NR 512 Week 6 Narrated PowerPoint Presentation Assignment EHR and the Role of Family Nurse Practitioner Recent

NR 512 Week 6 Narrated PowerPoint Presentation Assignment EHR and the Role of Family Nurse Practitioner Recent

NR 512 Week 6 Narrated PowerPoint Presentation Assignment EHR and the Role of Family Nurse Practitioner Recent

Breast Cancer Screening

Patient safety and improved outcomes entail the major focus of nursing. Therefore, a MSN student or MSN prepared nurse should be able to engage in quality improvement projects and translate the existing evidence into practice to enhance better patient outcomes. As such the purpose of this presentation is to explore a practice problem of interest to nurse practitioners. As such, this presentation will address concepts such as evidence-based projects, conceptual model, area of interest, concern and recommendation for change, factors influencing change and NONPF competencies.

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Evidence-Based Projects

Even though evidence-based practice has been around for a long time, its use became more prominent in the year 2010 after the passing of the Affordable Care Act. Since then, evidence-based practice has widely been applied in various fields, nursing included. In nursing, it has mainly been applied to enhance patient outcomes and reduce costs (Melnyk & Fineout-Overhold, 2022). The implication is that the healthcare professionals should be EBP oriented, as such it is important for  MSN nurses to engage in EBP projects related to nursing practice and profession. One of the reasons is to improve patient outcomes. Applying EBP in patient care ensures that the patients are offered care following the most current guidelines hence improving outcomes. The other reasons including improving institutional outcomes, and to help reduce health care costs. It also helps in enhancing practice for future nurses and to advance nursing science.

Additional detail about the importance of MSN nurses engaging in evidence based projects

online nursing essays

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Include support from one outside scholarly source here in the speaker notes

Conceptual Model (PDSA)

Conceptual models are important as they are used as frameworks for developing and implementing an evidence-based model. One of the applicable models is the PDSA model. PDSA is an abbreviation for Plan-DO-Study-Act. This model has been applied in various fields. It can be used to develop evidence based project. In the plan phase, one identifies a change aimed at improvement (Braithewaite, 2022). In addition, the do stage entails testing the change while the study stage examines how successful the change is. The act phase involves identification of the adaptation as the next steps to inform the new cycle.

Area of Interest

The area of interest is high prevalence rates of breast cancer among African Americans due to low rates of screening. The low rates of screening are largely due to insufficient knowledge about the diseases such as screening among the African Americans. The rationale for choosing this area of interest is that nursing interventions such as educational workshops and culturally tailored education can be used among this population to improve awareness hence reducing the prevalence. Therefore, through such efforts, mortality rates can effectively be lowered. This area is important to future nursing practice as more nursing interventions can be used to help lower the cases of breast cancer and mortality rates. According to Rana et al. (2021), cancer is among the top three causes of death in USA. There is a huge disparity among populations in terms of cancer outcomes. Breast cancer, a type of cancer causes higher mortality rates among African American women. In deed, African American women have higher chances of dying (432%) from breast cancer in comparison to white women (Foy et al.2019). The disparity is caused by poor economic status and low rates of early screening among African American women.

As earlier indicated, the identified area of interest is high mortality rates resulting from breast cancer among African American women. Even though the prevalence rates of breast cancer among African American women and their white counterparts are comparable, the African Americans have poorer outcomes such as enhanced mortality rates. One of the major causes is lack of sufficient timely screening as most of the African Americans get diagnosed when the cancer is at advanced stage hence leading to minimal chances of survival (Foy et al.,2018). The implication is that there is a need to improve such outcomes by improving rates of breast cancer screen. Therefore, the recommended change is introduction of culturally tailored breast cancer education among African Americans to increase the frequency of breast cancer screening and go for a timeous screening for an earlier identification of breast cancer. This will ensure that treatments are timeously triggered for better outcomes. According to a recent study done by Brevik et al.(2020), culturally tailored education leads to increased rates of mammography attendance by 18%

Speaker notes should provide evidence support from the literature to show the recommended change is grounded in research and considered best practice

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Provide support from at least 1 scholarly source

Change implementation is key in improving patient outcomes. For instance, introducing culturally tailored education in the organization to help improve the rates of breast cancer screening can go a long way into lowering the breast cancer associated mortality rates. However, various internal and external factors have the potential of influencing the ability to implement the recommended change. One of them is a possible change resistance. Resistance from the staff can hinder the implementation process. The other internal factor is the support or lack of support by the organizational leaders. Organizational support can enhance implementation while lack of it hinders the process. External factors that can potentially influence the ability to implement the recommended change include unwillingness by the patients to participate in the project which may make the implementation process to fail. The other external factor is the legislative initiatives which focus on reducing health disparities. These initiatives support programs focusing in eliminating disparities, hence it will boost the chances of successful implementation. According to a recently published literature, these factors have a great effect or impact on the implementation of EBP (Pitsillidou et al.,2021).

Issue/Concern and Recommendation for Change

As earlier indicated, the identified area of interest is high mortality rates resulting from breast cancer among African American women. Even though the prevalence rates of breast cancer among African American women and their white counterparts are comparable, the African Americans have poorer outcomes such as enhanced mortality rates. One of the major causes is lack of sufficient timely screening as most of the African Americans get diagnosed when the cancer is at advanced stage hence leading to minimal chances of survival (Foy et al.,2018). The implication is that there is a need to improve such outcomes by improving rates of breast cancer screen. Therefore, the recommended change is introduction of culturally tailored breast cancer education among African Americans to increase the frequency of breast cancer screening and go for a timeous screening for an earlier identification of breast cancer. This will ensure that treatments are timeously triggered for better outcomes. According to a recent study done by Brevik et al.(2020), culturally tailored education leads to increased rates of mammography attendance by 18%

Speaker notes should provide evidence support from the literature to show the recommended change is grounded in research and considered best practice

Provide support from at least 1 scholarly source.

Factors Influencing Change

Change implementation is key in improving patient outcomes. For instance, introducing culturally tailored education in the organization to help improve the rates of breast cancer screening can go a long way into lowering the breast cancer associated mortality rates. However, various internal and external factors have the potential of influencing the ability to implement the recommended change. One of them is a possible change resistance. Resistance from the staff can hinder the implementation process. The other internal factor is the support or lack of support by the organizational leaders. Organizational support can enhance implementation while lack of it hinders the process. External factors that can potentially influence the ability to implement the recommended change include unwillingness by the patients to participate in the project which may make the implementation process to fail. The other external factor is the legislative initiatives which focus on reducing health disparities. These initiatives support programs focusing in eliminating disparities, hence it will boost the chances of successful implementation. According to a recently published literature, these factors have a great effect or impact on the implementation of EBP (Pitsillidou et al.,2021).

National Organization of Nurse Practitioner
Faculties (NONPF) – Competencies

The National Organization of Nurse Practitioner Faculties (NONPF) – Competencies is composed of a total of nine core competencies that nurse practitioners use as guidelines to ensure that the nurse practitioners acquire the relevant skills in the field of nursing. The core competencies include scientific foundation, leadership, quality, practice inquiry, technology and information literacy, policy, health delivery system, ethics and independent practice (Kristofersson, 2022). While all these competencies are important, the two which are mostly relevant to an EBP related to the area of interest include the scientific foundation and leadership competencies. Scientific foundation is related to the area of interest in that through scientific foundations, it is possible to analyze and used data to assess, enhance and improve healthcare delivery in terms of improving breast cancer screening rates among African American women. Leadership competency is relevant in that leadership qualities are required in leading change projects such as the one proposed in here.

Conclusion

As earlier indicated, breast cancer causes significantly higher mortality rates among African American women making it one of the leading causes of death, therefore highly significant to the patients. The implication is that there is a need to ensure that these rates go lower. Therefore, the proposed project will focus on using an evidence-based culturally tailored education to increase breast cancer knowledge among this group to improve rates of screening and general knowledge regarding the condition.

NR 512 Week 6 Narrated PowerPoint Presentation Assignment EHR and the Role of Family Nurse Practitioner Recent References

uBraithwaite, J. (2022). Plan, Do, Study, Act (PDSA). In Implementation Science (pp. 83-84). Routledge.

uFoy, K. C., Fisher, J. L., Lustberg, M. B., Gray, D. M., DeGraffinreid, C. R., & Paskett, E. D. (2018). Disparities in breast cancer tumor characteristics, treatment, time to treatment, and survival probability among African American and white women. NPJ Breast Cancer4(1), 1-6. https://doi.org/10.1038/s41523-018-0059-5.

uKristofersson, G. K., Higgins, A., & Kilkku, N. (2022). Role and Competencies of Advanced Practice Mental Health Nurses. In Advanced Practice in Mental Health Nursing (pp. 19-42). Springer, Cham.

uPitsillidou, M., Roupa, Z., Farmakas, A., & Noula, M. (2021). Factors Affecting the Application and Implementation of Evidence-based Practice in Nursing. Acta Informatica Medica29(4), 281. https://doi.org/10.5455%2Faim.2021.29.281-287

uMelnyk, B. M., & Fineout-Overhold, E. (2022). Evidence-based practice in nursing & healthcare: A guide to best practice. Lippincott Williams & Wilkins.

uRana, J. S., Khan, S. S., Lloyd-Jones, D. M., & Sidney, S. (2021). Changes in mortality in top 10 causes of death from 2011 to 2018. Journal of General Internal Medicine36(8), 2517-2518. https://doi.org/10.1007/s11606-020-06070-z

PowerPoint Presentation (PPT) Assignment

Guidelines with Scoring Rubric

Purpose

This assignment is designed to help students
Develop an appreciation for informatics, basic skills and knowledge required in practice settings.Students selected a popular topic of particular interest to their practice to discuss in week 5. This week student will develop a narrated slide PowerPoint (PPT) presentation of 8-10 slides summarizing the assignment.
Refer to the PowerPoint sample template in Course Resources.

Course Outcomes

Through this assignment, the student will demonstrate the following ability.
(CO 6) Describe health information systems within healthcare setting and the profession of nursing in all practice domains and settings including electronic health records (EHR), their management and patient-care information technology (IT). (PO 4)
(CO 7) ExploretrendsandissuesinNIandtheirimpactonnursingpracticeinall domains.(POs9,11)
Due Date: Sunday 11:59 p.m. MT at the end of Week 6.
Total Points Possible: 150

Requirements

The Fierce EMR and Fierce Health IT topics of the week assignment for week 5 will be summarized in 8-10 narrated slides for week 6. Students will summarize the rationale for choosing the topic, how it will impact practice in a positive or negative manner, including pros and cons. Include discussion of how informatics skills and knowledge were applied in the process relevance to developing the assignment. In the conclusion, provide recommendations for the future. Submit completed Fierce Health IT Hot Topic narrated PPT assignment to drop box by end of Week 6.

Preparing the Presentation

1.The Fierce EMR and Fierce Health IT Topic of the Week is a recap of the assignment from Wk.5 and must be a professional, scholarly prepared PowerPoint narrated presentation of 8-10 Including at least three scholarly references.
2. You should have at least 8-10 slides. It is important to note that if you could not give your presentation and someone would have to stand in for you, he or she would need to know what you were going to say. Use the speaker-notes section so that someone may step in for you and not miss a beat.
3. Maintain the 6x6x6 rule for a professional PowerPoint presentation. No more than 6 lines per slide, 6 words per line, and 6 slides without a graphic.
4. All aspects of the presentation must be in APA format as expressed in the 6th edition.
5. Ideas and information from professional sources must be cited correctly.
6. Grammar, spelling, punctuation, and citations are consistent with formal academic writing.

APA Writing Checklist

Use this document as a checklist for each paper you will write throughout your GCU graduate program. Follow specific instructions indicated in the assignment and use this checklist to help ensure correct grammar and APA formatting. Refer to the APA resources available in the GCU Library and Student Success Center.

☐ APA paper template (located in the Student Success Center/Writing Center) is utilized for the correct format of the paper. APA style is applied, and format is correct throughout.

☐  The title page is present. APA format is applied correctly. There are no errors.

☐ The introduction is present. APA format is applied correctly. There are no errors.

☐ Topic is well defined.

☐ Strong thesis statement is included in the introduction of the paper.

☐ The thesis statement is consistently threaded throughout the paper and included in the conclusion.

☐ Paragraph development: Each paragraph has an introductory statement, two or three sentences as the body of the paragraph, and a transition sentence to facilitate the flow of information. The sections of the main body are organized to reflect the main points of the author. APA format is applied correctly. There are no errors.

☐ All sources are cited. APA style and format are correctly applied and are free from error.

☐ Sources are completely and correctly documented on a References page, as appropriate to assignment and APA style, and format is free of error.

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Scholarly Resources: Scholarly resources are written with a focus on a specific subject discipline and usually written by an expert in the same subject field. Scholarly resources are written for an academic audience.

Examples of Scholarly Resources include: Academic journals, books written by experts in a field, and formally published encyclopedias and dictionaries.

Peer-Reviewed Journals: Peer-reviewed journals are evaluated prior to publication by experts in the journal’s subject discipline. This process ensures that the articles published within the journal are academically rigorous and meet the required expectations of an article in that subject discipline.

Empirical Journal Article: This type of scholarly resource is a subset of scholarly articles that reports the original finding of an observational or experimental research study. Common aspects found within an empirical article include: literature review, methodology, results, and discussion.

Adapted from “Evaluating Resources: Defining Scholarly Resources,” located in Research Guides in the GCU Library.

☐ The writer is clearly in command of standard, written, academic English. Utilize writing resources such as Grammarly, LopesWrite report, and ThinkingStorm to check your writing.

Also Check Out: DQ: Health IT Hot Topic of the Week and Impact on Practice  

Participation for MSN

Threaded Discussion Guiding Principles

The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

NR 512 Week 6 Narrated PowerPoint Presentation Assignment EHR and the Role of Family Nurse Practitioner Recent

Participation Guidelines

Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.

Direct Quotes

Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.

NR 512 Week 6 Narrated PowerPoint Presentation Assignment EHR and the Role of Family Nurse Practitioner Recent Grading Rubric Guidelines

Performance Category 10 9 8 4 0

Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.

  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 9 8 4 0

Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations

  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category  5 4 3 2 0

Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)

  • Exceeds minimum post requirements
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.

  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments