Demonstration of Proficiency

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Use a template to create a 3-4-page proposal that addresses a technology change in an organization.

One benefit of an integrated electronic health record (EHR) is the ability to extract information as needed. Clinical reminders and alerts are two examples of the output from technology designed to support or build clinical decisions. According to the Agency for Healthcare Research andQuality (n.d., para. 5):

Computer-based clinical decision support systems (CDSS) are broadly defined as systems that provide clinicians with clinical knowledge to enhance patient care and patient safety. Individualized, intelligently filteredinformation is provided to health care providers or patients at predetermined times or on demand.
For instance, a patient is seen in the primary care office, and at check-in, the office nurse logs into the patient’s health record. Immediately a note pops up to remind the staff to update the medication profile at this visit. Another alert signals that it is time for an annual eye exam.

In another room in the clinic, a patient’s blood pressure is measured on a digital device, and the results are wirelessly transmitted to the patient’s database. The health assistant no longer has to write the value down, locate the paper chart, and record the value on the correct graph. By the time the nurse practitioner enters the exam room, the data is available for review, complete with a digital note that a refill is needed for the antihypertensive medication. When technology integrates seamlessly with the provider’s workflow, health care becomes more efficient, safe, and satisfying.

While effective clinical decision support systems can streamline patient care, the adoption of such systems can be troublesome. A robust EHR, approved clinical algorithms, and a supportive infrastructure must all be in place. Furthermore, alerts and alarms are only effective when providers pay attention to the message.

For this assessment, you will build on the content from previous assessmentsas you apply knowledge about data integrity and privacy issues to the selection and evaluation of patient care technology. As a DNP-prepared leader, you must be able to effectively collaborate with stakeholders to define the specifications for new patient care technology for the clinical setting. This will help prepare you to participate in the thoughtful selection of technology to enhance safe patient experiences.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Defend the selection of a technology to meet the needs of a health care organization.
Identify appropriate standards and specifications criteria for selecting new health information technology.
Compare health information technologies based on appropriate selection criteria.
Competency 2: Evaluate technology and its effect within a health care organization.
Predict the positive and negative effects of new technology on patient-centered workflow.
Forecast the longevity and future relevance of new health care technology.
Competency 3: Evaluate and solve ethical and legal issues relating to health care technology.
Explain the legal and ethical issues related to the effects of new technology on current practices.
Explain how external and internal stakeholders can influence plans for changes in health care practice settings and complex health care delivery systems.
Competency 4: Address assessment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
Address the appropriate audience, using familiar, discipline-specific language and terminology.
Reference
Agency for Healthcare Research andQuality. (n.d.). Clinical decision support (CDS). Retrieved from https://healthit.ahrq.gov/ahrq-funded-projects/current-health-it-priorities/clinical-decision-support-cds

Sample Solution

growls and gasps’ however I struggle to hear these sounds when listening to Shostakovich’s only opera. In Act 4, when Katerina and Sergei are on their way to the labour camp in Siberia, Katerina has several extremely lyrical and almost hypnotic phrases. She sings to Sergei, telling him how much she misses him, to which he replies saying ‘That you have ruined me’ , blaming her for ending up as a convict, heading off to a labour camp. Katerina begs for his forgiveness, reaching for a top B flat, joined by a fortissimo chord in the winds. One of the sections that makes the audience really empathise with Katerina is from Figure 527 onwards. She has just discovered about Sergei and Sonyetka’s tryst and is jeered at by her fellow prisoners; ‘Katerina what a dreadful mess you made of life! And without Sergei her life is oh so dreary!’ . What follows is a lament, sung by Katerina where she sings about the lake in the forest in which she pushes Sonyetka. Katerina’s lyrical melody is accompanied by pianissimo, muted sustained chords in the Upper Strings, with a tremolo pedal note in the Cellos and Basses. The Harp, Timpani and Bass Drum also play a similar part to the Lower Strings with the same pedal note in the former two instruments. In between Katerina’s phrases, the woodwinds play a dotted rhythm, which is eventually taken over by the harp and viola section. Katerina’s melody from Figure 527 is quite low in the soprano register, until she sings ‘and its water is black as oil, like my guilty conscience’, with an E flat when she sings guilty. As this is the highest note she has sung until this point, its rings out, and leads the audience to believe Shostakovich’s view on Katerina, that she was a product of her environment, that she was ‘a loving woman, a woman who feels deeply’ . She feels remorse for her actions however is still pushed towards her final action. Even this isn’t a decision Katerina takes lightly and sings ‘I am frightened!’. Women under the Soviet Union The February 1917 Revolution is generally agreed to have begun on International Women’s Day (23rd February) ‘when thousands of women from different backgrounds took to the streets demanding bread and increased rations for soldiers’ families’. When the Bolsheviks came into power in Russia in November 1917, they ‘wanted to recreate society completely’ by creating an equal society, where each individual had equal rights. This meant that women would have a more equal standing in society. They would be expected to have jobs outside of their homes, in the workforce. In October 1918, the government issued a code called the ’Family Code’, which allowed women the right to a divorce, separated marriage from the church and gave illegitimate children the same rights as legitimate children. In 1920, abortion was legalised in the Soviet Union. Laws in the workplace were also changed to help women- women were able to take paid holiday, 8 weeks paid maternity leave and the minimum wage was standardised between genders. To oversee these changes, a department called Zhenotdel was set up in 1919 and it was a specialist women’s department. However, unfortunately, things changed during the Stalinist era (1927-1953). The Communist Party’s Purges, targeted women and they were sent to work labour camps. The number of women in the Labour Camp system rose from 30,108 in 1934 to 108,898 in 1940. In the camps, they were expected to work in sewing factories and many were unfortunately the victims of violence and sexual abuse. Stalin in fact reverted some of the changes that had been made under Lenin. For example, in 1936, he banned abortion again. He also made it harder to get a divorce, by making them quite expensive to obtain. Stalin ‘put the emphasis on the family as a basic unit of society. He thought that having strong families would produce a stronger and more productive so

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