Module Assignment Clinical Decision Support SystemsLearning Outcome.docx

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This document provides instructions for a module assignment on clinical decision support systems. It asks students to search the internet for resources on a nursing diagnosis, summarize three sites based on their content, reliability, and links. It also asks students to locate three cancer screening tools that could be included in an electronic health record and explain how clinical decision support systems could improve cancer outcomes for patients and the benefits of including reminders for providers and patients. The assignment will be graded based on a rubric.

Formation

Module Assignment: Clinical Decision Support
SystemsLearning Outcomes:
Identify trends in nursing that impact the use of Informatics.
Explore the use of informatics in nursing research and how
clinical decision support systems impact nursing care.
Analyze leadership and collaborative practice strategies that
foster mutual respect and shared decision making.
Questions:
Part 1) Think if a nursing diagnosis that interests you. Then,
conduct an internet search using your chosen nursing diagnosis
as the search topic. Locate at least three internet resources that
pertain to your topic, then review the sites and write a three or
four sentence summary of each that includes the following:
Appropriateness of content
Reliability of content (sources cited within site, anecdotal vs.
evidence-based practice)
Links included within the website.
Part 2) Locate three internet-based Cancer screening tools that
could be included in an HER, such as EPIC or Connect Care
In your own words, how will clinical decision support systems

improve outcomes for a patient diagnosed with cancer?
What would be the benefits of including reminders for cancer
screening for healthcare providers and to patients (such as the
sepsis screening tool that pops up in EPIC or Connect Care)
Rubric
See attached below for instructions detail and Assignment
Grading Rubric

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I sent two attachements. One is the article that I want you to use. Make sure you get it. HITECH Legislation In order for organizations to receive the incentives offered through the HITECH legislation, they must be able to demonstrate that they are using the technology in meaningful ways. The following criteria for meaningful use must be evident to qualify for EHR incentives (U.S. Department of Health & Human Services, 2012). The technology must: Improve quality, safety, and efficiency, and reduce health disparities Engage patients and families Improve care coordination Improve population and public health Ensure adequate privacy and security protections for personal health information For this Discussion you consider the impact of the meaningful use criteria of the HITECH legislation on the adoption of health information technology. To prepare: Review the Learning Resources on the HITECH legislation and its primary goals. Reflect on the positive and negative impact this legislation has had on your organization or one with which you are familiar. Consider the incentives to encourage the use of EHRs. Focus on the definition of meaningful use and how it is measured. Reflect on how the incentives and meaningful use impact the quality of patient care. Find an article in the Walden Library dealing with one of the criteria to qualify for meaningful use and how it has been successfully met. Post on or before Day 3 a description of how HITECH legislation has positively or negatively impacted your organization. Address how its related incentives influence the adoption of health information technology in health care and impact the quality of patient care. Provide a summary of the article you identified and explain how it demonstrates the ability of health information technology to meet the requirements of meaningful use. Read a selection of your colleagues’ responses. Respond by Day 6 to at least two of your colleagues on two different days using one or more of the following approaches: Ask a probing question, substantiated with additional background information, evidence or research. Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives. Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library. Validate an idea with your own experience and additional research. Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings. Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence. .

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Monitoring Global Supply Chains† Jodi L. Short* Professor of Law University of California Hastings College of the Law San Francisco, California, U.S.A [email protected] Michael W. Toffel Professor of Business Administration Harvard Business School Boston, Massachusetts, U.S.A [email protected] Andrea R. Hugill Doctoral Candidate Harvard Business School Boston, Massachusetts, U.S.A [email protected] Version: July 6, 2015 Forthcoming in Strategic Management Journal Research Summary Firms seeking to avoid reputational spillovers that can arise from dangerous, illegal, and unethical behavior at supply chain factories are increasingly relying on private social auditors to provide strategic information about suppliers’ conduct. But little is known about what influences auditors’ ability to identify and report problems. Our analysis of nearly 17,000 supplier audits reveals that auditors report fewer violations when individual auditors have audited the factory before, when audit teams are less experienced or less trained, when audit teams are all-male, and when audits are paid for by the audited supplier. This first comprehensive and systematic analysis of supply chain monitoring identifies previously overlooked transaction costs and suggests strategies to develop governance structures to mitigate reputational risks by reducing information asymmetries in supply chains. Managerial Summary Firms reliant on supply chains to manufacture their goods risk reputational harm if the working conditions in those factories are revealed to be dangerous, illegal, or otherwise problematic. While firms are increasingly relying on private-sector ‘social auditors’ to assess factory conditions, little has been known about the accuracy of those assessments. We analyzed nearly 17,000 code-of-conduct audits conducted at nearly 6,000 suppliers around the world. We found that audits yield fewer violations when the audit team has been at that particular supplier before, when audit teams are less experienced or less trained, when audit teams are all-male, and when the audits were paid for by the supplier instead of by the buyer. We describe implications for firms relying on social auditors and for auditing firms. Keywords monitoring, transaction cost economics, auditing, supply chains, corporate social responsibility † We gratefully acknowledge the research assistance of Melissa Ouellet as well as that of Chris Allen, John Galvin, Erika McCaffrey, and Christine Rivera. Xiang Ao, Max Bazerman, Shane Greenstein, Jeffrey Macher, Andrew Marder, Justin McCrary, Morris Ratner, Bill Simpson, and Veronica Villena provided helpful comments. Harvard Business School’s Division of Research and Faculty Development provided financial support. * Correspondence to Jodi L. Short, UC Hastings College of the Law, 200 McAllister Street, San Francisco, CA, 94102, .

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Morphological Unknown #232 Summer 2020 Gram Stain Acid Fast Stain Endospore Stain Cop right 8 2018 D.M. Rollins & R.L. Harris (SP) 11 - 4 UNKNOWN SAMPLE IDENTIFICATION FORM UNKNOWN #1: U ing Cell la Mo pholog o Recogni e Mic oo gani m Print Name Lab Section Signat re U k S eci e N be : (-5 if left blank or rong #. This is o r patient ID. Neglecting to label or mislabeling res lts in patient deaths.) Re e be U e P e Mic bi l gical Te i l g P i Val e A e 3 pts. Gram Stain Reaction 3 pts. Bacterial Cell Shape 3 pts. Bacterial Cell Arrangement 2 pts. Is this an acid-fast organism? (Circle one) YES NO 1 pt. Did o perform and acid fast stain? YES NO 1 pt I f YES, describe the res lts 2 pts. Can this bacteri m prod ce endospores? (Circle one) YES NO 1 pt. Did o r perform and endospore stain? YES NO 1 pt. If YES describe the res lts 8 pts. Identification (Incl de gen s & species) TOTAL POINTS EARNED: _____________ .

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