week5 information system

Trends in Informatics

Discussion

Purpose

This week's graded discussion topic relates to the following Course Outcomes (COs).

Preparing the Discussion

· Discussions are designed to promote dialogue between faculty and students, and students and their peers. In discussions students:

· Demonstrate understanding of concepts for the week

· Integrate outside scholarly sources when required

· Engage in meaningful dialogue with classmates and/or instructor

· Express opinions clearly and logically, in a professional manner

· Use the rubric on this page as you compose your answers.

· Best Practices include:

· Participation early in the week is encouraged to stimulate meaningful discussion among classmates and instructor.

· Enter the discussion often during the week to read and learn from posts.

· Select different classmates for your reply each week.

Discussion Question

This is the week to really see where technology and healthcare are connecting. Select ONE of the following trends and discuss your understanding of this trend in healthcare and its potential impact on your practice as a nurse. What are the legal, privacy, and ethical considerations of this trend? (Everyone attempt to choose a different topic so that we will learn about the many advancements in technology).

· Nanotechnology

· Consumer health informatics (CHI)

· Social media healthcare applications

· Health-focused wearable technology

· eHealth

· Artificial Intelligence

· Simulation

· Computerized provider order entry (CPOE)

· Bar Code Medication Administration (BCMA)

· Creative measures in healthcare for use with 3D printers

· Smart Pumps

· Smart Rooms

· Robotics in healthcare

· Mobile technology in outpatient care

· Web-based tools and software technology

· Risk Management tools

· Chatbots or Bots in healthcare

· Telenursing

· Telemedicine

· Telepharmacy

· Telerehabilitation

· Teleconsultation

· Telehospice

· Technology advancement from your clinical practice

· Palm Vein Technology

· Microchip use in healthcare

· Optical head-mounted computer glasses (Google Glass)

· Smart hospital beds

· EBOOK to use for one citation:

· https://bookshelf.vitalsource.com/reader/books/9781323903148/epubcfi/6/492%5B%3Bvnd.vst.idref%3DP7001015544000000000000000002CB2%5D!/4/2%5BP7001015544000000000000000002CB2%5D/2/2%5BP7001015544000000000000000002CB3%5D/7:6%5B%20In%2Cter%5D

· email:
[email protected]

· Pwd: Leroyismyhero1#

·

let me know if you cannot have access to the ebook

·
Prof needs one citation from the ebook and one external citation

· At least 2 citations

Nursing

Health Disparities Assignment.html

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Health Disparities Assignment

Population health is shaped by the social and economic conditions in which we are born, live, and work. Statistics indicate that many of us are one paycheck away from a financial crisis, especially since past recessions and the current state of inflation. In this module, you will explore the impact of poverty on health. In your professional roles and perhaps your own personal lives, you have all been exposed to the issues to some extent. The intent of this module will be to explore in more detail the prevalence of poverty, its impact on health, and barriers to attaining healthy outcomes. 

Resources:

Use the following resources to complete this assignment:

  • Read Nies & McEwen (2019) Chapters 21-23; 25; 28
  • Format your paper using 7th ed. APA formatting (i.e., Title page, headings, Reference page, etc.)

Instructions:

  1. Students will submit answers to the following questions using 3 headings, General Poverty, Food Security, and Homelessness into the appropriate NURS 410 assignment dropbox, using 7th ed. APA formatting.

    Activities  

    1. General Poverty (4 points)  

    1. Play Spent Activity:  

    The Urban Ministries of Durham have a great online poverty simulation that goes through a month in the life of a person living in poverty. To access the simulation, go to this website:  playspent.org  Summarize your experience with this simulation activity  

    • Did you have money left over?  

    • What difficult decisions did you need to make?  

    • What was your overall feeling when the month was over?  

    • Have you experienced similar financial challenges in your life?  

    • What safety nets were there to support you during this time?  

      

    1. Go to Poverty USA website at
      http://www.povertyusa.org/   

    Poverty Tour USA –Read the various information sections – What surprises you?  

    1. Interactive Poverty Map   

    1. Compare the state you live in with at least one other state.  

    1. Poverty Facts   

    1.  What is the definition of poverty and who lives in poverty?  

    1. Snapshots of Poverty   

    1.  Review at least one of the “Stories of Hope”– What are possible health implications?  

      

    1. Food Security (3 points)  

    Click on
    United States Food Drug Administration– Household Food Security  

    • USDA  

    • How is food insecurity defined?  

    • Which populations are most at risk for food insecurity?   

    • What programs are available to improve food access? Consider Supplemental Nutrition Assistance Program (SNAP)  

        

    1. Homelessness (3 points)  

    1. Who are the Homeless and why are they homeless?   

    Go to the website of the National Coalition for the Homeless.  

    • Click on Issues – Read about 2 topics that interest you.  

    • Click on Populations – read about one population.  

    • Click on Public Policy Recommendation – read about one policy recommendation  

      

    1. Describe the face of “homeless”  

    1. What are the numbers?  

    1. Who is homeless?  

    1. Why are they homeless?  

    1. How are health and homelessness related?  

    1. Identify and describe one policy project to reduce/end homelessness.  

      

    1. Go to Minnesota Interagency Council on Homelessness:  

    https://mn.gov/dhs/heading-home-minnesota/   

    1. What is purpose of this organization?  

     

     

     

reply

My main post in response to each of the following: 

  1. Explain the agonist-to-antagonist spectrum of action of psychopharmacologic agents, including how partial and inverse agonist functionality may impact the efficacy of psychopharmacologic treatments.

The agonist-to-antagonist spectrum of action is a concept used in psychopharmacology to describe the various ways to interact with receptors to control the neurotransmitter activities in the nervous system. These interactions can have different effects influence behavior and mood. To understand this spectrum, it’s important to grasp the concepts of agonists, antagonists, partial agonists, and inverse agonists:

Agonists are substances that activate or stimulate a receptor when they bind to neurotransmitters, leading to an increase in neurotransmitter activity. For example, drugs that function as serotonin agonists can mimic the effects of serotonin in the brain, potentially resulting in improvements in mood and anxiety.

Antagonists are substances that bind to receptors but do not activate them. Instead, they block or inhibit the action of neurotransmitters. Antagonists can be used to reduce the effects of certain neurotransmitters. For example, Naloxone is an antagonist. It is an opioid receptor antagonist. it rapidly reverses the effects of opioids, such as heroin, and morphine by competitively binding to opioid receptors. This action can rapidly reverse the life-threatening effects of opioid overdose in emergencies. it can be a life-saving intervention when used promptly.

Partial agonists are substances that activate a receptor to a lesser extent compared to a full agonist. They have a moderate effect on receptor activity. Partial agonists are often used in psychopharmacology to achieve a more subtle or balanced effect. For example, a partial serotonin agonist might provide some mood improvement without inducing extreme mood swings.

Inverse agonists are substances that produce the opposite effect of an agonist. They bind to a receptor and reduce its baseline activity. They can turn down the activity of a receptor even in the absence of an agonist. Depending on the receptor system targeted, inverse agonists may have a sedative or calming effect, which can be useful in treating conditions associated with over-activity in specific neurotransmitter systems.

  1. Compare and contrast the actions of g couple proteins and ion-gated channels.

G protein-coupled receptors (GPCRs) and ion-gated channels are both essential components of neurotransmission in the nervous system. There are two distinct types of cell membrane proteins involved in signal transduction and the regulation of cellular responses. They play different roles in the process. They both are activated by the binding of neurotransmitters to their receptor sites on the postsynaptic neuron.

GPCRs work indirectly by activating intracellular signaling pathways. When a neurotransmitter binds to a GPCR, it triggers a cascade of events that involves the activation of G proteins. These G proteins then interact with other signaling molecules, leading to various intracellular responses. GPCRs can regulate a wide range of cellular responses, including changes in gene expression, modulation of enzyme activity, and second messenger production. They have a broad and diverse range of functions.

Ion-gated channels, also known as ligand-gated ion channels, work directly by allowing the flow of ions across the cell membrane upon neurotransmitter binding. When a neurotransmitter binds to the channel’s receptor site, the channel opens, allowing ions to pass through, which can result in changes in the membrane potential and cellular excitability. Their function is more focused on altering the electrical properties of the neuron.

GPCRs are versatile and can modulate various intracellular pathways, while ion-gated channels directly control ion flow and cellular excitability. The choice between these mechanisms depends on the specific needs of the synaptic signaling and the desired cellular response.

  1. Explain how the role of epigenetics may contribute to pharmacologic action.

Epigenetics involves alterations in gene expression or cellular phenotype. Epigenetic modifications can influence how genes are turned on or off, and these modifications can be influenced by pharmacological agents. Epigenetic modifications, such as DNA methylation and histone modifications, can impact the accessibility of genes to the cellular transcriptional machinery. Pharmacological agents can influence these epigenetic marks, either directly or indirectly, to regulate gene expression. Epigenetic changes can affect the expression of enzymes involved in drug metabolism. Understanding and harnessing the epigenetic aspects of drug action can lead to more effective and personalized therapeutic interventions.

  1. Explain how this information may impact the way you prescribe medications to patients. Include a specific example of a situation or case with a patient in which the psychiatric mental health nurse practitioner must be aware of the medication’s action.

As a Psychiatric Mental Health Nurse Practitioner (PMHNP), comprehending the implications of psychopharmacologic actions can profoundly shape my approach to prescribing medications for patients. The PMHNP’s knowledge of psychopharmacology plays a vital role in improving patient outcomes.

Imagine a patient, with a history of major depressive disorder. The patient has tried multiple antidepressant medications over the years with limited success and is currently experiencing a severe depressive episode with significant impairment in her daily life. As a PMHNP, I have learned psychopharmacology would be well-versed in the mechanisms of action of different antidepressant classes. For example, I would know that selective serotonin reuptake inhibitors (SSRIs) work by increasing the availability of serotonin in the brain by inhibiting its reuptake. I would also be aware that other classes like serotonin-norepinephrine reuptake inhibitors (SNRIs) and atypical antidepressants target different neurotransmitters.

By tailoring the medication choice to patient-specific needs, monitoring for side effects, and maintaining open communication, I can increase the likelihood of a successful treatment outcome for a patient’s depression.

Reference:

Mental Health TV. (2022, Oct 7).  Psychopharmacology-Module fourLinks to an external site. [Video]. YouTube.https://www.youtube.com/watch?v=46Ioy6SSta4&t=89sLinks to an external site.

Mental Health TV. (2022, Oct 7).  Psychopharmacology-Module five [Video]. YouTube. https://www.youtube.com/watch?v=1ynTQB59KW0&t=16s

Stahl, S. M. (2021). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (5th Ed.) Cambridge University Press.

The University of British Columbia. (n. d.). Neuroanatomy videosLinks to an external site.. http://neuroanatomy.ca/videos.htmlLinks to an external site.

Part 1: Identifying Research Methodologies

Is there a difference between “common practice” and “best practice”?

When you first went to work for your current organization, experienced colleagues may have shared with you details about processes and procedures. Perhaps you even attended an orientation session to brief you on these matters. As a “rookie,” you likely kept the nature of your questions to those with answers that would best help you perform your new role.

Over time and with experience, perhaps you recognized aspects of these processes and procedures that you wanted to question further. This is the realm of clinical inquiry.

Clinical inquiry is the practice of asking questions about clinical practice. To continuously improve patient care, all nurses should consistently use clinical inquiry to question why they are doing something the way they are doing it. Do they know why it is done this way, or is it just because we have always done it this way? Is it a common practice or a best practice?

In this Assignment, you will identify clinical areas of interest and inquiry and practice searching for research in support of maintaining or changing these practices. You will also analyze this research to compare research methodologies employed.

After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following:

  • The full citation of each peer-reviewed article in APA format.
  • A brief (1-paragraph) statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest.
  • A brief (1-2 paragraph) description of the aims of the research of each peer-reviewed article.
  • A brief (1-2 paragraph) description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.
  • A brief (1- to 2-paragraph) description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected.

Nursing

To Prepare:

  • Reflect on the four peer-reviewed articles you selected in Module 2 and the four systematic reviews (or other filtered high- level evidence) you selected in Module 3.
  • Reflect on the four peer-reviewed articles you selected in Module 2 and analyzed in Module 3.
  • Review and download the Critical Appraisal Tool Worksheet Template provided in the Resources.

The Assignment (Evidence-Based Project)

Part 3A: Critical Appraisal of Research

Conduct a critical appraisal of the four peer-reviewed articles you selected by completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template. Choose a total of four peer- reviewed articles that you selected related to your clinical topic of interest in Module 2 and Module 3.

Note: You can choose any combination of articles from Modules 2 and 3 for your Critical Appraisal. For example, you may choose two unfiltered research articles from Module 2 and two filtered research articles (systematic reviews) from Module 3 or one article from Module 2 and three articles from Module 3. You can choose any combination of articles from the prior Module Assignments as long as both modules and types of studies are represented.

Part 3B: Critical Appraisal of Research

Based on your appraisal, in a 1-2-page critical appraisal, suggest a best practice that emerges from the research you reviewed. Briefly explain the best practice, justifying your proposal with APA citations of the research.

impacts of foundational neuroscience on the prescription of pharmacotherapeutics.

 

Explore the potential impacts of foundational neuroscience on the prescription of pharmacotherapeutics.

1.Analyze the agonist-to-antagonist spectrum of action of psychopharmacologic agents

2.Compare the actions of g couple proteins to ion gated channels

3.Analyze the role of epigenetics in pharmacologic action

4.Analyze the impact of foundational neuroscience on the prescription of medications

References x 3 

week 3

 

Creating the Optimal Clinical Environment

Nurse educators are responsible for both didactic and clinical education. Much thought and planning goes into determining clinical content and clinical placements.  Before you can negotiate clinical partnerships, you must decide on the type of clinical experiences students need and where they can get them.  After completing this week’s reading, and reflecting on your experiences as a student, consider how an educator should go about making these kinds of decisions. 

Initial Post: Use these prompts to think about the topic and share your ideas.

  • How would things like active learning, action and reflection, and higher level thinking influence your decisions about student placement (i.e. where would you place new students vs. senior students and why)?
  • Scheduling students on the same floor for longer periods of time allows students to adjust and feel comfortable in the learning environment.  On the other hand, more frequent changes may provide a greater variety of clinical experiences.  As an educator, how do you choose?  Which do you prefer? Which do you think students prefer? Support your answers with information about best practices.
  • What balance of clinical observation vs. hands on care is optimal and why?
  • Who should have the greater role in guiding and supervising students on a clinical floor, the instructor or staff nurses/preceptors? How might this be negotiated/configured.

Nursing Theory Week 5

Using the criteria presented in week 2, critique the theory of Self-Efficacy using the internal and external criticism evaluation process, use three references

DISCUSSION ON PORTFOLIO

Please see the attached files and rubrics on the portfolio discussion response.

Capstone final draft

Please see the attachment for the instructions