of the topic.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
- Information is taken from source(s) without any interpretation\/evaluation.<\/li>\n
- The posting uses information that is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n
\n\n- No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.<\/li>\n
- Information is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\nPerformance Category<\/strong><\/td>\n\u00a010<\/strong><\/td>\n9 <\/strong><\/td>\n8 <\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n\nApplication of Course Knowledge –<\/strong><\/p>\nDemonstrate 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<\/strong><\/td>\n\n\n- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;<\/li>\n
- Applies concepts to personal experience in the professional setting and or relevant application to real life.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.<\/li>\n
- Applies concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
- Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.<\/li>\n
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
- Does not demonstrate a solid understanding of the principles and concepts presented in the lesson<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.<\/li>\n
- Posts are superficial and do not reflect an understanding of the lesson content<\/li>\n
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n
\n\n- 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<\/li>\n
- No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\nPerformance Category <\/strong><\/td>\n\u00a05<\/strong><\/td>\n4 <\/strong><\/td>\n3 <\/strong><\/td>\n2<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n\nInteractive Dialogue<\/strong><\/p>\nReplies 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.<\/strong><\/p>\n(5 points possible per graded thread)<\/em><\/strong><\/td>\n\n\n- Exceeds minimum post requirements<\/li>\n
- 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.<\/li>\n
- Replies to a post posed by faculty and to a peer<\/li>\n
- Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 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<\/li>\n
- Replies to a question posed by a peer<\/li>\n<\/ul>\n
Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/td>\n
\n\n- Meets expectations of 2 posts on 2 different days.<\/li>\n
- The main post is not made by the Wednesday deadline<\/li>\n
- Does not reply to a question posed by a peer or faculty<\/li>\n<\/ul>\n<\/td>\n
\n\n- Has only one post for the week<\/li>\n
- Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments<\/li>\n<\/ul>\n<\/td>\n
\n\n- Does not post to the thread<\/li>\n
- No connections are made to the topic<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n\u00a0<\/strong><\/td>\nMinus 1 Point<\/strong><\/td>\nMinus 2 Point<\/strong><\/td>\nMinus 3 Point<\/strong><\/td>\nMinus 4 Point<\/strong><\/td>\nMinus 5 Point<\/strong><\/td>\n<\/tr>\n\nGrammar, Syntax, APA<\/strong><\/p>\nNote: 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.<\/strong><\/p>\nPoints deducted for improper grammar, syntax and APA style of writing.<\/strong><\/p>\nThe source of information is the APA Manual 6th Edition<\/strong><\/td>\n\n\n- 2-3 errors in APA format.<\/li>\n
- Written responses have 2-3 grammatical, spelling, and punctuation errors.<\/li>\n
- Writing style is generally clear, focused, and facilitates communication.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 4-5 errors in APA format.<\/li>\n
- Writing responses have 4-5 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is somewhat focused.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 6-7 errors in APA format.<\/li>\n
- Writing responses have 6-7 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is slightly focused making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 8-10 errors in APA format.<\/li>\n
- Writing responses have 8-10 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is not focused, making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Post contains greater than 10 errors in APA format.<\/li>\n
- Written responses have more than 10 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style does not facilitate communication.<\/li>\n
- The student continues to make repeated mistakes in any of the above areas after written correction by the instructor<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n<\/td>\n 0 points lost<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n-5 points lost<\/strong><\/td>\n<\/tr>\n\nTotal Participation Requirements<\/strong><\/p>\nper discussion thread<\/em><\/strong><\/td>\nThe student answers the threaded discussion question or topic on one day and posts a second response on another day.<\/td>\n <\/td>\n <\/td>\n <\/td>\n The student does not meet the minimum requirement of two postings on two different days<\/td>\n<\/tr>\n \nEarly Participation Requirement<\/strong><\/p>\nper discussion thread<\/em><\/strong><\/td>\nThe 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.<\/td>\n <\/td>\n <\/td>\n <\/td>\n The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nCheck Out Also: NUR 514 Topic 8 DQ 1 discuss a specific communication technology<\/a> \u00a0<\/span><\/strong><\/h3>\nVirtual care and telehealth technologies have the capability to greatly expand access to quality health care. Discuss some benefits and drawbacks of virtual care\/telehealth particularly related to the collaboration and coordination of care and the role of the advanced registered nurse.<\/span>\u00a0<\/span><\/p>\nELIZABETH<\/span>\u00a0<\/span><\/p>\nRe: Topic 8 DQ 2<\/span><\/b>
REPLY<\/p>\n
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IA<\/strong><\/h3>\n<\/li>\n<\/ul>\n
Nov 19, 2022, 5:02 PM<\/p>\n
Read<\/strong><\/h3>\n
Dr B,<\/p>\n
According to Ng and colleagues, high healthcare utilizers are a small class of patients who inflict an unduly high burden on the healthcare system<\/a> because of their high resource utilization yet have unmet care needs or receive superfluous care. Cost is a useful measure of utilization and can be used as a proxy for utilization across different resource types. However, cost is highly impacted by the number of inpatient bed days accrued by a patient, so considering cost only may not portray a full picture of utilization volume. Therefore, other measures such as outpatient visits to clinics, emergency attendances, and inpatient readmissions rates in a specified period or length of stay (LOS) are also used. These together help policymakers and clinicians to consider multiple facets of resource use and appreciate the various causal factors to understand fully the causes of healthcare utilization (Ng, et al., 2019).<\/p>\n
Ng and colleagues averred that expansion in adoption of electronic medical record (EMR) systems in hospitals is helping to make available far-reaching administrative cost and utilization data over several years. This information can be used to group the general patient population, identify, and address the different needs of each patient population. Grouping them will help distinguish homogenous patient subgroups and offer understanding on their characteristics, needs and courses over time. This knowledge then can assist development and implementation of mediations directed at each subgroup, and eventually assist program evaluation and tracking outcomes for each group (Ng, et al., 2019).<\/p>\n
Reference NUR 514 Topic 8 DQ 2 Virtual care and telehealth technologies have the capability to greatly expand access to quality health care<\/h3>\n
<\/p>\n
Ng, S. H.-X., Rahman, N., Ang, I. Y., Sridharan, S., Ramachandran, S., Wang, D. D., . . . Tan, X. Q. (2019, July 5). Characterization of high healthcare utilizer groups using administrative data from an electronic medical record database.\u00a0BioMed Central Health Services Research, 19<\/em>(1), 1-14. doi:https:\/\/doi.org\/10.1186\/s12913-019-4239-2<\/p>\n
<\/p>\n
REPLY<\/p>\n
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CH<\/strong><\/h3>\n<\/li>\n<\/ul>\n
Nov 21, 2022, 9:29 AM<\/p>\n
Read<\/strong><\/h3>\n
Frequent flyers and ED bouncebacks are frustrating, both due to the unnecessary use of limited resources and because the ED is often not capable of providing best care for the real problem. Montoy, et al. (2019) studied ED visits to try and find a predictor to frequent flyer visits. Interestingly, they did not find that certain illnesses or lack of follow up to be a cause for frequent visits (although they do mention the need for further studies). The one consistent predictor for another ED visit within days was to have frequent visits within the last 6 months (no matter how low “frequent” is defined) (Montoy, et al., 2019). This is interesting and useful information, as I think most people assume that there would be some chronic disease or other cause. Although more research is needed on this topic, recognizing that past behavior is a high risk for frequent ED visits will help us intervene appropriately. Technology gives us great opportunities for improvement. Telehealth provides connection to patients that could easily be without needed medical monitoring (McGonigle & Mastrian, 2018). Despite this, we need to understand why “frequent flyers” exist or we risk wasting more medical resources in ineffective care.<\/p>\n
McGonigle, D., Mastrian, K. (2018).\u00a0Nursing informatics and the foundation of knowledge<\/em>\u00a0(4th ed.). Jones & Bartlett Learning.<\/p>\n
Montoy, J. C. C., Tamayo-Sarver, J., Miller, G. A., Baer, A. E., & Peabody, C. R. (2019). Predicting emergency department \u201cbouncebacks\u201d: A retrospective cohort analysis.\u00a0Western Journal of Emergency Medicine: Integrating Emergency Care with Population Health<\/em>,\u00a020<\/em>(6), 865\u2013874.\u00a0https:\/\/doi-org.lopes.idm.oclc.org\/10.5811\/westjem.2019.8.43221<\/a><\/p>\n
NUR 514 Topic 8 DQ 2 Virtual care and telehealth technologies have the capability to greatly expand access to quality health care<\/figcaption><\/figure>\n <\/p>\n
REPLY<\/p>\n
JB<\/strong><\/p>\n
Nov 18, 2022, 8:57 AM<\/p>\n
Read<\/strong><\/h3>\n
Hello class!<\/p>\n
Telehealth can only advance as fast as the technology that supports it! Here is a good read regarding some of those technologies that will help to advance telehealth:<\/p>\n
http:\/\/cliniciantoday.com\/4-technologies-that-will-take-telehealth-further-than-ever-before\/<\/a><\/p>\n
What are your thoughts?<\/p>\n
Thank you for sharing!<\/p>\n
Take care,<\/p>\n
Dr. B<\/p>\n
REPLY<\/p>\n
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CH<\/strong><\/h3>\n<\/li>\n<\/ul>\n
Nov 18, 2022, 1:32 PM<\/p>\n
Read<\/strong><\/h3>\n
I never would have put solar energy with telehealth! It makes perfect sense, though. When natural disasters take out the electrical grid, solar energy is there to provide the needed electricity. Much in the same way, telehealth services can provide invaluable medical contact when buildings and providers are unavailable (Wade, 2018). In case of disasters, local healthcare professionals are busy tending to a potentially large number of critically ill patients. For those that need to see a healthcare provider, telehealth can be the answer to ensure contact is made before problems occur in an already overwhelmed area. When you put solar energy with telehealth, you have a connection to healthcare providers at a time when help will be scarce.<\/p>\n
Wade, E. (2018, March21).\u00a04 technologies that will take telehealth further than ever before<\/em>. Clinician Today.\u00a0http:\/\/cliniciantoday.com\/4-technologies-that-will-take-telehealth-further-than-ever-before\/<\/a><\/p>\n
REPLY<\/p>\n
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- TW<\/strong><\/li>\n<\/ul>\n
Nov 20, 2022, 7:11 PM<\/p>\n
Read<\/strong><\/h3>\n
Hi Dr. B.,<\/p>\n
The article on the advancement of telehealth was an informative read, thank you so much for sharing. The first thought that came to my mind was that this article was written prior to the COVID-19 pandemic. The author made predictions on how telehealth would\u00a0have made progress\u00a0by 2020, but he had no way of knowing just how much telehealth would advance between the end of 2019 and the end of 2020 (Wade, 2018). The pandemic forced parts of the healthcare industry to adopt telehealth to provide care to patients at a faster rate than previously thought possible. Overnight, the country and the world went on lockdown and physicians\u00a0had to figure out ways\u00a0to provide, at the very least, continuation of care and follow-up care to their patients. Telehealth provided this<\/p>\n
opportunity. Thankfully the foundations of the system were already in place and despite the steep\u00a0learning curve for physicians, patients and staff, the transition went smoothly.<\/p>\n
Reference: NUR 514 Topic 8 DQ 2 Virtual care and telehealth technologies have the capability to greatly expand access to quality health care<\/h3>\n
<\/p>\n
Wade, E. (2018).\u00a0Four Technologies That Will Take Telehealth Further Than Ever Before.<\/em>\u00a0Healthcare Tech.\u00a0https:\/\/cliniciantoday.com\/4-technologies-that-will-take-telehealth-further-than-ever-before<\/a><\/p>\n
Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NUR 514 Topic 8 DQ 2 Virtual care and telehealth technologies have the capability to greatly expand access to quality health care<\/strong><\/a>\u00a0<\/span><\/p>\n
NUR 514 Topic 8 DQ 2 Virtual care and telehealth technologies have the capability to greatly expand access to quality health care Grading Rubric Guidelines<\/strong><\/h3>\n
\n\n
\n Performance Category<\/strong><\/td>\n 10<\/strong><\/td>\n 9<\/strong><\/td>\n 8<\/strong><\/td>\n 4<\/strong><\/td>\n 0<\/strong><\/td>\n<\/tr>\n<\/thead>\n\n \n Scholarliness<\/strong><\/p>\n Demonstrates achievement of scholarly inquiry for professional and academic decisions.<\/strong><\/td>\n
\n - \n
- Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions<\/li>\n
- Evaluates literature resources to develop a comprehensive analysis or synthesis.<\/li>\n
- Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion<\/li>\n<\/ul>\n<\/td>\n
\n - \n
- Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.<\/li>\n
- Evaluates information from source(s) to develop a coherent analysis or synthesis.<\/li>\n
- Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.<\/li>\n<\/ul>\n<\/td>\n
\n - \n
- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
- Information is taken from source(s) with some interpretation\/evaluation, but not enough to develop a coherent analysis or synthesis.<\/li>\n
- Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.<\/li>\n
- Demonstrates little or no understanding of the topic.<\/li>\n<\/ul>\n<\/td>\n
\n - \n
- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
- Information is taken from source(s) without any interpretation\/evaluation.<\/li>\n
- The posting uses information that is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n
\n - \n
- No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.<\/li>\n
- Information is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n Performance Category<\/strong><\/td>\n \u00a010<\/strong><\/td>\n 9 <\/strong><\/td>\n 8 <\/strong><\/td>\n 4<\/strong><\/td>\n 0<\/strong><\/td>\n<\/tr>\n \n Application of Course Knowledge –<\/strong><\/p>\n 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<\/strong><\/td>\n
\n - \n
- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;<\/li>\n
- Applies concepts to personal experience in the professional setting and or relevant application to real life.<\/li>\n<\/ul>\n<\/td>\n
\n - \n
- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.<\/li>\n
- Applies concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
- Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content<\/li>\n<\/ul>\n<\/td>\n
\n - \n
- Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.<\/li>\n
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
- Does not demonstrate a solid understanding of the principles and concepts presented in the lesson<\/li>\n<\/ul>\n<\/td>\n
\n - \n
- Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.<\/li>\n
- Posts are superficial and do not reflect an understanding of the lesson content<\/li>\n
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n
\n - \n
- 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<\/li>\n
- No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n Performance Category <\/strong><\/td>\n \u00a05<\/strong><\/td>\n 4 <\/strong><\/td>\n 3 <\/strong><\/td>\n 2<\/strong><\/td>\n 0<\/strong><\/td>\n<\/tr>\n \n Interactive Dialogue<\/strong><\/p>\n 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.<\/strong><\/p>\n
(5 points possible per graded thread)<\/em><\/strong><\/td>\n
\n - \n
- Exceeds minimum post requirements<\/li>\n
- 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.<\/li>\n
- Replies to a post posed by faculty and to a peer<\/li>\n
- Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/li>\n<\/ul>\n<\/td>\n
\n - \n
- 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<\/li>\n
- Replies to a question posed by a peer<\/li>\n<\/ul>\n
Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/td>\n
\n - \n
- Meets expectations of 2 posts on 2 different days.<\/li>\n
- The main post is not made by the Wednesday deadline<\/li>\n
- Does not reply to a question posed by a peer or faculty<\/li>\n<\/ul>\n<\/td>\n
\n - \n
- Has only one post for the week<\/li>\n
- Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments<\/li>\n<\/ul>\n<\/td>\n
\n - \n
- Does not post to the thread<\/li>\n
- No connections are made to the topic<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n \u00a0<\/strong><\/td>\n Minus 1 Point<\/strong><\/td>\n Minus 2 Point<\/strong><\/td>\n Minus 3 Point<\/strong><\/td>\n Minus 4 Point<\/strong><\/td>\n Minus 5 Point<\/strong><\/td>\n<\/tr>\n \n Grammar, Syntax, APA<\/strong><\/p>\n 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.<\/strong><\/p>\n
Points deducted for improper grammar, syntax and APA style of writing.<\/strong><\/p>\n
The source of information is the APA Manual 6th Edition<\/strong><\/td>\n
\n - \n
- 2-3 errors in APA format.<\/li>\n
- Written responses have 2-3 grammatical, spelling, and punctuation errors.<\/li>\n
- Writing style is generally clear, focused, and facilitates communication.<\/li>\n<\/ul>\n<\/td>\n
\n - \n
- 4-5 errors in APA format.<\/li>\n
- Writing responses have 4-5 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is somewhat focused.<\/li>\n<\/ul>\n<\/td>\n
\n - \n
- 6-7 errors in APA format.<\/li>\n
- Writing responses have 6-7 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is slightly focused making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n - \n
- 8-10 errors in APA format.<\/li>\n
- Writing responses have 8-10 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is not focused, making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n - \n
- Post contains greater than 10 errors in APA format.<\/li>\n
- Written responses have more than 10 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style does not facilitate communication.<\/li>\n
- The student continues to make repeated mistakes in any of the above areas after written correction by the instructor<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n <\/td>\n 0 points lost<\/strong><\/td>\n \u00a0<\/strong><\/td>\n \u00a0<\/strong><\/td>\n \u00a0<\/strong><\/td>\n -5 points lost<\/strong><\/td>\n<\/tr>\n \n Total Participation Requirements<\/strong><\/p>\n per discussion thread<\/em><\/strong><\/td>\n
The student answers the threaded discussion question or topic on one day and posts a second response on another day.<\/td>\n <\/td>\n <\/td>\n <\/td>\n The student does not meet the minimum requirement of two postings on two different days<\/td>\n<\/tr>\n \n Early Participation Requirement<\/strong><\/p>\n per discussion thread<\/em><\/strong><\/td>\n
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.<\/td>\n <\/td>\n <\/td>\n <\/td>\n The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n Check Out Also: NUR 514 Topic 8 DQ 1 discuss a specific communication technology<\/a> \u00a0<\/span><\/strong><\/h3>\n
Virtual care and telehealth technologies have the capability to greatly expand access to quality health care. Discuss some benefits and drawbacks of virtual care\/telehealth particularly related to the collaboration and coordination of care and the role of the advanced registered nurse.<\/span>\u00a0<\/span><\/p>\n
ELIZABETH<\/span>\u00a0<\/span><\/p>\n
Re: Topic 8 DQ 2<\/span><\/b>
- TW<\/strong><\/li>\n<\/ul>\n
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