Tag: Clinical-Nursing

Introduction to Health Information Systems Course Competencies

To successfully complete this course, you will be expected to:

Apply emerging models or best practices to implement a health information system that improves operations and patient outcomes.

Analyze administrative, clinical, management, and decision-support information technology tools.

Conduct a comprehensive financial assessment into the implementation of an electronic health record system.

Apply evidence to obtain buy-in from all stakeholders for implementation of an integrated electronic health record system.

Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in health care administration.

Health Care Quality, Risk, and Regulatory Compliance Course Competencies

To successfully complete this course, you will be expected to:

Analyze research and informal information to develop a financial strategy for a health care organization.

Manage budgets and assets in alignment with organizational directional strategy.

Assess information technology status relative to organizational needs.

Apply innovative thinking to develop solutions for existing and emerging IT issues within a health care organization.

Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in health

care administration.

Strategic Health Care Planning Course Competencies

In this course, you will examine strategic orientations, planning, and decision making in health care

organizations and environments. You will:

Consider the political, legal, regulatory, organizational, demographic, and multicultural implications of

strategic planning decisions and the ways they impact communities and populations.

Define best practices for health care organization staff development.

Prioritize organizational and regulatory needs with feasible cost-effective solutions.

Nursing Capstone Project Course Competencies

This BSN capstone is the culminating course of your BSN program. In your previous courses, you have demonstrated and expanded your knowledge of healthcare systems and policies, patient education, health promotion, and technology integration. You have examined culturally competent, evidenced-based professional nursing practices and the ways they can be applied to foster health care promotion and disease management and prevention in individuals and diverse populations. In this final course, you will integrate your knowledge into a practical demonstration of your competence in the ten learning outcomes of the BSN program.

Global Perspectives of Community and Public Service Course Competencies

This course will give you the opportunity to demonstrate and increase your knowledge and understanding of individual- and community-health assessment strategies. In this course, you will…

Analyze effective health assessment methods, communication strategies, and interdisciplinary collaboration techniques used in a variety of health care settings.

Conduct comprehensive, evidence-based health assessments that encompass environmental, genetic, cultural, ethnic, and socioeconomic factors.

Consider the skills needed by the members of collaborative interdisciplinary teams in order to promote evidence-based quality care for individuals, groups, communities, and diverse populations.

Examine ways of adapting your communication style to meet the specific needs of your audience.

Orientation to Baccalaureate Nursing

This course is the beginning of your BSN learning program. To successfully complete this course, you will be expected to:

Articulate how the nurse functions as an evolving scholar.

Analyze the role and expectations of the professional nurse leader within the global health care delivery system.

Explain ways to promote safe, quality, evidence-based care to populations and communities in health care environments.

Discuss the use of information management principles, techniques, and systems to manage knowledge, mitigate error, and support decision making.

Communicate in a manner that is consistent with expectations of nursing professionals.

Decision-Making Model to Solve Ethical Dilemma

Uustal (1993) proposed a decision-making model that provides concrete steps in which to arrive at a morally acceptable solution when faced with an ethical dilemma. What type of an ethical dilemma have you encountered in the clinical setting? How can the decision-making model identified by Uustal be applied to this situation? Be specific when describing each of the nine steps.

How do a nurse’s fundamental duties, as described by the Hippocratic Oath and Nightingale Pledge, influence a nurse’s practice and decision making?

Assessment, Communication, and Collaboration Course Competencies

This course will give you the opportunity to demonstrate and increase your knowledge and understanding of individual- and community-health assessment strategies.

In this course, you will…

Analyze effective health assessment methods, communication strategies, and interdisciplinary collaboration techniques used in a variety of health care settings.

Conduct comprehensive, evidence-based health assessments that encompass environmental, genetic, cultural, ethnic, and socioeconomic factors.

Consider the skills needed by the members of collaborative interdisciplinary teams in order to promote evidence-based quality care for individuals, groups, communities, and diverse populations.

Examine ways of adapting your communication style to meet the specific needs of your audience.

Accurate Identification of Anemia Classification and Rationale Rubric

Top of Form

1

Unsatisfactory 0-71%

0.00%

2

Less Than Satisfactory 72-75%

75.00%

3

Satisfactory 76-79%

79.00%

4

Good 80-89%

89.00%

5

Excellent 90-100%

100.00%

80.0 %Content

 

40.0 %Accurate identification of anemia classification and rationale.

Identification of anemia classification and rationale is not offered.

Identification of anemia classification and rationale is offered, but incomplete, lacking relevant information, such as rationale.

Identification of anemia classification and rationale meets the basic requirements of the assignment.

Identification of anemia classification and rationale is offered in detail.

Identification of anemia classification and rationale is offered in detail, while demonstrating evidence of deeper insight and/or reflection.

40.0 %Explanation of patient diagnosis with rationale from case findings. Outside sources and/or medical and nursing references used to support conclusions.

Explanation of patient diagnosis is not offered.

Explanation of patient diagnosis is offered, but incomplete, lacking relevant information, or does not provide outside sources and/or medical and nursing references to support conclusions.

Explanation of patient diagnosis uses outside sources and/or medical and nursing references to support conclusions, and meets the basic requirements of the assignment.

Explanation of patient diagnosis uses outside sources and/or medical and nursing references to support conclusions and is offered in detail.

Explanation of patient diagnosis uses outside sources and/or medical and nursing references to support conclusions and is offered in detail, while demonstrating evidence of deeper insight and/or reflection.

15.0 %Organization and Effectiveness

 

5.0 %Thesis Development and Purpose

Paper lacks any discernible overall purpose or organizing claim.

Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.

Thesis and/or main claim are apparent and appropriate to purpose.

Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of arguments and appropriate to purpose.

Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.

5.0 %Paragraph Development and Transitions

Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed.

Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident.

Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.

A logical progression of ideas between paragraphs apparent. Paragraphs exhibit unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose.

There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.

5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice, sentence structure, and/or word choice are present.

Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.

Writer is clearly in command of standard, written, academic English.

5.0 %Format

 

2.0 %Paper Format(1- inch margins;12-point-font;double-spaced;Times New Roman, Arial, or Courier)

Template is not used appropriately or documentation format is rarely followed correctly.

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

Template is used, and formatting is correct, although some minor errors may be present.

Template is fully used; There are virtually no errors in formatting style.

All format elements are correct.

3.0 %Research Citations(In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment)

No reference page is included. No citations are used.

Reference page is present. Citations are inconsistently used.

Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present.

Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and GCU style is usually correct.

In-text citations and a reference page are complete. The documentation of cited sources is free of error.

100 %Total Weightage

Nursing Research and Informatics Course Competencies

Identify the way health informatics and new technologies have impacted and improved patient outcomes.

Evaluate the safeguards and ethical standards needed to promote and support data security, patient confidentiality and regulatory requirements.

Explore the effective use of patient care technologies, communication systems, and information systems across the health-illness continuum.

Examine ethics in nursing research and scholarship and the relationships between theory, research, and behavior in the application of evidence-based nursing practice.