Perform a search on the Internet and locate four health care information system vendors that offer electronic health record (EHR) products. 2. Compare the functions of each EHR product.

August 17, 2024/in Uncategorized /by elias

.Perform a search on the Internet and locate four health care information system vendors that offer electronic health record (EHR) products.
2. Compare the functions of each EHR product.

3. Write a paper evaluating how the systems compare with the Institute of Medicine?s (IOM?s) definitions of the EHR.

4. Include the following EHR functions in your comparison:
a. Health information and data
b. Results management
c. Order entry and support
d. Decision support
e. Electronic communication and connectivity
f. Patient support
g. Reporting and population health management

5. Complete the EHR Vendor Comparison table (attached) and include this with your research paper

Introduction
This section introduces the contents of the paper. It tells the reader what will be discussed in the paper.

Section Title
This section addresses the first bullet point in the assignment and can be more than one paragraph.

Section Title
This section addresses the second bullet point in the assignment and can be more than one paragraph.

Section Title
This section addresses the third bullet point in the assignment and can be more than one paragraph. You can add more sections if needed depending on the assignment requirement.

Conclusions
This section includes a brief summary of the main points in your paper and a statement of what you have learned from completing the assignment.

References
Should contain your bibliography of citations used in the body of the paper.

EHR Vendor Comparison

EHR Function Vendor A Vendor B Vendor C Vendor D
Health Information & Data
Includes medical and nursing diagnoses, a medication list, allergies, demographics, clinical narratives, and laboratory test results
Results Management
Manages all types of results (laboratory test results and radiology procedure results) electronically
Order Entry & Support
Incorporates use of computerized provider order entry, particularly in ordering medications
Decision Support
Employs computerized clinical decision-support capabilities (reminders, alerts, and computer assisted diagnosing)
Electronic Communication & Connectivity
Enables those involved in patient care to communicate effectively with each other and with the patient ? Technologies to facilitate communication and connectivity may include e-mail, web messaging, and telemedicine.
Patient Support
Includes everything from patient education materials to home monitoring to Telehealth
Reporting & population Health Management

Importance of Nursing Informatics in Nurses Daily Practice

August 17, 2024/in Uncategorized /by elias

Introduction

Data is the basic and the fundamental concept that this study focus on. Since there is no information can be acquired without availability of data (Ahsan and Shah, 2006). The data that we are talking about in this context is the clinical data, which is the data that gathered about patients in practice by clinicians (Millar et al., 2009). Pressure ulcer (PU) data is one of these data that collected by nurses in clinical settings, these involve all the elements of PU data, like; prevalence, incidence, risk assessment, ulcer grading, and prevention data.

Data is a concept being of high interest in the discipline of nursing informatics. (Graves and Corcoran, 1989) define nursing informatics as “a combination of computer science, information science and nursing science to assist in the management and processing of nursing data, information and knowledge, to support the practice of nursing and delivery of nursing care”. So, the nursing informatics as a speciality begins with the basic concept “data”, as the present research did.

Indeed, nursing informatics can be applied in four areas, that are summarised in the word “CARE”; clinical, administration, research and education areas (Hannah et al., 2006). In this study, the nursing informatics concepts chosen to be applied in a clinical oriented subject, which is PU. PU as one of the important clinical areas has been selected due to the importance of this problem, in term of its size and the costs of preventing and treating such problem, from one side, and due to limited numbers of previous works that relate the concept of nursing informatics to PU field, from other side. More specifically, this research has related the concept of nursing informatics on PU data. Nursing informatics deal with the data, that processed to support nursing care, and PU data is one of these data that should be processed to support the delivery of patient care.

In this thesis, the recording of PU data in recording systems, either paper or electronic was explored, and the uses of these data in these records were identified. As has been recommended, more researches are needed to realize what need to be recorded in the recording systems and how this will be used (Urquhart et al., 2009).

Personal motivations toward the research

The researcher’s interest in this subject arose from the importance of nursing informatics in nurse’s daily practice. The nursing informatics specialists have a special role in using the information technology (IT) to enhance the safety, effectiveness, and quality of health care (Murphy, 2010). It is acknowledged that all providers of healthcare assumed to be skilled in exercising the IT to make decisions that lead to better care (Saba and McCormick, 2006).

PU topic investigated due to its great importance. As a nurse used to work in clinical practice caring for PU patients, and observing the magnitude of the physical and psychological impacts of this problem on patients and their families life, the researcher decide to choose this area to be studied. Noticing many patients die because complications of this problem is an enough motivation to start digging in this area. First, to understand how PU data is recorded and used in practice, in effort to understand the difference between recording this data on paper and electronic record. Then, to realise the size of this problem in the researcher country “Jordan”, to make a reference data for health policy makers to adopt prevention programs in Jordan, there is no one in action yet.

Statement of the problem

PU is one of the health problems that are very common and prevalent, without accurate portrait of PU data, the problem will continue to grow. Nurses in clinical practice collect and record large volume of PU data every day. This data should be recorded and used appropriately in practice. Taken into considerations that recording and utilising of patient’s data is the fundamental role of any healthcare provider (Millar et al., 2009). Further, and in the second study, urgent identification of prevalence and prevention data in Jordan is necessary, especially that there is no previous works have been located. So, the primary focus of this study was on the problem of PU, identifying its size, the preventive measure provided to PU patients, and how its data recorded and utilised in practice.

Overall Research Aim

The overall research aim is “to explore how PU data are recorded and utilised in clinical settings”. This is the overall aim of the study, with many other secondary objectives for each study and method of the research, but all these objectives are come under the main aim of the study. The objectives of each method will be presented in the methodology chapter (chapter 3).

Definition of terms

From the general aim of the study, the reader can note that many terms have been used in formulating the aim. The following represent the operational definitions of each term presented in the study aim:

“PU data”: raw facts that related to PU concept, like prevalence, risk assessment, ulcer grading, and prevention data. For instance; a prevalence rate for a specific ward is 5%, Waterlow risk assessment score is 10, patient’s PU grade is 4, and patient repositioned on his bed every 2 hours. All these are clinical data related to the PU problem.

“PU Data recording”: recording and documenting of PU data that specified above into patient’s medical record, either this record held on paper or electronic format.

“PU Data utilization”: the uses of the collected and recorded PU data in practice, what they are make of this data, what they are benefit from it.

“Clinical settings”: the different care settings that usually collect, record and used patient’s clinical data, including PU data. Most commonly, it is composed from primary and secondary settings.

Background to the study problem

Scope of the problem

European Pressure Ulcer Advisory Panel (EPUAP), are group has been lunched to guide all Europe nations in preventing and treating PUs. They define PU as: “an area of localised damage to the skin and underlying tissue caused by pressure, shear, friction and or a combination of these” (EPUAP, 1998).

These ulcers, regardless of their basis, represent negative outcomes for patients; these negative outcomes may include pain (Reddy et al., 2003, Günes, 2008), longer hospital stays, where it can add about 7 days to a hospital admission (Anthony et al., 2004), decreased quality of life (Price, 1998, Neil and Munjas, 2000), and increased the spending of care provider time and costs (Alterescu, 1989, Clough, 1994, Severens et al., 2002a, Bennett et al., 2004). PUs have been regarded as the most physically debilitating complications in the twentieth century (Burdette-Taylor and Kass, 2002), and it is the third most costly problem after cancer and cardiovascular diseases in the Netherlands (Shahin et al., 2008).

In fact, there are many complications for PUs, including infection, sepsis, and osteomyelitis (Thomas, 2001). It has been found that more than half (51%) of long term care patients with PUs have Methicillin-Resistant Staphylococcus Aureus (MRSA) infection (Capitano et al., 2003). Furthermore, PUs are linked with two-fold rates of increased mortality, regardless of the origin of the ulcer (Brem and Lyder, 2004). This is consistent with Landi et al (Landi et al., 2007) study, who investigated the connection between PU and the risk of one year all reasons mortality in a community of very elder people, and found a significant difference between the PU group and non-PU group in mortality rate, 29% vs. 14% (p <0.001) respectively. After adjusting for all important variables between the groups, found that participants in PU group were more expectedly to die compared to non-PU group.

Size of the problem

The size of such problem can be measured using prevalence and incidence estimate in any healthcare setting (Davis, 1998). A plethora of literature related to the incidence and prevalence rates of PU are available. As example, in acute care the prevalence rate found to be between 14-17% in the USA (Whittington and Briones, 2004). A Canadian study report prevalence of 25.1% (Woodbury and Houghton, 2004), and across five European countries including the UK the prevalence was 18.1% (Vanderwee et al., 2007). Regarding the incidence, a systematic review revealed that in acute care settings in the USA and Canada, the incidence was ranged from 8.5% to 13.4%, and in the UK it was ranged from 2.2% up to 29% (Kaltenthaler et al., 2001). This suggests that this problem is substantial and widely common worldwide.

Cost of the problem

There are several studies predicting the cost of this problem, and frequently this cost is given to the prevention of new ulcer or managing existing one. In the UK, Bennett et al (Bennett et al., 2004) performed a study in the health and social care system in the UK to estimate the cost of treating PUs. They found that treating a PU varies from £1,064 (Grade 1) to £10,551 (Grade 4), and there is a relative relationship between PU grade and the costs, as one rises the other ascends. Complications occurred in sever stages since long time is needed to be healed. Anyway, the annual cost of treating PUs in the UK was £1.4-£2.1 billion, which represents around 4% of total NHS spending, and most of these costs were nurses’ time (Bennett et al., 2004).

In the US, 2.5 million PU patients approximately are treated every year in the US acute care settings, with a cost reached $11 billion (Sullivan, 2008). The cost of PUs problem in the Netherlands ranged from a low of $362 million to a high of $2.8 billion, which is approximately 1% of the total Dutch healthcare budget (Severens et al., 2002b). All these studies suggest that the cost of treating PU is high anywhere.

Significant of the study

The consequences, complications, magnitude and costs of treating such problem, clearly indicate the significance of the study, and justify the choosing of PU problem particularly. In fact, reliable PU data are needed to deal with this problem, especially that there is inaccuracy in recording PU data (Gunningberg et al., 2000, Gunningberg et al., 2001, Gunningberg and Ehrenberg, 2004), and this inaccuracy may come from the subjectivity and unreliability of detection and grading PU, specifically in the early stages of their formation (Benbow, 2004). One study reflect that, where one third of PUs cases were not documented by nurses, due to failure of the nurses in grading non-blanching erythema as a grade one (Chan et al., 2005). The problem of inconsistency in recording PU data cannot be defeated without accurate and complete recording systems, either electronic or paper system.

In general, it has been seen in several studies that the use of electronic recording systems of patient data was contributively lead to accurate and complete documentation that improve the quality of patient records (p <0.01), and eradicate the redundant paperwork that influence nurse’s time and contentment (Stengel et al., 2004). The majority (75%) of nurses in one study believed that computerising patient record could improve the quality of documentation, safety and patient care (Moody et al., 2004). This view was supported by (Mahler et al., 2003), where the completeness of patient record represented by high quality documentation was noticed in 20 documents assessed by two nurse experts at three appointed time slots in different wards.

Many profits have been allocated to the electronic health record (EHRs). It makes the clinical data available all the time, which facilitate timely decision making process (Wang et al., 2003). It can reduce the redundant unessential testing, improving the utilisation of radiology examinations, accurate capturing of patients payments and reducing the errors in bills, which reduce the costs and improve incomes (Wang et al., 2003).

In brief, it has been noted that EHR system could improve the quality of different type of clinical data. However, there are limited studies explore whether it improves PU data recording. Given the size of the problem of PUs, accurate identification of them is important. In this thesis, PU data recording and utilising was explored in both the paper and electronic format, highlighting the advantages and disadvantages of each recording system for PU data. Further, reliable data about PU in Jordan was obtained by the researcher.

Context of the study

To accomplish the research objectives, the current research has been conducted in two major settings, the UK and Jordan. For the purpose of simplification, each one presented in a separate study, due to different methodology used in each one. Although, the two studies were answered two questions, and they are two separate studies, they share the same theme of the thesis, “PU data”. Where study one in the UK explore how PU data recorded and utilised in clinical practice, and study two extended some aspects of PU data deeply, where prevalence, risk assessment and prevention data have been collected in Jordanian settings.

Study one combined QUAN and QUAL methods to answer the research questions, where a survey questionnaire and semi-structured interview have been performed. In study two a prevalence survey of Jordanian settings has been accomplished to answer the other research questions.

In the organisation of the thesis as will explained in section 1.5 and figure 1.1, a separation in the two studies will be exist in all chapters to make it easy to follow the research objectives, except in the literature review chapter, where merging of the two studies will be noted since this chapter discuss all elements of PU data and both studies were aiming this goal, and it was unfeasible to separate them.

Research Justifications and Rationales

Presence of two studies was justified by the concept that the two studies are inter-related, where both concerned the PU data. Study one explore how PU data recorded and utilised in the UK. In Jordan, no PU data have been collected before and no idea how these data recorded and used in practice. So, the second study was a continuation for the first, with a concentrating on some aspect of this data in different settings and population. However, absence of any study conducted before in Jordan about prevalence give other rational for conducting the second study in Jordan. Taking into consideration that conducting a prevalence survey is pointless without exploring the preventive measures (Phillips and Clark, 2010), the prevention data was decided to be collected as well.

Anyway, conducting the prevalence survey in Jordan was fortunately supported by the findings that obtained from the UK part as seen in the results chapter (chapter 4). Where it was clear especially from the QUAL phase of the UK study that the prevalence rate calculated could be based on nurse report of PU cases to TVN, or reviewing the recording system that based originally on nurses reports, and this in turn will exclude some underreported cases from the prevalence calculation, and express inaccurate prevalence data. This give a strong evidence that calculating a prevalence rate using a validated tool by examining each patient skin is more accurate in this regard. So, this gives an extra credit to Jordan prevalence survey, where the researcher himself examined each patient’s skin and calculated the prevalence.

Structure of the thesis

The content of this thesis is organised into six chapters. Figure 1.1 outlines the research process and the related chapters. Each chapter organised into several sections and sub-sections. At the beginning of each chapter there is a section called ‘Introduction’ which is provide an overview about each chapter and its content briefly, to give the reader an impression about the content and structure of the chapter before reading it. Similarly, at the end of each chapter, a summary presented to provide a summary and conclusion drawn from each chapter, to keep the reader oriented about each chapter. To avoid confusions, some terms used and have a specific indication, where the term “research” refer to the whole research and thesis, “study” refer to study one and two (UK and Jordan) that made up the thesis, “phase” refer to the QUAN and QUAL phases in the first study. The following present the content of each chapter:

Chapter one gives an overview of the thesis, identify the research problems, the reasons for undertaking the research, the research objectives and the significance of the study.

Chapter two reviews the existing literature regarding recording and utilising of clinical data in practice in general, then for PU data in particular. After that, a critical appraisal of all PU data elements have been undertaken, including prevalence, risk assessment, ulcer grading and prevention data. The theoretical basis underpinning the research has been presented and discussed in this chapter as well. In this chapter, the literature reviewed for the topic in general without separating the two studies, since both of them concerning the same topic that is the PU data. The first is about recording and utilising the data, and the second about the data itself.

Chapter three delineates the research methods used to collect data for analysis. This chapter organised into two main studies. The methods used in the UK settings and the method used in Jordanian settings, since both methods are different. Mixed methods have been used in the UK part, and prevalence survey used in Jordan. The Justification for each research strategy was explored for both study of the thesis.

Chapter four presenting the results of each part separately, where the UK part results presented into two phases, the QUAN results and the QUAL results. In Jordan, the prevalence survey findings presented in separate part.

Chapter five discussed the main findings in light with the research objectives and the existing literature. Reflection of the theoretical framework on the study findings has been discussed, in addition to the methodological consideration of the study. In this chapter, since the QUAN and QUAL phases of the UK study were answered the same research questions, the discussion of their findings were difficult to separate, so they are discussed in one section, and the prevalence survey in Jordan discussed in a separate section.

Finally, chapter six draws the conclusions that based on both studies together. The unique contribution of this research to knowledge has been set out. The chapter also discusses: the implications of the study’s findings at clinical, administrative and research levels; in addition to the limitations of each study.

Summary

This chapter identified the research problem and objective. The terms that have been used in this research were defined in line with the research aim. The background of PU problem has been clarified in term of size, cost, consequences and complications in order to understand the problem. The need for appropriate recording and using of PU data were highlighted in the research significance section. Moreover, the justification of conducting the research in two separate countries has been explained. The chapter present the context and structure of the thesis as well.

In the next chapter, a critical review of the literature will be offered in order to grant an understanding of the problem about recording and utilising PU data in practice, and all elements of PU data. Furthermore, the gaps present in the literature will be identified.

Describe how current issues in health sciences relate to health science professions.

August 17, 2024/in Uncategorized /by elias

Describe how current issues in health sciences relate to health science professions.

As a health science student, it is important to be aware of important issues in your field of interest. This unit’s Assignment will help make you more aware of the U.S. healthcare system and its role in these important issues. You will conduct online research and then create a short PowerPoint presentation designed to show a part of the healthcare system that could benefit from additional funding.

Instructions

To complete this activity, please look back to the Unit 7 Learning Activity. Select the “Focus Area” that you are most interested in from the six choices listed. The six choices are:

Veteran’s Administration
Mental Health/Substance Abuse Treatment and Prevention
Women’s Health/Family Planning
Health Promotion/Disease Prevention
Long-term Care
Public Health

For the “Focus Area” you choose, consider the following questions as you are doing your research:

Why is this focus area important to our overall healthcare system?
What population is directly served and how do they benefit from services and programs in this area?
What are some of the most notable programs available to patients or clients in your area of focus?
What areas could use improvement?
How would significant funding improve the care being provided?

Begin your research using the links provided in the Web Resources provided on the Unit 8 Assignment page in the course. If you find you need further information, you are encouraged to continue your investigation using the KU Library, online sources, or textbooks and periodicals available to you.

When you have finished your research from the questions in your Focus Area, prepare a short PowerPoint presentation that is designed to show why your selected “Focus Area” of the healthcare system should receive funding. Imagine a realistic scenario where there are limited monies available, and sell why your Focus Area should receive it, based upon the several questions you answered about it.

Your PowerPoint presentation should include a minimum of 10 slides, not including the cover slide and reference slide.

You are welcome to use this template to help you complete this Assignment.

How can we educate clients about the biological aspects of their addiction in regards to treating the addiction with drugs such as Methadone?

August 17, 2024/in Uncategorized /by elias

How can we educate clients about the biological aspects of their addiction in regards to treating the addiction with drugs such as Methadone?

In learning about stimulants and depressants, the readings from Inaba & Cohen addressed treatment options such as Methadone and Antabuse.

What are considerations and risk factors associated with treatments such as these? Reske & Paulus presented the return of addiction disease as a “multidimensional response pattern”. How might pattern influence an individual’s relapse when receiving treatments such as Methadone? As a counselor, how can we educate clients about the biological aspects of their addiction in regards to treating the addiction with drugs such as Methadone? What other treatment options are available to clients seeking a treatment other than antagonist approaches?

According to the CDC in the United States the proportion of the population aged >65 years is projected to increase from 12.4% in 2000 to 19.6% in 2030 (CDC 2003 para. 2). Caring for this aging population is going to be one of the greatest challenges facing the health care industry.

August 17, 2024/in Uncategorized /by elias

According to the CDC in the United States the proportion of the population aged >65 years is projected to increase from 12.4% in 2000 to 19.6% in 2030 (CDC 2003 para. 2). Caring for this aging population is going to be one of the greatest challenges facing the health care industry.

According to the CDC in the United States the proportion of the population aged >65 years is projected to increase from 12.4% in 2000 to 19.6% in 2030 (CDC 2003 para. 2). Caring for this aging population is going to be one of the greatest challenges facing the health care industry. Not only will the number of individuals requiring care rise but so will the cost. As poignantly stated by Crippen and Barnato unless we change the practice of medicine and reduce future costs and explicitly address the ethical dilemmas we face there may come a time when our kids simply cannot afford us (2011 p. 128).
In this Discussion you will examine the ethical issues that the United States and other nations must address when faced with the health care challenges of an aging population.
To prepare:
Consider the ethical aspects of health care and health policy for an aging population.
Review the Hayutin Dietz and Mitchell report presented in the Learning Resources. The authors pose the question What are the economic consequences now and for future generations of taxpayers if we fail to adapt our policies to the changing reality of an older population? (p. 21). Consider how you would respond to this question. In addition reflect on the ethical decisions that arise when dispersing limited funds.
Contemplate the impact of failing to adjust policy in accordance with the changing reality of an older population.
Reflect on the ethical dilemmas that arise when determining expenditures on end-of-life health care.
Due 8/3/17
Discussion: What Can Nurses Do?
Many people most of them in tropical countries of the Third World die of preventable curable diseases. . . . Malaria tuberculosis acute lower-respiratory infectionsin 1998 these claimed 6.1 million lives. People died because the drugs to treat those illnesses are nonexistent or are no longer effective. They died because it doesnt pay to keep them alive.
Ken Silverstein Millions for Viagra. Pennies for Diseases of the Poor The Nation July 19 1999
Unfortunately since 1998 little has changed. For many individuals living in impoverished underdeveloped countries even basic medical care is difficult to obtain. Although international agencies sponsor outreach programs and corporations and although nonprofit organizations donate goods and services the level of health care remains far below what is necessary to meet the needs of struggling populations. Polluted water supplies unsanitary conditions and poor nutrition only exacerbate the poor health prevalent in these environments. Nurses working in developed nations have many opportunities/advantages that typically are not available to those in underdeveloped countries. What can nurses do to support their international colleagues and advocate for the poor and underserved of the world?
In this Discussion you will consider the challenges of providing health care for the worlds neediest citizens as well as how nurses can advocate for these citizens.
To prepare:
Consider the challenges of providing health care in underdeveloped countries.
Consider the factors that impact the ability of individuals in underdeveloped nations to obtain adequate health care.
Consider strategies nurses can use to advocate for health care at the global level. What can one nurse do to make a difference?

Effect of Massages During Pregnancy

August 17, 2024/in Uncategorized /by elias

Nikita S. Windham

Pregnancy and Massage

Research has discovered new information that maybe something can be done to help make pregnancy more tolerable that is not only safe but also effective. This solution is known as prenatal massage. Prenatal massage simply put is massage that is personalized specifically to the ever-changing bodies of pregnant women.

One benefit of prenatal massage is that it can bring relief to aching muscles and joints. During pregnancy, a woman’s center of gravity is shifted. This new distribution of weight can put pressure on joints and cause muscles to ache. Massage can provoke the body to release endorphins, which are a natural pain reliever. (Nguyen, 2017)

Along with relieving pain, the release of endorphins also contributes to calming the nervous system. The parasympathetic, or “rest and digest”, system is activated. This allows for better sleep and digestion, which in turn plays a part in decreased stress levels and improved mood. (Nyugen, 2017)

Prenatal massage also increases blood circulation. This helps to reduce swelling (edema) and stiffness in muscles as more blood flow travels to those areas. Increased circulation also means that more oxygen and nutrients are pumped to the mother and ultimately the baby. This blood flow stimulates the lymph system, which in turn boosts immunity and toxin elimination. (Nyugen, 2017)

Cautions and Contraindications

Despite all the many benefits of prenatal massage, there are some instances where massage becomes inadvisable due to the potential harm that it could cause to the mother and baby. Circumstances in which massage should not be given can include sudden migraines, high blood pressure, edema from high blood pressure, preeclampsia, a history of preterm labor, and high-risk pregnancy. (Yogawiz, 2016)

High-risk pregnancy can refer to certain conditions such as gestational diabetes, eclampsia, and heart conditions. Pregnant women under 15 or older than 35 and women carrying multiple babies are also considered high risk. Regardless, it is always best for the mother to consult with her doctor before attempting to receive a massage. (Cutler, 2014)

Prenatal Massage Controversy

There has been much controversy over what areas can and cannot be massaged during certain trimesters of pregnancy. There are specific reflexology points on the body that many have argued should not be pressed or massaged. The ankle is said to be the reflexology point that stimulates uterine contractions. Per Haller, “there was a great study in 2014 in which researchers attempted to induce labor in 221 post-due date women by applying acupuncture needles. Even when poking these gals every other day for a week, none of the findings supported reflexology claims”. (2015)

There is also confusion over whether massage in the first trimester should avoided. It has been said that if a woman is massaged within the first trimester, it could potentially cause a miscarriage. Some sources say that there is no scientifically proven evidence that shows massage causes miscarriage. These sources say that contrary to popular belief, gentle massage can actually be soothing and comforting to both the baby and mother. (Soto, 2013)

Despite all the conflicting ideas about massage during pregnancy, one thing can be agreed upon. Prenatal massage should be both beneficial and relaxing for the expectant mother. Pregnancy itself is already difficult, so this therapeutic touch can be a form of nurturing support for the soon to be mom.

References

Contraindications Of Pregnancy Massage. (2016). Retrieved March 14, 2017, from http://www.yogawiz.com/massage-therapy/pregnancy-massage/pregnancy-massage-contraindications.html#continued

Cutler, N. (2014, March 18). High-Risk Pregnancy: Massage Caution or Contraindication? Retrieved March 14, 2017, from

http://www.integrativehealthcare.org/mt/archives/2010/05/high-risk_pregn.html

Haeller, R. (2015, November 30). Debunking Pregnancy Massage Myths. Retrieved March 14, 2017, from

http://momsintow.com/news/debunking_pregnancy_massage_myths

Soto, M. L. (2013, September 19). Dispelling the Myth of Avoiding First Trimester Massage. Retrieved March 14, 2017, from

https://elementsmassage.com/park-ridge/blog/dispelling-the-myth-of-avoiding-first-trimester-massage

Nguyen, Y. (2017, February 02). Prenatal Massage: Get Relief for Your Aches and Pains. Retrieved March 14, 2017, from https://www.fitpregnancy.com/pregnancy/pregnancy-health/prenatal-massage-get-relief-your-aches-and-pains

Defining leadership as a process and property

August 16, 2024/in Uncategorized /by elias

In defining leadership Jago (1982, p.315) states “leadership is both a process and a property”. The process involves influencing group members to undertake activities that will lead to the accomplishment of the group objective, while the property refers to the set of characteristics believed to be held by those with influence. Leadership theory began by focusing on traits but has since followed a varied course in the search for conclusive evidence on the factors that affect leadership. In this report we will focus on the dyadic process of leadership, looking at the leader as an individual (Lussier & Achua, 2009) and will assume that leadership effectiveness will only be understood by looking at the influence of the leader on their followers. We will concentrate on three major theories trait, behavioural or style and situational.

Trait

Lussier & Achua (2009, p. 16) proposes that leadership trait theories “attempt to explain distinctive characteristics accounting for leadership effectiveness”. Traits were initially thought to be innate or heritable qualities of the individual(Zaccaro,J.S,2007) This perspective shifted to include all the other enduring qualities that distinguished leaders from Non-leaders. (Kiripatrick and Locke,1991 as cited in Zaccaro,J.S.,2007) There is strong evidence to prove that traits contribute significantly towards leader effectiveness, leader emergence, and leader advancement.()The following are some of the traits which each of us believed lacked in us following group discussion:

Decisiveness – Barlet

Decisiveness is often identified as a key trait in leadership (Ghiselli, 1971 as cited in Lussier, 2008). It involves the ability to logically analyze a situation and make a decision in a timely manner. A leader’s decisiveness also provides clarity and direction and gives others confidence in that leader. Readiness to make decisions was identified as a key personality trait that predicted a managerial advancement (Howard & Bray, 1983 as cited in Hogan, Curphy and Hogan, 1994). Barlet has identified decisiveness as a weakness, especially in high stress situations where a quick and effective decision was required. After discussing with the group and analysing situations where Barlet lacked that ability to make the decision, it has been identified a number of steps to improve decisiveness. One was to have a procedure where a situation could be analysed and decision made quickly. It’s also important to trust yourself and not be afraid of making the wrong decision.

Motivation – Saran

Motivation is a key element of any type of leadership, whether the leader is informal, bureaucratic or and expert it is vital for the individual to be motivated. Three types of motivation stand out with regards to leadership. The first is the goals to which human behaviour is directed, the seconded involves how these goals are selected and pursued and the last involves the process of influencing others. (Huczynski and Buchanan, 1991)

After discussion of these three factors with regard to Saran’s ability to lead, we found some serious flaws in his motivation. The clearest point that emerged from the discussion was that to lead one must be able to achieve the targets of the task, build and develop the team and have concern for the individuals in the team. (Pettinger, 2007) It was found that Saran had a clear and genuine concern for the individuals he was responsible for. The problems arose when trying to achieve the task. This problem was there because the goals to which his behaviour was directed did not compliment the task. The priority that Saran gave was based on his own goals, what motivates him to do the task in hand was not what necessarily what motivated Saran. This ultimately led to the problem becoming more and more difficult, and in many cases a serious trade off between time and quality had to be made. This task has lead Saran to look at the basic attitudes towards goals, by changing this we believe he will be able to look at the prioritisation of tasks in a whole new light, completely transforming his ability qto leaded.

Self-confidence – Jenny

Research on leadership traits has consistently shown that self-confidence is considered to be an important characteristic (Hollenbeck & Hall, 2004). McCormick (2001, p.) describes self-confidence as the following: “Self-confidence refers to people’s self-judgement of their capabilities and skills, or their perceived competence to deal successfully with the demands of a variety of situations”. Up to now Jenny has persistently shown a lack of self-confidence when undertaking tasks and leading others. She feels particularly uncomfortable when she has to make a decision for a group as she usually has doubts about whether or not it is the correct decision. The group suggested that by increasing her task understanding, by breaking it into specific components, and knowledge Jenny could become more confident as she would have evidence to support her decision making. Hollenbeck and Hall (2004) suggests that self-confidence is built up by a process of taking a small risk and making progress towards achieving a certain goal. Success in this will lead to increased confidence in your abilities. therefore Jenny would need to begin to take small risks also.

Initiative – Sandy

Initiative has been defined as a leading action or a commencing movement, often associated with the first action of a matter. Effective leaders take initiative. This involves being proactive and making decisions that lead to change instead of just reacting to events or waiting for others to take action (Kirkpatrick and Locke, 1991). In most situations, Sandy has been finding it difficult to demonstrate initiative because she has high agreeableness, and very often prefer to listen to other members’ suggestions. She lacks self-assurance that she is uncertain about her own opinion, and therefore finds other people’s opinion more favourable. Research on leadership and personality has stated the importance of initiative and persistence in relation to effective leadership, and so by having other qualities such as conscientious and tenacity which are related to the above traits may help (Judge et.al., 2002). Sandy felt she do not have experiences in taking initiative because she felt she is not knowledgeable and informative enough. Our group agreed that Sandy should believe in herself and try to improve by gaining more knowledge, and do not have fear to speak up and be arrogant in a good way.

Dominance – Athmika

Dominance was amongst one of the important traits associated with leadership and leader perception (Mann, 1959, as cited in Lord, De Vader and Alliger, 1986). Smith and Foti (1998) have listed several studies that show that dominance has positive correlations with leadership perceptions and people that score high in dominance tend to find themselves in a leadership position. Anderson and Kilduff (2009) found that people who are deemed as being highly dominant in relation to traits were likely to be categorized by other group members as more competent than they actually are. Athmika has always been a team player and values team opinions over hers. From her personal experiences and while discussing with the team, she realised dominance was a trait she lacked the most. To be more dominant, she should have faith in her ideas and be able to influence her group with her ideas. She can do this by reading extensively about the task which would guide her to make informed decisions. Also, she should voice her opinion out strongly which would make her feel more in control of the situation.

Behavioral

Leadership theory progressed from researching traits to looking at the impact of behaviour style. Two main types emerged from the research body; task and relationship behaviours. Task behaviours facilitate goal accomplishment (Northouse, 2004) and relationship behaviours focus on how comfortable subordinates feel in a situation (Northouse, 2004).

Communication – Barlet

Communication is essentially the ability to transmit a message from one person to the other, whether this is information, an idea, a feeling or an emotion (Pardey, 2007). Pardey (2007) also identifies communication as one of five critical skills for all leaders and according to Bass (1990, cited by Bligh and Hess, 2007) as “communications distinguishes leaders who are successful and effective from those who are not”. An effective leader is one who has a deep understanding of others and has the ability to establish a shared vision and motivate those around them (Parker and Stone, 2003). Effective communication is instrumental for all those things to occur and frequently it is the solution to many difficulties faced by an organization (Ashman and Lawler, 2008). So far Barlet has not been particularly effective in communicating his ideas clearly, and this in some cases has undermined the quality and depth of his work. After discussing this with the team members, it was identified that oral communication and presentation skills specifically were his weaknesses and it was suggested that thorough knowledge of the subject being discussed as well as practice would help in getting the message through and eventually improve communication.

Improving tolerance – Saran

Tolerance is described in many sources as a prerequisite to leadership, not having it places a cloud over ones judgment and leads to inefficient use of resources. Drucker 1993 believed “to achieve results, one has to use all the available strengths – the strengths of the associates” A lack of tolerant behaviour comes from two elements, ones own ego and personal aspirations, as well as the personality and views held. This as an issue as not being able to get the full use of the people being lead is a poor form of leadership. After discussion it was found that this behaviour became more dangerous when leading people who are described as total miss-fits and poor fits by the eligibility versus suitability quadrant.

Trusting others ideas – Jenny

Jenny sees herself as task focused. When working on projects she has difficulty trusting others to deliver top quality work. She finds herself carefully double checking other team members’ work and this can make the team members feel degraded. According to Blake & Mouton’s Managerial Grid® she would have an Authority-Compliance style. This makes her concern for results high but her concern for people is at the lower end of the spectrum. Based on this Managerial Grid one way that Jenny’s behaviour could be altered would be to engage in more people focused activities. She could become more concerned in the interests, needs and problems of her followers (Doyle & Smith, 2001). The group suggested that one way to also improve this was match the task at hand to the abilities of each group member, meaning that Jenny’s trust in them would be increased by her knowledge that they were skilled in that task. Another suggestion was to attempt to communicate more clearly to the group members the task requirements and thus reduce ambiguity. Finally Yukl, Gordon and Taber (2002) suggest that increasing time spent monitoring may make leaders more effective.

Giving instructions – Sandy

As leadership is about gaining power to influence others through communication (Northouse, 2010), it is essential that a leader should be able to give instructions. Lussier and Achua believes that in any supervisory role, such as how well a manager give instructions will directly affect their leadership ability of leading and motivating employees in accomplishing the task (Lussier and Achua, 2003). Sandy finds it difficult to state her objective in a precise and clear manner, due to the lack of confidence and partly because she is not able to use her voice effectively to catch the attention. Therefore, her message becomes difficult to transmit and deliver to other people. Moreover, Sandy described herself as the democratic decision-making leadership style, that she allows people to make their own decisions and only state her opinion in the final stage of the discussion (Lewin’s leadership style). Therefore, she often fails to give instructions as a leader and become more of a facilitator when reaching consensus in the group. In order to improve, she should develop a relationship with her group and become more empathic in their needs, as well as checking the receivers’ understanding to ensure they know what objectives they have to attain. And also make sure these tasks are achievable and have it done by a certain amount of time. Sandy should use her influence power and be more persuasive as an authority to follow up at these situations (Lussier and Achua, 2003).

Time Management – Athmika

Schuler (1979, p. 854, as cited by Macan, 1994) asserted that “time management means less stress for individuals, which means more efficient, satisfied, healthy employees, which in turn means more effective organizations”. Athmika has always faced problems with proper time allocation of her work. She tends to procrastinate her work until the impending deadline. This leads to unnecessary stress and has also impeded her performance significantly. On discussion with the group, the group suggested that Athmika has to be more task-oriented and should organize her work as described under initiating structure in the Ohio state studies (Stogdill, 1974, as cited in Northouse, 2004). She should prioritize her work by preparing time audits. She also can improve her time management skills by setting realistic and attainable goals.

Situational Leadership

Fielder (1967) stated that “there is no ideal leader”, and that both relationship-oriented and task-oriented leaders can be effective if their leadership style fits the situation. Fielder’s Contingency Theory is one theory where the effectiveness of a leader’s behaviour is determined by the situation he or she confronts. Fiedler stated that it was much easier for individuals to find a situation that matched their leadership style than to change their style to fit the situation (Stroh, Northcraft and Neale, 2002). In contrast to this, the Situational Leadership Model suggests that leaders should adopt their style. Hersey and Blanchard (1993, as cited in Fernandez and Vecchio, 1997) stated that leaders are most effective when they employ a leadership style which is most appropriate to the situation they face and to the followers readiness and maturity to complete the task. Path-Goal theory is another model which states that an effective leader is able to clarify the path to various goals of interest and provide the opportunity/path for the follower to achieve such goals. This then should promote job satisfaction, leader acceptance and high effort (Stroh, Northcraft and Neale, 2002).

Delegating situations – Barlet

Delegating is one of the four leadership styles characterized by Hersey and Blanchard (1977 as cited in Graeff, 1997). It involves the leader passing tasks or responsibilities to an individual or group while the leader is still involved in monitoring the progress. So far, Barlet has not been particularly effective in these situations, and this has often delayed progress and limited performance as he. This has mainly been due to his lack of trust in the team member’s ability to do a certain task, but also due to his indecisiveness. Hersey (1985) stated that a good leader develops “the competence and commitment of their people so they’re self-motivated rather than dependent on others for direction and guidance” and in this case, the leaders high expectations causes high performance by the followers. Therefore trusting your people and showing confidence in them by passing responsibility and allowing them to complete a task will get the best out of your team and it is a situation where Barlet needs to improve. While playing vLeader, Barlet’s natural style was very directing, speaking most of the time and controlling the conversation and kept scenario length very short. In scenario one, Barlet did most of the work in every idea and did not let Olie participate or speak much. While in this case it worked, in many other situations the leader has to focus on the overall objective and delegation becomes more important. This was clearly demonstrated in the Wolfgang Keller case study (Gabarro, 1997 (part of module readings)) where Keller realised that being able to delegate operations was important in allowing him to progress further in the organisation.

Supporing situations – Sara

Supporting situations require a low directive and highly supportive behaviour. (Northouse, 2004) The S3 square in the four leadership styles is a situation where the task receives more focus than the people. Being able to act with this leadership quality would allow a leader to flourish in a situation where low motivation and a some level of skills were present. This situation is becoming more prevalent as Druckers knowledge worker theory become more common place in the work place. Saran finds that when leading a team he does not always actively acknowledge another team members input, this will lead to individuals feeling that they have not been appreciated. After discussion it was decided that Saran should be more empathetic and less task orientated. He could achieve this by dedicating more time to handing out instructions for the task. Setting goals could also play a part with regular progress reviews forcing a more supportive role. Another strategy could also be to change his leadership style to a less authoritarian one.

Unstructured situations – Jenny

A situation where Jenny felt she was weak in terms of leadership was one with little structure or direction on how to complete it. Typically in these situations Jenny finds herself being hesitant to direct the group in case she is not undertaking the correct procedure to get a positive end result. Fiedler’s Contingency Theory (1964, as cited in Northouse, 2004, p. 109) looks at the impact of a unstructured situation in terms of leadership. Fiedler’s Contingency Theory attempts to match the leaders’ style to the situation as a means of attaining effective leadership. Fiedler’s model is based on the leader being task or relationship focused. Situational variables are also taken into account and these are characterised by looking at three factors: leader member relations, task structure and position power (Northouse, 2004). This theory does not however offer an explanation of what can be changed if the leader style cannot be matched to the situation. The group came up with several ways in which Jenny could improve in this situation. These included focusing on the goal of the task and try to use the other team members to contribute ideas about how to develop a plan to reach it. Jago (1982) also mentions that in such situations one should try to alter the situational variables by training although the usefulness of such training is not unequivocal.

Stressful Situation – Sandy

Sandy often feels difficult in dealing with stressful situations, especially in demanding situations that focused specifically the performance of her work in a social environment setting. There are conventional views of leaders being a crucial and significant impact on their performance in organizations, that they are constrained with respect to different performance outcomes (Thomas, 1988). The Cognitive resource theory also proposed that stress has been a key factor and had a great impact in determining how intelligence can affect performance (Fielder 1987). And therefore in most stressful situations, since intelligence become less important but higher performance is required; Sandy experienced difficulty in using her knowledge to solve problems and these expectations has created an uncomfortable and undesirable feeling in which Sandy felt challenging in accomplishing the tasks. Situational Leadership theory by Blanchard (1985) discussed that different leadership style has to be applied appropriately to a given situation, depending on the competence and commitments of the subordinates (Northouse, 2004). So Sandy should try to include both directive (task-orientated) behaviours and supportive (relationship-orientated) behaviours, and focuses on goal achievement, and also be supportive and meet the needs of the subordinates (Northouse, 2004). To improve, Sandy should try to anticipate and plan ahead, establish objectives and goals at an early stage, and to prepare herself for the unexpected. She also needs to reflect on her performance, learn from the failure experiences and make necessary changes.

Directing unfamiliar situations – Athmika

Athmika finds herself handicapped when faced with new, unfamiliar, or critical situations when the team faces a challenge where she is required to take on a directive leadership style. Directive leadership is defined as “providing the members with a framework for decision making and action in alignment with the leader’s vision” (Fiedler, 1989, 1995; Sagie, 1997; Stogdill, 1974, as cited by Somech 2006, p. 135). Being directive requires the leader to communicate their knowledge and expertise to the group and also telling them how to complete the work (Murphy, Blyth & Fielder, 1992). In order to lead in such situations, the group suggested that Athmika should have a good working knowledge of the task and a clear vision on how to achieve it. Athmika should play an active role in problem solving and decision making in order to be more directive (Bass, 1981, as cited in Murphy, Blyth & Fielder, 1992).

Conclusion

Hackman and Wageman (2007) believe that despite the reams of research that have been conducted on leadership the field still remains notably unformed. Building on this Zaccaro (2007) states that within the trait theory of leadership a general consensus has also yet to emerge from the research regarding the role of leader traits, the degree of their influence and how they influence leadership, and the part they play in leadership situations. However leadership is still seen as being an important construct to undertake research on as well as being important as a social phenomenon (Hackman & Wageman, 2007).

Avolio has proposed the idea that new research are required to acknowledge how leaders have learnt from their past experiences, particularly how they respond and cope in difficult situations. Failure and error has provided opportunities for learning than success, and these experiences will generate data to affect one’s assumptions and actions for improvements next time (Hackman & Wageman, 2007). However, such decisions are not easy because it require an individual to overcome one’s own reasoning, mental model, behaviour routines and may provoke anxiety (Hackman & Wageman, 2007). One may argue that if we have already developed a leadership style, it will be rather fixed and consistent that will be difficult to change, others may argue that leadership styles should be changed according to situations in order to be more effective. Fielder’s contingency theory (1964) has introduced the idea that leadership effectiveness is depending on the suitability of the leader assign to a particular context. As a result, different leadership styles will be matched to different situations; and therefore our group believe that there are still room for improvement for our traits and behaviours to match with a specific situation.

Incivility in Nursing: Causes and Intervention Strategies

August 16, 2024/in Uncategorized /by elias

Review of related literature

a. Definition of incivility

According to Marchiondo (2010), she stated that faculty incivility will result into extreme cases like depression and violence. A student that feels depressed might have a hard time coping inside the classroom. The students’ safety is a main priority for faculty members, a result to violence may affect the environment in school and in the clinical setting. The American Nurses’ Association’s (2004) Nursing: Scope and Standards of Practice stated that professionalism is important in interactions with others, it also stated that the art of nursing is based on caring and respect for others. Marchiondo (2010), she also stated that long term faculty incivility may result in program dissatisfaction and withdrawal. She also stated that faculty incivility ignored is also an act of incivility as well. Ignoring a negative behavior is an act of negative behavior as well. She also stated that there is a high chance of incivility in an educational setting if there are no rules or regulations regarding faculty incivility. Perpetrators of supervision fail to detect incivility or uncivil behavior and will be held responsible for their actions.

According to Bautista (2013) posted journal, student behaviors most commonly reported as discourteous by faculty included making negative groans, making ironic comments or gestures, not interested in class, dominating class discussions, using gadgets in class, and cheating on tests and exams. The greater part of faculty reported that unethical or uncivil student behaviors occurred rarely or sometimes. Samples of faculty behaviors considered unethical or uncivil by students incorporated suspension of classes without warnings, being not ready for class, disallowing open discussions, being not interested or cold in class, mocking or provoking students, conducting fast-paced discussions and lectures, and being unavailable or unreachable outside class. Students think faculty incivility as a reasonable problem in the nursing education environment. Therefore, it is very important that nurse educators and administrators assist students and faculty handle efficiently with these behaviors. (Bautista, 2013).

According to Davis, Karen (2005) she confirmed that the notion of faculty incivility in nursing education is old. However, it has generated much conversation at nationwide conferences, faculty meetings and in the press. What’s disturbing the most is nurse educators are the frequency of faculty incivility being witnessed in every day encounters by teachers who teach students in the clinical setting and the class room. If these actions are not mentioned during the academic process, they can simply go beyond to health care environments.An incorporated assessment of the literature from five years ago, which included nursing students and faculty from programs conferring associate to doctoral degrees, recognized general unethical or uncivil behaviors from students: late in class, being noisy and inattentive in class, dominating class, shouting at professors, threatening and provoking, physical abuse, and threatening or blackmailing to give bad teacher evaluations. Behaviors of the teachers most often measured unethical or uncivil by students were mocking or provoking students, being distant or unreachable, and being unavailable outside the class room. No wonder nursing education is now being considered by a society of incivility.(Davis, 2005).

According to Marchiondo et. al. (2010) he stated that the unethical or uncivil behaviors can have many harmful effects on both faculty and students. Sufferers of incivility may feel symptoms such as pressure, stress and anxiety, fatigue, insomnia, sadness, annoyance and humiliation. One study found a strong connection between a student’s fulfillment and incivilitywith his or her nursing education. Incivility correlates strongly with program dissatisfaction. As the incivility goes up, a student’s fulfillment with the course some students finally leave their nursing course for another course; and some students decide not to enter the nursing career. (Marchiondo, & Lasiter, 2010).

B. Student incivility

According to the book of Lower J. (2007) usually “bullies” don’t know their own attitude and behavior as being immoral or uncivil. They may depart one position, only to cause disorder anywhere else. Their insight truly becomes their reality. Incivility can become the standard for a class room, clinical setting, and workplace, which makes it harder to modify. Dealing with the negative behavior in a sensible way, will stop incivility from becoming the standard. Once incivility is permitted to become the standard, it takes time to get the place of work back to an optimistic, healthy atmosphere. Experts concur that it takes about 2-5 years for a group to change its customs. Policies are a must to stop and/ or progress incivility. A policy of behavior is essential to describe the behaviors that are considered troublesome. The system needs to deal with all employees in a group such as non employees such as providers, and nurses. In order for a policy of behavior to be efficient, it must be applied in all situations. Leadership needs to be not only implicated in the process, but dedicated to reinforcing its significance. With no enforcement, the policy is useless. All members of the team, including leadership, need to be responsible for enforcing and modeling the policy of behavior. Similarly important is assessing incidents and complaints in an appropriate method, and taking counteractive action so workers see it is not tolerated or condoned. Nurse leaders need to set the nature and outlook for the type of proficient communications that will occur in the workplace. Words can be typed in a mission statement, but the truth is that nurses and students will copy the behaviors they view and practice from the faculty and nurse leaders. If my nurse leader does not “walk the talk,” I am going to disregard the policy and act what I know I can get away with. We all float irregularly and that is human nature. However as nurses, we are responsible for our own behaviors and actions. Education is the key to serving others. Some health settings are looking for to teach nurses on how to get better at social communications, proper etiquette, and promote optimistic skills in the place of work. People may not understand they show unethical or uncivil behavior. People consider this is “not about me.” Many times people need insight or self-awareness, and have no idea how to modify behavior that may be embedded. Teaching everyone on the new code of conduct will assist produce an accepting, friendly, and an open atmosphere. It may be needed to offer guiding and coaching as desired to help develop the attitudes and behaviors of others. There should be a no acceptance for incivility. It’s significant for all of us to educate respect and teach others to know and react to incivility. Nurse leaders must get complaints critically and not let off the messenger. It takes great effort to tell incivility. Don’t make excuses such as “that’s just the way she is, but you will get used to it” or “the unit cannot afford to lose him even though he makes worry on the unit.” As a nurse leader it’s vital to collect information swiftly, shake-up the facts, and act upon when needed. It’s important to carry out post-departure interviews, not at the time a student leaves, but weeks after leaving. This will give you an improved image as to what other essentials may have been concerned in the worker exit his or her situation. It’s significant to maintain the latest traditions by obliging open communication so that civility becomes the custom. Nurse leaders require showing dependably and making a safe atmosphere so nurses are not afraid when giving out complaints and concerns or telling reports. Nurse leaders also need to endorse positive and open response so nurses learn how to show common courtesy and respect. It’s significant to be tolerant of each other’s opinions and ideas. Nursing academic programs need to contain incivility issues and topics in the program. It’s also supportive to have students’ role play specific situations. It has been found that former students are able to feel unethical or uncivil behaviors in a more suitable approach, with the use of play-acting.

C. Faculty incivility

Regarding to the definition of Clark, et.al. “Incivility in the nursing education is perceived as impolite or troublesome behaviors which often effects in psychological or physiological suffering for people concerned and if left with no action, may develop into a provoking condition” (Clark, Farnsworth & Landrom, 2008).

Regarding to the

“US National Library of Medicine National Institutes of Health”

the incivility in the nursing education is a developing crisis and one that gravely affects the learning-teaching atmosphere and frequently outcomes in problematic and stressful faculty-student relationships. Nursing professors, who show constructive, ethical behaviors, support similar attitudes and behaviors from their students. Furthermore, professors who are unfriendly, not interested, and humiliating may call upon resentment. The document that was written by Cynthia M. Clark (2008) made a phenomenological research to observe nursing students’ view of faculty incivility and its effect on the students. Students recognized 3 major themes of faculty incivility:

Professors behaving in humiliating and mocking ways,
Treating students unjustly and personally, and
Obliging and pressuring students to conform to difficult school demands.

Furthermore, students felt helplessness and hopelessness to speak to the problem and described faculty superiority and misuse of power as main factors to the problem. (Clark, 2008)

Regarding to the piece written by Susan Luparell (2008)

“Incivility in Nursing Education: LET’S PUT AN END TO IT”

she confirmed that both students and faculty have addressed that incivility is a reasonable problem in the nursing education. Fortunately, faculties will tell that they see incivility by only rare occasions. Yet addressing with these unusual problem students take an uneven number of their time and effort, and frequently ends up depriving diligent students of excellent educational experiences. Impolite behavior to faculty is not partial to being noisy in class, loud voices, and ironic comments. Nursing faculty have also implicated being pressed, having school stuff thrown at them, vandalizing their stuff and being stalked around and outside the classroom, and obtaining threats. Regrettably, the incivility matter isn’t one-sided. Students also indicate that they also feel disrepected. The people involved may be other students, professors, or staff. It’s not astounding to feel that students find mocking comments and provoking by professors to be unethical or uncivil. (Luparell, 2008)

Regarding to the book of Carter, he confirmed that to make a more civil surroundings, he tells Americans to raise ordinary good over selfishness, to push wider civic contribution, and to renovate social standards. Carter feels that impoliteness and disregard are “the merest graze of the surface of problem” and proof of our nation’s rising incivility. According to Carter, self-interest and stealing one’s own desires met are crowding into the community of America, including our nation’s schools and classrooms.

As Forni (2008) confirmed, “incivility frequently occurs when people are worried, stressed, miserable, or hurried. When these match, something can occur. Incivility affects self-confidence, damages relations, increases anxiety and stress, contaminates the work atmosphere, and may rise into cruelty.” It’s significant to note that many times the faculty showing the unethical or uncivil behavior is ignorant of how his/her behavior, actions or words may be upsetting others. The outcomes of incivility take a toll on us. It affects our self-confidence by affecting our mentality. When we feel susceptible, there is a rise in stress and anxiety, which can develop to anger and violence. It also affects our relations by causing depression, loss and isolation. It also increases anxiety and stress, which lowers the immune system, it greatly affects our body, soul and spirit. Furthermore, the effects can result to despair and post-traumatic stress disorder (PTSD). It also affects the atmosphere of the workplace by lowering confidence.

Nurse leaders can also be in a difficult situation. For nurses in a management and leadership position, to stay still is to ignore the behavior. If leadership allows the behavior, it makes it difficult for others to tell the same kind of attitudes and behavior. The nurse may think his/her leadership accepts of the behavior. Furthermore, leadership may not understand incivility is happening. The behavior wishes to be told to the nurse leader’s notice for more action. Don’t presume the behavior has possibly been reported by a different nurse. Incivility also happens with student nurses. It results in students having lowered self-esteem and confidence, rage, disappointment, insomnia, stress, anxiety and worry. When student nurses are bullied by staff nurses, they are more suitable to imitate the attitudes and behaviors and result in bullying behavior themselves. (Forni, 2008)

Incivility is defined as an uncivil behavior towards a person whether physical or verbal. Incivility is often seen in different environment and venue such as inside the classroom, clinical setting, community, and workplace. Incivility is always a major issue that affects the relationship between a student and a teacher. According to Clark (2008) she defined incivility as an “interactive and dynamic process that both parties are responsible”. She also stated that it creates a barrier between the teaching-learning environment. The most common issues about incivility between a student and a teacher are that teachers treat students unfairly and teachers pressure students to meet faculty demands. Faculty incivility is unprofessional and unethical, it is a behavior that compromises a students learning ability and decision making in the classroom or clinical setting. Incivility lowers one’s self esteem and self confidence that hinders the student’s ability to perform in the classroom or clinical setting. Faculty incivility leaves a mark to a student, it makes a student feel bad of themselves. According to Clark (2008) students are helpless, powerless, and traumatized. Students’ performance will suffer drastically, she stated that students will have a harder time finishing the nursing program. According to Marchiondo (2010), she stated that faculty incivility will result into extreme cases like depression and violence. A student that feels depressed might have a hard time coping inside the classroom. The students’ safety is a main priority for faculty members, a result to violence may affect the environment in school and in the clinical setting. The American Nurses’ Association’s (2004) Nursing: Scope and Standards of Practice stated that professionalism is important in interactions with others, it also stated that the art of nursing is based on caring and respect for others. Marchiondo (2010), she also stated that long term faculty incivility may result in program dissatisfaction and withdrawal. She also stated that faculty incivility ignored is also an act of incivility as well. Ignoring a negative behavior is an act of negative behavior as well. She also stated that there is a high chance of incivility in an educational setting if there are no rules or regulations regarding faculty incivility. Perpetrators of supervision fail to detect incivility or uncivil behavior and will be held responsible for their actions.

: Health Insurance and Quality Due Week 4 and worth 150 points Imagine that you are the clinic manager of an urgent care center. Recently, your center has seen an increase in complaints regarding long wait times, inadequate or incomplete information from staff during visits, and the relatively small number of insurance types accepted at the facility.

August 16, 2024/in Uncategorized /by elias

: Health Insurance and Quality Due Week 4 and worth 150 points Imagine that you are the clinic manager of an urgent care center. Recently, your center has seen an increase in complaints regarding long wait times, inadequate or incomplete information from staff during visits, and the relatively small number of insurance types accepted at the facility.

Write a 2-3 page paper in which you: 1.Examine at least three (3) examples of quality initiatives that could increase patient satisfaction and potentially reduce healthcare cost. Support your response with examples of the successful application your chosen quality initiatives. 2.Defend your position on the decision to accept Medicare or Medicaid as potential pay sources for your urgent care center. Provide support with at least two (2) examples that illustrate your position. 3.Use at least two (2) quality references. Note: Wikipedia and other Websites do not qualify as academic resources. Your assignment must follow these formatting requirements: •Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions. •Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length. The specific course learning outcomes associated with this assignment are: •Analyze the impact of healthcare financing and health insurance on healthcare access, quality, and cost. •Determine the factors that affect healthcare quality in healthcare organizations. •Use technology and information resources to research issues in healthcare policy, law, and ethics. •Write clearly and concisely about healthcare policy and law using proper writing mechanics. Click here to view the grading rubric.

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Role of Nursing Informatics in Health Care

August 16, 2024/in Uncategorized /by elias

The Role of Nursing Informatics at Cleveland Clinic Foundation

The Informatics system at the Cleveland Clinic Foundation (CCF) plays an essential role in supporting the delivery of quality patient care and to improve patient satisfaction, features that are very important to maintain the “Magnet Status” achieved by the Clinic. As the CCF mission statement highlights, the goal of the Clinic is to support nursing care and achieve good outcomes along with patient satisfaction. This goal was reached by creating an informatics system that allows an easy access to data information, ensures easy communication between health care providers and promotes nursing and patient education. The mission of CCF is “to support evidence-based nursing practice and improved patient outcomes with technology solutions that enhance nursing communication, documentation and efficiency” ( Nursing Informatics: Nursing past, present and future section, para. 1).

Cleveland Clinics Nursing Informatics implemented an electronic medical record system, called Epic System that is using high technology and considers professional and clinical experience to manage the patient’s information, to improve work, and to deliver higher quality health care for its clients. Nurses and Physicians have easy access to the system, being able to view data and collect necessary information, provide quality client care and document the patient’s condition. health care professionals can document through the electronic medical record system the medical care that was provided to the patients and the patient’s responses to the care given. The Epic System is used not only by nursing professionals, but by a large variety of allied health care departments, too. For example respiratory therapists can document aerosol treatments administered to their patients, adjustments in ventilator settings and the patient’s response to these interventions. The pharmacy department uses the information system to access patient’s data such as medical reconciliation, medications profile, including current and home medications , demographics, health history and medical diagnosis. In this way it will be

reducing significantly medication errors. The physicians consider Epic System to be very useful for them, because allows them to easily find their patients file in the system, allowing access to the patient’s prior doctor’s visits and health information, laboratory results, radiology test results as well as interdisciplinary consult results and recommendations. The physician’s orders for medications and treatments can be easily entered into the system through the computerized physician order entry feature of the system (CPOE). This has high significance in reducing medication errors and in delivering care in a timely manner. The CCF website presents a clear explanation about the Informatics system’s role in obtaining and maintaining the high standard achieved by the clinic:

Nursing Informatics, in collaboration with the Information Technology Division, is Implementing an electronic medical records system from Epic Systems of Madison, WI.Â Electronic documentation of the patient’s medical record is transforming clinical practice for nursing, allied health and medical practitioners at the Cleveland Clinic. After using Epic Care successfully in ambulatory outpatient services for two years, the Clinic is currently undergoing a phased implementation of the Epic system in the inpatient setting-enabling health care providers to examine any patient record across the entire continuum of care in all Cleveland Clinic facilities (Nursing Informatics: More information about the Nursing Informatics specialty section, para. 4).

Another important aspect of the Informatics system in the nursing care provided at CCF is that it contributed significantly to the improvement of communication between medical professionals by improving the accuracy and the speed of communication. It comes very convenient for the physicians to access the computer system from any location, either inpatient or outpatient locations, or either “from the comfort of his or her home or office or even while on the golf course or at the mall” (Hebda, Czar& Mascara, 2005, p.126), to enter orders for the patient. By doing so, the system alerts all departments to carry out physician orders. For example when ordering a chest X-ray for the patient, the radiology department will automatically place a transportation order for the patient, to be transported from the nursing floor to the radiology department. Through the nursing communication tool, the physician can communicate to the nursing staff about withholding diet or medications as preparation for specific tests or even surgery. The same way, the physician, can interpret radiological results in a timely manner, by checking the radiography evaluation report placed in the computer system, without the need to walk to the radiology department to read the film. In this way it could be saved precious time that could save another patient’s life.

A different feature of the Informatics System used at the CCF is that provides a large variety of choices for patient and nursing education, offering multiple educational resources at different levels. For patient education purposes, the CCF intranet has a link called “patient education” that consists of information edited in a simple language, easily comprehensible for non-healthcare personal. This site provides information about specific medications, including their side effects, indications and contraindications; also gives information about diseases or home going discharge instructions, regarding activity, diet, signs and symptoms of complications and many other subjects. The CCF television channel has information about diabetes, advice for smoking cessation, anti-coagulation administration, or techniques to reduce and manage stress, etc. This

way patients can be easily educated towards a better understanding of the healing process and can actively participate to their care. At the same time, the CCF Intranet provides valuable information for physicians and nurses that improve their knowledge related to medical diagnoses, policies and procedures as well as giving them the chance of updating themselves with the newest technologies used. The CCF’s Alumni Library has commonly used medical sites like Up to Date, Medline that are handy to use when more information are needed about a healthcare related issue. The COMET helps nurses and nursing aids to maintain an updated level of nursing education, reinforcing policies and standards required by the clinic.

According to its definition, the Nursing Informatics has a primary role in delivering high quality nursing care, Nursing Informatics is a specialty that integrates nursing science, computer science, and information science to manage and communicate data, information, and knowledge in nursing practice. Nursing informatics facilitates the integration of data, information and knowledge to support patients, nurses and other providers in their decision-making in all roles and settings. This support had been accomplished through the use of information structures, information processes, and information technology (“ANA Scope and Standards of Nursing Informatics Practice”, 2001, pg vii).

The convenience of the Informatics system of the Cleveland Clinic Foundation is represented, by easy access to patient data, and resources for patient and nursing education. The valuable communication tool between health care providers, contributed tremendously in attaining high standards in patient care and their satisfaction. All these features are essential factors that helped the Cleveland Clinic to achieve the great award of “Magnet Hospital”.

.Perform a search on the Internet and locate four health care information system vendors that offer electronic health record (EHR) products. 2. Compare the functions of each EHR product.

Introduction

Personal motivations toward the research

Statement of the problem

Overall Research Aim

Definition of terms

Background to the study problem

Scope of the problem

Size of the problem

Cost of the problem

Significant of the study

Context of the study

Research Justifications and Rationales

Structure of the thesis

Summary

Describe how current issues in health sciences relate to health science professions.

How can we educate clients about the biological aspects of their addiction in regards to treating the addiction with drugs such as Methadone?

According to the CDC in the United States the proportion of the population aged >65 years is projected to increase from 12.4% in 2000 to 19.6% in 2030 (CDC 2003 para. 2). Caring for this aging population is going to be one of the greatest challenges facing the health care industry.

Pregnancy and Massage

Cautions and Contraindications

Prenatal Massage Controversy

References

Trait

Decisiveness – Barlet

Motivation – Saran

Self-confidence – Jenny

Initiative – Sandy

Dominance – Athmika

Behavioral

Communication – Barlet

Improving tolerance – Saran

Trusting others ideas – Jenny

Giving instructions – Sandy

Time Management – Athmika

Situational Leadership

Delegating situations – Barlet

Supporing situations – Sara

Unstructured situations – Jenny

Stressful Situation – Sandy

Directing unfamiliar situations – Athmika

Conclusion

The Role of Nursing Informatics at Cleveland Clinic Foundation

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.Perform a search on the Internet and locate four health care information system vendors that offer electronic health record (EHR) products.
2. Compare the functions of each EHR product.