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  • [Solved] WK 6 DIs Resp

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    Executive Solution Overview

    – ## WK6DIS..docx **## WK6DIS..docx** Digital Health: Mobile Devices, Wearables, Telehealth, Telemedicine ![A person wearing a smart watch AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-6-dis-resp) _Preparing for her run, Susan tightened her fitness watch on her wris…

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    – ## WK6DIS..docx

    **## WK6DIS..docx**

    Digital Health: Mobile Devices, Wearables, Telehealth, Telemedicine

    ![A person wearing a smart watch AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-6-dis-resp)

    _Preparing for her run, Susan tightened her fitness watch on her wrist. After experiencing and having received treatment for a heart arrhythmia, Susan was encouraged to wear the watch that not only would alert her if she experienced an irregular heartbeat, but the device would also report the findings to her medical team. Susan felt comfortable going on her run, knowing her device would monitor her heart._

    Digital health has changed how patients monitor their health. These advancements have allowed patients to take an active role with increased control and agency over their healthcare and well-being. Digital health has also allowed patients to communicate with healthcare providers in different ways that help to facilitate ongoing, continuous, and real-time conversations that lead to data-informed treatment approaches and healthcare plans. Thus, these advancements have shifted and changed how healthcare is offered and practiced both for the patient and healthcare provider.

    For this Discussion, you will explore the use of digital health in healthcare organizations and nursing practice. Reflect on the use, implementation, and the barriers for digital health and consider how these devices have changed, or will continue to change, healthcare organizations and nursing practice.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/175732/modules/items/6883395)

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/175732/pages/week-6-learning-resources?module_item_id=6883395)

    · Devi, D. H., Duraisamy, K., Armghan, A., Alsharari, M., Aliqab, K., Sorathiya, V., Das, S., & Rashid, N. (2023).
    [5G technology in healthcare and wearable devices: A reviewLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=162386474&site=eds-live&scope=site&custid=s6527200).
    _Sensors (14248220)_ ,
    _23_ (5), 2519. https://doi.org/10.3390/s23052519

    · Raza, M. M., Venkatesh, K. P., & Kvedar, J. C. (2023).
    [Promoting racial equity in Digital Health: Applying a cross-disciplinary equity frameworkLinks to an external site.](https://www.nature.com/articles/s41746-023-00747-5).
    _Npj Digital Medicine, 6_(1). https://doi.org/10.1038/s41746-023-00747-5

    · Yang, X., Wang, X., Li, X., Gu, D., Liang, C., Li, K., Zhang, G., & Zhong, J. (2020).
    [Exploring emerging IoT technologies in smart health research: A knowledge graph analysisLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=146340902&site=ehost-live&scope=site&authtype=shib&custid=s6527200).
    _BMC Medical Informatics and Decision Making, 20_ , 260. https://doi.org/10.1186/s12911-020-01278-9

    · Wu, M., & Luo, J. (2019).
    [_Wearable technology applications in healthcare: A literature review_ Links to an external site.](https://www.himss.org/resources/wearable-technology-applications-healthcare-literature-review). HIMSS.
    [https://www.himss.org/resources/wearable-technology-applications-healthcare-literature-reviewLinks to an external site.](https://www.himss.org/resources/wearable-technology-applications-healthcare-literature-review)

    ·
    **Document:** [Sample Presentation Template (PowerPoint)](https://waldenu.instructure.com/courses/175732/files/13727356?wrap=1) [Download Sample Presentation Template (PowerPoint)](https://waldenu.instructure.com/courses/175732/files/13727356/download?download_frd=1)

    [Optional Resources](https://waldenu.instructure.com/courses/175732/pages/week-6-learning-resources?module_item_id=6883395)

    · ZEBRA Technologies. (n.d.).
    [_The future of healthcare: 2022 Hospital vision study:  Mobile technology elevates patient care, empowers clinicians and enhances workflows_ Links to an external site.](https://www.zebra.com/content/dam/zebra_new_ia/en-us/solutions-verticals/vertical-solutions/healthcare/white-paper/2022-hospital-vision-study-en-global.pdf). https://www.zebra.com/content/dam/zebra_new_ia/en-us/solutions-verticals/vertical-solutions/healthcare/white-paper/2022-hospital-vision-study-en-global.pdf

    [Previous](https://waldenu.instructure.com/courses/175732/modules/items/6883388)

    [Next](https://waldenu.instructure.com/courses/175732/modules/items/6883402)

    To Prepare

    · Review the Learning Resources associated with digital health.

    · Consider the use, implementation, and barriers of digital health for healthcare organizations and nursing practice.

    By Day 3 of Week 6

    **Post** a cohesive response to the following:

    · Choose one digital innovation (examples: telehealth, wearables, digital devices).

    · What challenges and opportunities have arisen in your healthcare organization or nursing practice while adopting a digital innovation? Please share your experiences and any key insights from these implementations.

    By Day 6 of Week 6

    **Read** a selection of your colleagues’ responses and
    **respond** to
    **at least two** of your colleagues on
    **two different days**. Expand upon your colleague’s posting or offer an alternative perspective on the use of digital health.

    RESPOND TO THIS DISCUSSION POST

    by Ann Fu

    **Digital Innovation and Health**

    The directions to choose one telehealth, wearable, or digital devices is a limitation and asking too much of me because the topic is so interesting. It would be interesting to discuss all these categories, but I will follow the instructions for a full discussion after writing an introductory paragraph. Telehealth has been useful in my personal life. It is time saving and allows me to ask the questions I need to without being incumbered by the drive and the preparation time.

    I intend to use telehealth to supplement my practice after obtaining an APRN license. At issue for APRNs is that they have yet to have compact in place (Garber & Chike-Harris, 2019). The patient and practitioner must live in the same state. It will be useful for supplementing counseling appoints but it will not take the place of in-person appointments. My practice is based on relationship and the older population is yet to be comfortable with telehealth (Sipes, 2025). One of the state universities offers a telehealth certificate so I will take that class so I will be well acquainted with the state regulations and HIPAA regulations.

    **Wearables**

    Wearable health monitoring rings, watches, and Muse for bio feedback and meditation, which records brain waves, sleep cycles, and hours of sleep are useful for health monitoring. The device that I use tracks my intake, keeps track of my movement and allows me to track general health outcomes with continuous recordings.

    Additionally, I can track lab work, emergency contacts and other emergency data that emergency services would need to access. The quality of devices may have electronics that lack qualities and are less than accurate. This makes it important to review wearables carefully for their accuracy and coordinate your efforts with your physician when possible. I buy from professional companies and have also had accuracy problems with those instruments. Some brands are more accurate than others and those which are more accurate are also more expensive. These devices are gaining in accuracy. Pulse oximetry has accuracy issues that the industry has not been able to iron out for 20 plus years of which I am aware. Dark skinned people cannot depend on oximetry values because of the technology with which they are armed
    Devi (2023)
    **.**

    Devices include heart monitors, continuous saturation monitors used to help diagnose cardiac status and sleep apnea. These are not new to the market. Holter monitors and polysomnography or continuous pulse oximetry have been a part of diagnostics for 15 to 20 years. Both are accurate for the most part. In the context of testing for sleep apnea the accuracy is much better because it supports client comfort therefore more representative of reality. Other devices include continuous blood sugar monitoring that send data to smart phones and are capable of relaying data to a collection point, according to Wu and Luo (2019).

    **Wearable Safety Device**

    Safety devices are available in various forms, including wristbands, key chains, necklaces, and hair ornaments. In this case the wearer will need to buy a subscription from a security company. The wearer can also program the device for connection to several friends. This is particularly interesting and helps those that travel alone or are inclined to be engaged in solitary workout routines at odd times of the day. The device is called Invisawear. and it can be found at Invisawear.com

    **Wearables and Research**

    Wearables are useful for researchers. One of my colleagues runs a massage and reiki practice where she works and is often engaged in integrative nursing research. Recently one of her clients had a particularly grueling day and made a drop-in appointment. A day later he thought to send her his Oura ring print-out as a before and after treatment record. Holistic nurses look for ways to do research that examines psychoneuroimmunology factors. It is also important to be aware of how therapeutic interventions affect the practitioner. If she buys an wears Oura ring for herself, we can set up quantitative research studies. Prior to this, researchers have not been able to effectively monitor patients and the practitioners synchronously.  (Personal communication, Fink, KAE, February 15, 2025).

    **Security**

    Security of data is a major concern when using any form of technology because data is sent across the internet so HIPAA may be an issue based on how data is encryption. Reading the privacy notes is a key to being safe.

    **References**

    Devi, D., Duraisamy, K., Armghan, A., Alsharari, M., Aliqab, K., Sorathiya, V., Das, S., & Rashid, N. (2023). 5g technology in healthcare and wearable devices: A review.
    _Sensors_,
    _23_(5), 2519.
    [https://doi.org/10.3390/s23052519Links to an external site.](https://doi.org/10.3390/s23052519)

    Garber, K. M., & Chike-Harris, K. E. (2019). Nurse practitioners and virtual care: A 50-state review of aprn telehealth law and policy.
    _Telehealth and Medicine Today_,
    _4_, 2–8.
    [https://doi.org/10.30953/tmt.v4.136Links to an external site.](https://doi.org/10.30953/tmt.v4.136)

    Sipes, C. (2023).
    _Project management for the advanced practice nurse_ (3rd ed.). Springer Publishing LLC.
    [https://doi.org/10.1891/9780826140982Links to an external site.](https://doi.org/10.1891/9780826140982)

    Wu, M., & Luo, J. (2019).
    _Wearable technology applications in healthcare: A literature review_. HIMSS.
    [https://www.himss.org/resources/wearable-technology-applications-healthcare-literature-reviewLinks to an external site.](https://www.himss.org/resources/wearable-technology-applications-healthcare-literature-review)

    · Expand discussion thread from Olive Ann Fuller

    **1 Reply, 1 Unread**

    **1 Reply, 1 Unread**

    · Reply to post from Olive Ann Fuller
    **Reply**

    · Mark as Unread
    **Mark as Unread**

    ## image1.jpeg

    **## WK6DIS..docx**

    Digital Health: Mobile Devices, Wearables, Telehealth, Telemedicine

    ![A person wearing a smart watch AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-6-dis-resp)

    _Preparing for her run, Susan tightened her fitness watch on her wrist. After experiencing and having received treatment for a heart arrhythmia, Susan was encouraged to wear the watch that not only would alert her if she experienced an irregular heartbeat, but the device would also report the findings to her medical team. Susan felt comfortable going on her run, knowing her device would monitor her heart._

    Digital health has changed how patients monitor their health. These advancements have allowed patients to take an active role with increased control and agency over their healthcare and well-being. Digital health has also allowed patients to communicate with healthcare providers in different ways that help to facilitate ongoing, continuous, and real-time conversations that lead to data-informed treatment approaches and healthcare plans. Thus, these advancements have shifted and changed how healthcare is offered and practiced both for the patient and healthcare provider.

    For this Discussion, you will explore the use of digital health in healthcare organizations and nursing practice. Reflect on the use, implementation, and the barriers for digital health and consider how these devices have changed, or will continue to change, healthcare organizations and nursing practice.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/175732/modules/items/6883395)

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/175732/pages/week-6-learning-resources?module_item_id=6883395)

    · Devi, D. H., Duraisamy, K., Armghan, A., Alsharari, M., Aliqab, K., Sorathiya, V., Das, S., & Rashid, N. (2023).
    [5G technology in healthcare and wearable devices: A reviewLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=162386474&site=eds-live&scope=site&custid=s6527200).
    _Sensors (14248220)_ ,
    _23_ (5), 2519. https://doi.org/10.3390/s23052519

    · Raza, M. M., Venkatesh, K. P., & Kvedar, J. C. (2023).
    [Promoting racial equity in Digital Health: Applying a cross-disciplinary equity frameworkLinks to an external site.](https://www.nature.com/articles/s41746-023-00747-5).
    _Npj Digital Medicine, 6_(1). https://doi.org/10.1038/s41746-023-00747-5

    · Yang, X., Wang, X., Li, X., Gu, D., Liang, C., Li, K., Zhang, G., & Zhong, J. (2020).
    [Exploring emerging IoT technologies in smart health research: A knowledge graph analysisLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=146340902&site=ehost-live&scope=site&authtype=shib&custid=s6527200).
    _BMC Medical Informatics and Decision Making, 20_ , 260. https://doi.org/10.1186/s12911-020-01278-9

    · Wu, M., & Luo, J. (2019).
    [_Wearable technology applications in healthcare: A literature review_ Links to an external site.](https://www.himss.org/resources/wearable-technology-applications-healthcare-literature-review). HIMSS.
    [https://www.himss.org/resources/wearable-technology-applications-healthcare-literature-reviewLinks to an external site.](https://www.himss.org/resources/wearable-technology-applications-healthcare-literature-review)

    ·
    **Document:** [Sample Presentation Template (PowerPoint)](https://waldenu.instructure.com/courses/175732/files/13727356?wrap=1) [Download Sample Presentation Template (PowerPoint)](https://waldenu.instructure.com/courses/175732/files/13727356/download?download_frd=1)

    [Optional Resources](https://waldenu.instructure.com/courses/175732/pages/week-6-learning-resources?module_item_id=6883395)

    · ZEBRA Technologies. (n.d.).
    [_The future of healthcare: 2022 Hospital vision study:  Mobile technology elevates patient care, empowers clinicians and enhances workflows_ Links to an external site.](https://www.zebra.com/content/dam/zebra_new_ia/en-us/solutions-verticals/vertical-solutions/healthcare/white-paper/2022-hospital-vision-study-en-global.pdf). https://www.zebra.com/content/dam/zebra_new_ia/en-us/solutions-verticals/vertical-solutions/healthcare/white-paper/2022-hospital-vision-study-en-global.pdf

    [Previous](https://waldenu.instructure.com/courses/175732/modules/items/6883388)

    [Next](https://waldenu.instructure.com/courses/175732/modules/items/6883402)

    To Prepare

    · Review the Learning Resources associated with digital health.

    · Consider the use, implementation, and barriers of digital health for healthcare organizations and nursing practice.

    By Day 3 of Week 6

    **Post** a cohesive response to the following:

    · Choose one digital innovation (examples: telehealth, wearables, digital devices).

    · What challenges and opportunities have arisen in your healthcare organization or nursing practice while adopting a digital innovation? Please share your experiences and any key insights from these implementations.

    By Day 6 of Week 6

    **Read** a selection of your colleagues’ responses and
    **respond** to
    **at least two** of your colleagues on
    **two different days**. Expand upon your colleague’s posting or offer an alternative perspective on the use of digital health.

    RESPOND TO THIS DISCUSSION POST

    by Ann Fu

    **Digital Innovation and Health**

    The directions to choose one telehealth, wearable, or digital devices is a limitation and asking too much of me because the topic is so interesting. It would be interesting to discuss all these categories, but I will follow the instructions for a full discussion after writing an introductory paragraph. Telehealth has been useful in my personal life. It is time saving and allows me to ask the questions I need to without being incumbered by the drive and the preparation time.

    I intend to use telehealth to supplement my practice after obtaining an APRN license. At issue for APRNs is that they have yet to have compact in place (Garber & Chike-Harris, 2019). The patient and practitioner must live in the same state. It will be useful for supplementing counseling appoints but it will not take the place of in-person appointments. My practice is based on relationship and the older population is yet to be comfortable with telehealth (Sipes, 2025). One of the state universities offers a telehealth certificate so I will take that class so I will be well acquainted with the state regulations and HIPAA regulations.

    **Wearables**

    Wearable health monitoring rings, watches, and Muse for bio feedback and meditation, which records brain waves, sleep cycles, and hours of sleep are useful for health monitoring. The device that I use tracks my intake, keeps track of my movement and allows me to track general health outcomes with continuous recordings.

    Additionally, I can track lab work, emergency contacts and other emergency data that emergency services would need to access. The quality of devices may have electronics that lack qualities and are less than accurate. This makes it important to review wearables carefully for their accuracy and coordinate your efforts with your physician when possible. I buy from professional companies and have also had accuracy problems with those instruments. Some brands are more accurate than others and those which are more accurate are also more expensive. These devices are gaining in accuracy. Pulse oximetry has accuracy issues that the industry has not been able to iron out for 20 plus years of which I am aware. Dark skinned people cannot depend on oximetry values because of the technology with which they are armed
    Devi (2023)
    **.**

    Devices include heart monitors, continuous saturation monitors used to help diagnose cardiac status and sleep apnea. These are not new to the market. Holter monitors and polysomnography or continuous pulse oximetry have been a part of diagnostics for 15 to 20 years. Both are accurate for the most part. In the context of testing for sleep apnea the accuracy is much better because it supports client comfort therefore more representative of reality. Other devices include continuous blood sugar monitoring that send data to smart phones and are capable of relaying data to a collection point, according to Wu and Luo (2019).

    **Wearable Safety Device**

    Safety devices are available in various forms, including wristbands, key chains, necklaces, and hair ornaments. In this case the wearer will need to buy a subscription from a security company. The wearer can also program the device for connection to several friends. This is particularly interesting and helps those that travel alone or are inclined to be engaged in solitary workout routines at odd times of the day. The device is called Invisawear. and it can be found at Invisawear.com

    **Wearables and Research**

    Wearables are useful for researchers. One of my colleagues runs a massage and reiki practice where she works and is often engaged in integrative nursing research. Recently one of her clients had a particularly grueling day and made a drop-in appointment. A day later he thought to send her his Oura ring print-out as a before and after treatment record. Holistic nurses look for ways to do research that examines psychoneuroimmunology factors. It is also important to be aware of how therapeutic interventions affect the practitioner. If she buys an wears Oura ring for herself, we can set up quantitative research studies. Prior to this, researchers have not been able to effectively monitor patients and the practitioners synchronously.  (Personal communication, Fink, KAE, February 15, 2025).

    **Security**

    Security of data is a major concern when using any form of technology because data is sent across the internet so HIPAA may be an issue based on how data is encryption. Reading the privacy notes is a key to being safe.

    **References**

    Devi, D., Duraisamy, K., Armghan, A., Alsharari, M., Aliqab, K., Sorathiya, V., Das, S., & Rashid, N. (2023). 5g technology in healthcare and wearable devices: A review.
    _Sensors_,
    _23_(5), 2519.
    [https://doi.org/10.3390/s23052519Links to an external site.](https://doi.org/10.3390/s23052519)

    Garber, K. M., & Chike-Harris, K. E. (2019). Nurse practitioners and virtual care: A 50-state review of aprn telehealth law and policy.
    _Telehealth and Medicine Today_,
    _4_, 2–8.
    [https://doi.org/10.30953/tmt.v4.136Links to an external site.](https://doi.org/10.30953/tmt.v4.136)

    Sipes, C. (2023).
    _Project management for the advanced practice nurse_ (3rd ed.). Springer Publishing LLC.
    [https://doi.org/10.1891/9780826140982Links to an external site.](https://doi.org/10.1891/9780826140982)

    Wu, M., & Luo, J. (2019).
    _Wearable technology applications in healthcare: A literature review_. HIMSS.
    [https://www.himss.org/resources/wearable-technology-applications-healthcare-literature-reviewLinks to an external site.](https://www.himss.org/resources/wearable-technology-applications-healthcare-literature-review)

    · Expand discussion thread from Olive Ann Fuller

    **1 Reply, 1 Unread**

    **1 Reply, 1 Unread**

    · Reply to post from Olive Ann Fuller
    **Reply**

    · Mark as Unread
    **Mark as Unread**

    ## image1.jpeg

  • [Solved] WK 7 BLOG

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## WK7BLOG.docx **## WK7BLOG.docx** Innovative Informatics Tools and Applications to Clinical Practice ![](https://www.sweetstudy.com/questions/wk-7-blog) New technology and tools will undoubtedly shape nursing practice. “Research suggests that between 8% and 16% of nursing time is spent on non-nu…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## WK7BLOG.docx

    **## WK7BLOG.docx**

    Innovative Informatics Tools and Applications to Clinical Practice

    ![](https://www.sweetstudy.com/questions/wk-7-blog)

    New technology and tools will undoubtedly shape nursing practice.  “Research suggests that between 8% and 16% of nursing time is spent on non-nursing activities and tasks that should be delegated to others” (Robert, 2019). As a result, new innovations may minimize the time spent on these non-nursing activities and tasks to further support and strengthen patient care.

    One such technology is the use of robots. While nursing robots are not yet readily available, researchers have earned millions in grants over the last decade researching and developing AI and robotic innovations to improve healthcare and nursing practice. From clinical practice to patient support, the future seems endless with possibilities.

    For this Discussion, you will explore various topics associated with innovative technology and your healthcare organization or nursing practice. You will consider how you might utilize these advancements, as well as consider how these advancements might influence nursing informatics.

    Reference:
    Robert, N. (2019). How artificial intelligence is changing nursing.
    _Nursing Management, 50_(9), 30–39. doi:10.1097/01.NUMA.0000578988.56622.21

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/175732/modules/items/6883448)

    [Required Readings](https://waldenu.instructure.com/courses/175732/pages/week-7-learning-resources?module_item_id=6883448)

    · American Nurses Association. (2015).
    [_Nursing informaticsLinks to an external site._](https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1021761&site=eds-live&scope=site&authtype=shib&custid=s6527200) _: Scope and standards of practice_  (2nd ed.).

    · “Standard 5: Implementation” (pp. 73–74)

    · “Standard 5a: Coordination of Activities” (p. 75)

    · “Standard 6: Evaluation” (p. 78)

    · “Standard 11: Communication” (p. 86)

    · “Standard 12: Leadership” (pp. 87–88)

    · “Standard 15: Resource Utilization” (p. 92)

    · Billingsley, L., Calderon, A., & Agosta, L. (2024).
    [Transforming health care: Exploring artificial intelligence integration, data governance, and ethical considerations in nursingLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS1546084324000373%3F).
    _Journal of Radiology Nursing_,
    _43_(2), 107–111. https://doi.org/10.1016/j.jradnu.2024.04.002

    · Calik, A., Ozkul, D., & Kapucu, S. (2024).
    [Smart glasses use experience of nursing graduate students: Qualitative studyLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=176757433&site=eds-live&scope=site&custid=s6527200).
    _BMC Nursing_,
    _23_(1), 1–10. https://doi.org/10.1186/s12912-024-01852-w

    · Dordunoo, D., Limoges, J., Chiu, P., Puddester, R., Carlsson, L., & Pike, A. (2023).
    [Genomics-informed nursing strategies and health equity: A scoping review protocolLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=174270934&site=eds-live&scope=site&custid=s6527200).
    _PLoS ONE_,
    _18_(12), e0295914. https://doi.org/10.1371/journal.pone.0295914

    · Krupp, A., & Lopez, K. D. (2023).
    [Leveraging implementation science with using decision support technology to drive meaningful change for nurses and nursing leadershipLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS1541461223001787).
    _Nurse Leader_,
    _21_(6), 636–640. https://doi.org/10.1016/j.mnl.2023.08.003

    · Madi, M., Nielsen, S., Schweitzer, M., Meyer, G., Langensiepen, S., Stephan, A., Siebert, M., & Körner, D. (2024).
    [Acceptance of a robotic system for nursing care: A cross-sectional survey with professional nurses, care recipients and relativesLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edselc&AN=edselc.2-52.0-85187885837&site=eds-live&scope=site&custid=s6527200).
    _BMC Nursing_,
    _23_(1). https://doi.org/10.1186/s12912-024-01849-5

    [Required Media](https://waldenu.instructure.com/courses/175732/pages/week-7-learning-resources?module_item_id=6883448)

    · AHRQ Digital Healthcare Research. (2021, July 12).
    [_AHRQ CDS connect: A primerLinks to an external site._](https://youtu.be/xjbYTBaycs8)[Video]. https://youtu.be/xjbYTBaycs8

    · U.S. Food and Drug Administration. (2019, December 20).
    [_What is precision medicine?_ Links to an external site.](https://www.youtube.com/watch?v=ojrW8WeoANQ) [Video]. YouTube. https://www.youtube.com/watch?v=ojrW8WeoANQ

    [Optional Resources](https://waldenu.instructure.com/courses/175732/pages/week-7-learning-resources?module_item_id=6883448)

    · Chen, M., & Decary, M. (2020).
    [Artificial intelligence in healthcare: An essential guide for health leadersLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1177%2F0840470419873123).
    _Healthcare Management Forum, 33_ (1),10–18. doi:10.1177/0840470419873123

    · Lee, M. S., Grabowski, M. M., Habboub, G., & Mroz, T. E. (2020).
    [The Impact of artificial intelligence on quality and safetyLinks to an external site.](https://search.proquest.com/scholarly-journals/impact-artificial-intelligence-on-quality-safety/docview/2333878940/se-2?accountid=14872).
    _Global Spine Journal, 10_ (1 Suppl), 99S–103S. https://doi.org/10.1177/2192568219878133

    · Scudellari, M. (2020).
    [_AI recognizes COVID-19 in the sound of a cough_ Links to an external site.](https://spectrum.ieee.org/the-human-os/artificial-intelligence/medical-ai/ai-recognizes-covid-19-in-the-sound-of-a-cough). IEEE Spectrum. https://spectrum.ieee.org/the-human-os/artificial-intelligence/medical-ai/ai-recognizes-covid-19-in-the-sound-of-a-cough

    To Prepare

    · Review the Learning Resources associated with the topics: AI, Machine Learning, Genomics, Precision Health, and Robotics.

    · Consider the role of these technologies in your healthcare organization or nursing practice.

    · Analyze the differences of these technologies as they may impact healthcare delivery and nursing practice.

    · Reflect on the potential use of each of these topics and your personal experiences with their implementation into practice.

    By Day 3 of Week 7

    **Post** a response to your blog for the following:

    · Choose one of the five topics: AI, Machine Learning, Genomics, Precision Health, or Robotics, how has this technology been applied in your practice or in the lives of your patients

    · How do you think this innovation will impact the future of your practice?

    By Day 6 of Week 7

    **Read** a selection of your colleagues’ blog posts and
    **respond** to
    **at least two** of your colleagues on
    **two different days** by expanding upon their responses or sharing additional or alternative perspectives.

    ## image1.jpeg

    **## WK7BLOG.docx**

    Innovative Informatics Tools and Applications to Clinical Practice

    ![](https://www.sweetstudy.com/questions/wk-7-blog)

    New technology and tools will undoubtedly shape nursing practice.  “Research suggests that between 8% and 16% of nursing time is spent on non-nursing activities and tasks that should be delegated to others” (Robert, 2019). As a result, new innovations may minimize the time spent on these non-nursing activities and tasks to further support and strengthen patient care.

    One such technology is the use of robots. While nursing robots are not yet readily available, researchers have earned millions in grants over the last decade researching and developing AI and robotic innovations to improve healthcare and nursing practice. From clinical practice to patient support, the future seems endless with possibilities.

    For this Discussion, you will explore various topics associated with innovative technology and your healthcare organization or nursing practice. You will consider how you might utilize these advancements, as well as consider how these advancements might influence nursing informatics.

    Reference:
    Robert, N. (2019). How artificial intelligence is changing nursing.
    _Nursing Management, 50_(9), 30–39. doi:10.1097/01.NUMA.0000578988.56622.21

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/175732/modules/items/6883448)

    [Required Readings](https://waldenu.instructure.com/courses/175732/pages/week-7-learning-resources?module_item_id=6883448)

    · American Nurses Association. (2015).
    [_Nursing informaticsLinks to an external site._](https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1021761&site=eds-live&scope=site&authtype=shib&custid=s6527200) _: Scope and standards of practice_  (2nd ed.).

    · “Standard 5: Implementation” (pp. 73–74)

    · “Standard 5a: Coordination of Activities” (p. 75)

    · “Standard 6: Evaluation” (p. 78)

    · “Standard 11: Communication” (p. 86)

    · “Standard 12: Leadership” (pp. 87–88)

    · “Standard 15: Resource Utilization” (p. 92)

    · Billingsley, L., Calderon, A., & Agosta, L. (2024).
    [Transforming health care: Exploring artificial intelligence integration, data governance, and ethical considerations in nursingLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS1546084324000373%3F).
    _Journal of Radiology Nursing_,
    _43_(2), 107–111. https://doi.org/10.1016/j.jradnu.2024.04.002

    · Calik, A., Ozkul, D., & Kapucu, S. (2024).
    [Smart glasses use experience of nursing graduate students: Qualitative studyLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=176757433&site=eds-live&scope=site&custid=s6527200).
    _BMC Nursing_,
    _23_(1), 1–10. https://doi.org/10.1186/s12912-024-01852-w

    · Dordunoo, D., Limoges, J., Chiu, P., Puddester, R., Carlsson, L., & Pike, A. (2023).
    [Genomics-informed nursing strategies and health equity: A scoping review protocolLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=174270934&site=eds-live&scope=site&custid=s6527200).
    _PLoS ONE_,
    _18_(12), e0295914. https://doi.org/10.1371/journal.pone.0295914

    · Krupp, A., & Lopez, K. D. (2023).
    [Leveraging implementation science with using decision support technology to drive meaningful change for nurses and nursing leadershipLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS1541461223001787).
    _Nurse Leader_,
    _21_(6), 636–640. https://doi.org/10.1016/j.mnl.2023.08.003

    · Madi, M., Nielsen, S., Schweitzer, M., Meyer, G., Langensiepen, S., Stephan, A., Siebert, M., & Körner, D. (2024).
    [Acceptance of a robotic system for nursing care: A cross-sectional survey with professional nurses, care recipients and relativesLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edselc&AN=edselc.2-52.0-85187885837&site=eds-live&scope=site&custid=s6527200).
    _BMC Nursing_,
    _23_(1). https://doi.org/10.1186/s12912-024-01849-5

    [Required Media](https://waldenu.instructure.com/courses/175732/pages/week-7-learning-resources?module_item_id=6883448)

    · AHRQ Digital Healthcare Research. (2021, July 12).
    [_AHRQ CDS connect: A primerLinks to an external site._](https://youtu.be/xjbYTBaycs8)[Video]. https://youtu.be/xjbYTBaycs8

    · U.S. Food and Drug Administration. (2019, December 20).
    [_What is precision medicine?_ Links to an external site.](https://www.youtube.com/watch?v=ojrW8WeoANQ) [Video]. YouTube. https://www.youtube.com/watch?v=ojrW8WeoANQ

    [Optional Resources](https://waldenu.instructure.com/courses/175732/pages/week-7-learning-resources?module_item_id=6883448)

    · Chen, M., & Decary, M. (2020).
    [Artificial intelligence in healthcare: An essential guide for health leadersLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1177%2F0840470419873123).
    _Healthcare Management Forum, 33_ (1),10–18. doi:10.1177/0840470419873123

    · Lee, M. S., Grabowski, M. M., Habboub, G., & Mroz, T. E. (2020).
    [The Impact of artificial intelligence on quality and safetyLinks to an external site.](https://search.proquest.com/scholarly-journals/impact-artificial-intelligence-on-quality-safety/docview/2333878940/se-2?accountid=14872).
    _Global Spine Journal, 10_ (1 Suppl), 99S–103S. https://doi.org/10.1177/2192568219878133

    · Scudellari, M. (2020).
    [_AI recognizes COVID-19 in the sound of a cough_ Links to an external site.](https://spectrum.ieee.org/the-human-os/artificial-intelligence/medical-ai/ai-recognizes-covid-19-in-the-sound-of-a-cough). IEEE Spectrum. https://spectrum.ieee.org/the-human-os/artificial-intelligence/medical-ai/ai-recognizes-covid-19-in-the-sound-of-a-cough

    To Prepare

    · Review the Learning Resources associated with the topics: AI, Machine Learning, Genomics, Precision Health, and Robotics.

    · Consider the role of these technologies in your healthcare organization or nursing practice.

    · Analyze the differences of these technologies as they may impact healthcare delivery and nursing practice.

    · Reflect on the potential use of each of these topics and your personal experiences with their implementation into practice.

    By Day 3 of Week 7

    **Post** a response to your blog for the following:

    · Choose one of the five topics: AI, Machine Learning, Genomics, Precision Health, or Robotics, how has this technology been applied in your practice or in the lives of your patients

    · How do you think this innovation will impact the future of your practice?

    By Day 6 of Week 7

    **Read** a selection of your colleagues’ blog posts and
    **respond** to
    **at least two** of your colleagues on
    **two different days** by expanding upon their responses or sharing additional or alternative perspectives.

    ## image1.jpeg

  • [Solved] 650disc2

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    Mary is 27 years old and has had a history of alcohol dependence for several years. Mary has a daughter Kylie, aged 3 years, who displays signs of fetal alcohol syndrome. Social work services have been involved with Mary and Kylie since her birth, culminating in Kylie being looked after by the local…

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    Mary is 27 years old and has had a history of alcohol dependence for several years. Mary has a daughter Kylie, aged 3 years, who displays signs of fetal alcohol syndrome. Social work services have been involved with Mary and Kylie since her birth, culminating in Kylie being looked after by the local authority as a result of Mary arriving to collect Kylie from the local nursery while significantly under the influence of alcohol. Mary has demonstrated ambivalence regarding her ability to control her alcohol use. Mary has referred herself to a local counseling agency as suggested by the social worker and her PCP.
    – Discuss how you might use the principles of motivational interviewing with Mary.
    – Provide a detailed overview of how the interview may progress.  Include each step of motivational interviewing in your discussion.
    – Describe how a provider would recognize this patient is ready to change.  Use principles of motivational interviewing to support your answer.
    – post should be at least 500 words, formatted and cited in current APA style.
    – Provide support for your work from at least 2 academic sources less than 5 years old.

  • [Solved] Nursing

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    Create a concept map of a mental health diagnosis using one of the mental health scenario case studies presented in this section of the course.

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    Assignment Prompt & Instructions

    Create a concept map of a mental health diagnosis using one of the mental health scenario case studies presented in this section of the course.

  • [Solved] discussion

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  • [Solved] CJP

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    – ## NURS316L-AClinicalJudgementPlan1.docx **## NURS316L-AClinicalJudgementPlan1.docx** **Clinical Judgement Plan** **Instructor:** **DATE Care Provided and UNIT:** Student Name Clinical Judgement Plan West Coast University Professor Name Date **OB History** GTPAL: **Prenatal Panel** Blood Type/Rh: …

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    Assignment Prompt & Instructions

    – ## NURS316L-AClinicalJudgementPlan1.docx

    **## NURS316L-AClinicalJudgementPlan1.docx**

    **Clinical Judgement Plan**

    **Instructor:**

    **DATE Care Provided and UNIT:**

    Student Name

    Clinical Judgement Plan

    West Coast University

    Professor Name

    Date

    **OB History**

    GTPAL:

    **Prenatal Panel**

    Blood Type/Rh:
    GBS:
    Hep B:
    HIV:
    Rubella:
    RPR:
    Chlamydia:
    Gonorrhea:
    HSV:

    **Delivery Summary**

    Gestational age:

    Delivery Type:

    Delivery Time:

    Postpartum Day:
    Placenta Delivery Time:
    Lacerations/Episiotomy:
    QBL:
    APGAR Score:

    ROM type and time:

    Complications:

    **Social History**

    **Patient Information**

    Patient Initials:

    Admission Date:

    Chief Complaint:

    Age & Gender:

    Admission Weight:

    Allergies:

    Code Status:

    Living Will/ DPOA:

    **History of Present Illness (HPI)**

    **Admitting Diagnosis & Pathophysiology**

    **Medical History & Pathophysiology**

    **Surgical History & Pathophysiology**

    **Erikson’s Developmental Stage Related to Patient (1) *List and discuss specific stage (based on objective assessment)**

    **Social Determinants of Health**

    Ethnicity

    Occupation

    Religion

    Family support

    Insurance

    3 Psychosocial Considerations/Concerns

    **Teaching Assessment and Client Education**

    **Discharge Planning**

    **Interprofessional Consults and Multidisciplinary Plan**

    **Lab Tests with Values**

    (Include normal ranges, dates, and rationales of abnormal results)

    | | | | | |
    | — | — | — | — | — |
    | **Lab Tests or**<br>**Diagnostic Tests** | **Normal Ranges** | **Admission Lab Values** | **Current Lab Values** | **Explain Abnormal Results**<br>**R/T Your Patient**<br>**(USE additional pages at the end of template WHEN NEEDED)** |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |

    **Diagnostics**

    (3) Relevant Diagnostic Procedures with Results

    **(2) Medications**

    **Medication Name**

    Include Generic name, Trade name, and Medication Class.

    Include OTC, herbal (non-pharmacological items) and PRN medications given during clinical

    **Dose**

    **Route**

    **Frequency**

    **Purpose of Medication for Your Patient**

    **Mechanism of Action**

    **Side Effects/**

    **Adverse Reactions**

    **Nursing Considerations Specific to Your Patient/Teaching**

    **Physical Assessment/Review of Systems**

    **Postpartum BUBBLE Assessment**

    **Time of care: ____________________________________**

    **Labor Assessment**

    **Episiotomy/Laceration/**

    **Incision**

    **Vital Signs/Height/Weight**

    **Temp:**

    **HR:**

    **BP:**

    **RR:**

    **SpO2:**

    **Pain:**

    **Height:**

    **Weight:**

    **Bowel**

    **Bladder**

    **Uterus**

    **Breasts**

    **Respiratory**

    **Cardiovascular**

    **Neurological**

    **Emotional**

    **DVT**

    **Lochia**

    **Time of care: ____________________________________**

    **HEENT**

    **Psychosocial**

    **Hydration/Nutrition**

    **Vital Signs/Height/Weight**

    Temp:

    HR:

    BP:

    RR:

    SpO2:

    Pain:

    Height:

    Weight:

    **Genitourinary (GU)**

    **Vaginal Exam/Leopold’s**

    **Lines/Drains/Tubes**

    **Gastrointestinal (GI)**

    **Safety**

    **Respiratory**

    **Cardiovascular**

    **Neurological**

    **Musculoskeletal and Activity**

    **Integumentary**

    **Endocrine**

    Responding

    Observation

    Interpreting

    Implement

    Planning

    Analysis

    Assessment

    **Take Action**

    **Generate Solutions**

    **Prioritize Hypotheses**

    **Analyze Cues**

    **Recognize Cues**

    Evaluate

    **Evaluation**

    **Reference Page**

    **## NURS316L-AClinicalJudgementPlan1.docx**

    **Clinical Judgement Plan**

    **Instructor:**

    **DATE Care Provided and UNIT:**

    Student Name

    Clinical Judgement Plan

    West Coast University

    Professor Name

    Date

    **OB History**

    GTPAL:

    **Prenatal Panel**

    Blood Type/Rh:
    GBS:
    Hep B:
    HIV:
    Rubella:
    RPR:
    Chlamydia:
    Gonorrhea:
    HSV:

    **Delivery Summary**

    Gestational age:

    Delivery Type:

    Delivery Time:

    Postpartum Day:
    Placenta Delivery Time:
    Lacerations/Episiotomy:
    QBL:
    APGAR Score:

    ROM type and time:

    Complications:

    **Social History**

    **Patient Information**

    Patient Initials:

    Admission Date:

    Chief Complaint:

    Age & Gender:

    Admission Weight:

    Allergies:

    Code Status:

    Living Will/ DPOA:

    **History of Present Illness (HPI)**

    **Admitting Diagnosis & Pathophysiology**

    **Medical History & Pathophysiology**

    **Surgical History & Pathophysiology**

    **Erikson’s Developmental Stage Related to Patient (1) *List and discuss specific stage (based on objective assessment)**

    **Social Determinants of Health**

    Ethnicity

    Occupation

    Religion

    Family support

    Insurance

    3 Psychosocial Considerations/Concerns

    **Teaching Assessment and Client Education**

    **Discharge Planning**

    **Interprofessional Consults and Multidisciplinary Plan**

    **Lab Tests with Values**

    (Include normal ranges, dates, and rationales of abnormal results)

    | | | | | |
    | — | — | — | — | — |
    | **Lab Tests or**<br>**Diagnostic Tests** | **Normal Ranges** | **Admission Lab Values** | **Current Lab Values** | **Explain Abnormal Results**<br>**R/T Your Patient**<br>**(USE additional pages at the end of template WHEN NEEDED)** |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |
    | | | | | |

    **Diagnostics**

    (3) Relevant Diagnostic Procedures with Results

    **(2) Medications**

    **Medication Name**

    Include Generic name, Trade name, and Medication Class.

    Include OTC, herbal (non-pharmacological items) and PRN medications given during clinical

    **Dose**

    **Route**

    **Frequency**

    **Purpose of Medication for Your Patient**

    **Mechanism of Action**

    **Side Effects/**

    **Adverse Reactions**

    **Nursing Considerations Specific to Your Patient/Teaching**

    **Physical Assessment/Review of Systems**

    **Postpartum BUBBLE Assessment**

    **Time of care: ____________________________________**

    **Labor Assessment**

    **Episiotomy/Laceration/**

    **Incision**

    **Vital Signs/Height/Weight**

    **Temp:**

    **HR:**

    **BP:**

    **RR:**

    **SpO2:**

    **Pain:**

    **Height:**

    **Weight:**

    **Bowel**

    **Bladder**

    **Uterus**

    **Breasts**

    **Respiratory**

    **Cardiovascular**

    **Neurological**

    **Emotional**

    **DVT**

    **Lochia**

    **Time of care: ____________________________________**

    **HEENT**

    **Psychosocial**

    **Hydration/Nutrition**

    **Vital Signs/Height/Weight**

    Temp:

    HR:

    BP:

    RR:

    SpO2:

    Pain:

    Height:

    Weight:

    **Genitourinary (GU)**

    **Vaginal Exam/Leopold’s**

    **Lines/Drains/Tubes**

    **Gastrointestinal (GI)**

    **Safety**

    **Respiratory**

    **Cardiovascular**

    **Neurological**

    **Musculoskeletal and Activity**

    **Integumentary**

    **Endocrine**

    Responding

    Observation

    Interpreting

    Implement

    Planning

    Analysis

    Assessment

    **Take Action**

    **Generate Solutions**

    **Prioritize Hypotheses**

    **Analyze Cues**

    **Recognize Cues**

    Evaluate

    **Evaluation**

    **Reference Page**

  • [Solved] NIH assign

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    – ## NURS691NIHassignment.docx **## NURS691NIHassignment.docx** This week, reflect on what you learned from the NIH materials about protecting the rights of human research participants. Discuss at least **two** of the following in your paper: · Describe the circumstances that influenced the need for…

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    Assignment Prompt & Instructions

    – ## NURS691NIHassignment.docx

    **## NURS691NIHassignment.docx**

    This week, reflect on what you learned from the NIH materials about protecting the rights of human research participants.

    Discuss at least
    **two** of the following in your paper:

    · Describe the circumstances that influenced the need for a policy to protect human research subjects. Give examples of specific ways human research subjects can be harmed by researchers.

    · Identify three vulnerable populations and the special restrictions associated with human research among these groups. Evaluate the requirements and restrictions. Do you think they are adequate? Why or why not?

    · The Belmont Report summarizes the ethical principles and guidelines for research involving human subjects. Three core principles are identified: respect for persons, beneficence, and justice. Even though these principles are considered equal, prioritize them in order of importance to you. Explain your decisions.

    · Although you are not implementing a change project at this time, and you may not be directly involved in research as part of your professional responsibilities, explain the reasons why it is important for you to know about these rights and protections.

    Your reflective paper should be two pages and written in current APA Style. Refer to the rubric for more information.

    **## NURS691NIHassignment.docx**

    This week, reflect on what you learned from the NIH materials about protecting the rights of human research participants.

    Discuss at least
    **two** of the following in your paper:

    · Describe the circumstances that influenced the need for a policy to protect human research subjects. Give examples of specific ways human research subjects can be harmed by researchers.

    · Identify three vulnerable populations and the special restrictions associated with human research among these groups. Evaluate the requirements and restrictions. Do you think they are adequate? Why or why not?

    · The Belmont Report summarizes the ethical principles and guidelines for research involving human subjects. Three core principles are identified: respect for persons, beneficence, and justice. Even though these principles are considered equal, prioritize them in order of importance to you. Explain your decisions.

    · Although you are not implementing a change project at this time, and you may not be directly involved in research as part of your professional responsibilities, explain the reasons why it is important for you to know about these rights and protections.

    Your reflective paper should be two pages and written in current APA Style. Refer to the rubric for more information.

  • [Solved] 507 replys

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  • [Solved] Nursing nursing homework

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    – ## GoalsandObjectivesforTeachingProject-instructions.docx **## GoalsandObjectivesforTeachingProject-instructions.docx** **Goals and Objectives for Teaching Project** **Topic/Goal: Managing new hypertension diagnosis in Hispanic patients living in Miami, nutrition management, lifestyle changes, pre…

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    – ## GoalsandObjectivesforTeachingProject-instructions.docx

    **## GoalsandObjectivesforTeachingProject-instructions.docx**

    **Goals and Objectives for Teaching Project**

    **Topic/Goal: Managing new hypertension diagnosis in Hispanic patients living in Miami, nutrition management, lifestyle changes, preventing health risk through community education and support.**

    To develop the Goals and Objectives for the Community Teaching project, follow the following steps:

    1. The goal or aim of your project is a broad statement of what you want to achieve.

    2. Analyze the problem or the issue.

    3. Find out what is causing concern and break the issue into its components: "Patients with Diabetes."

    4. Identified the Stakeholders ('key players' or main stakeholders and invited them to be part of the project) "Talk to the Diabetes educator."

    5. Know your target group (a group, for example, adolescents with Type I DM)

    6. Understand the characteristics of your target group, "recently diagnosed diabetes patient," "pre-menopausal women at risk for diabetes."

    7. Determine the result you want from your community education project. Define this regarding a goal, educational objectives, and desired outcomes.

    8. Read the following article,
    [Goal Setting and Action Planning for Health Behavior ChangeLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6796229).

    9. 1-2 pages, APA format.

    **Objectives**

    Define your educational objectives regarding the knowledge, skills, values, beliefs, and practices you want the target group to adopt to achieve the goal.

    Educational objectives:

    At the end of the project, participants will:

    1. Verbalize increased knowledge and understanding of the diabetes disease process.

    2. Be able to identify the signs and symptoms of hyper and hypoglycemia.

    3. Be able to identify solutions to the environmental impacts.

    4. develop an appreciation for a glycemic diet and the importance of monitoring blood glucose.

    5. Use of the American Diabetes Association guidelines for blood glucose control.

    **Design your educational project (based on evidence)**

    1. Make an action plan and implement it.

    2. Evaluate the objectives by testing or surveying the knowledge and attitudes of the participants concerning the purposes.

    **Consider This:**

    SMART:

    1.
    **Specific:** Clearly state the issue, the target group, and the time and place of the activity.

    2.
    **Measurable**: Be clear about what will be changed and by how much. Setting this clearly at the start makes it easier to evaluate. Example of a measurable goal: "Within the next six weeks, I will develop a health literacy program for at-risk of amputation diabetic patients in the community. I will survey at the end of the program. 80% of participants will answer at least five questions correctly in the survey."

    3.
    **Achievable:** Be realistic about what the project achieves regarding the scale/scope of what is being done, time, and resources available.

    4.
    **Relevant:** Objectives need to relate to and be relevant to the goals. Remember, objectives are the building blocks/steps toward meeting the goals.

    5.
    **Time Specific:** Be clear in the objectives about the timeframe in which the program/activities, as well as expected changes, will take place

    Remember that the rest of the course will be used to accomplish your goal by having a clear goal.

    1. Goal statements "identify" the specific target group and provide the "what" information as distinct from the "how" the goal will be achieved or when it will come about.

    2. Objectives are the building blocks or steps toward achieving a program's goals. Objectives are specific and concise statements stating who will make what change, by how much, where, and when.

    **## GoalsandObjectivesforTeachingProject-instructions.docx**

    **Goals and Objectives for Teaching Project**

    **Topic/Goal: Managing new hypertension diagnosis in Hispanic patients living in Miami, nutrition management, lifestyle changes, preventing health risk through community education and support.**

    To develop the Goals and Objectives for the Community Teaching project, follow the following steps:

    1. The goal or aim of your project is a broad statement of what you want to achieve.

    2. Analyze the problem or the issue.

    3. Find out what is causing concern and break the issue into its components: "Patients with Diabetes."

    4. Identified the Stakeholders ('key players' or main stakeholders and invited them to be part of the project) "Talk to the Diabetes educator."

    5. Know your target group (a group, for example, adolescents with Type I DM)

    6. Understand the characteristics of your target group, "recently diagnosed diabetes patient," "pre-menopausal women at risk for diabetes."

    7. Determine the result you want from your community education project. Define this regarding a goal, educational objectives, and desired outcomes.

    8. Read the following article,
    [Goal Setting and Action Planning for Health Behavior ChangeLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6796229).

    9. 1-2 pages, APA format.

    **Objectives**

    Define your educational objectives regarding the knowledge, skills, values, beliefs, and practices you want the target group to adopt to achieve the goal.

    Educational objectives:

    At the end of the project, participants will:

    1. Verbalize increased knowledge and understanding of the diabetes disease process.

    2. Be able to identify the signs and symptoms of hyper and hypoglycemia.

    3. Be able to identify solutions to the environmental impacts.

    4. develop an appreciation for a glycemic diet and the importance of monitoring blood glucose.

    5. Use of the American Diabetes Association guidelines for blood glucose control.

    **Design your educational project (based on evidence)**

    1. Make an action plan and implement it.

    2. Evaluate the objectives by testing or surveying the knowledge and attitudes of the participants concerning the purposes.

    **Consider This:**

    SMART:

    1.
    **Specific:** Clearly state the issue, the target group, and the time and place of the activity.

    2.
    **Measurable**: Be clear about what will be changed and by how much. Setting this clearly at the start makes it easier to evaluate. Example of a measurable goal: "Within the next six weeks, I will develop a health literacy program for at-risk of amputation diabetic patients in the community. I will survey at the end of the program. 80% of participants will answer at least five questions correctly in the survey."

    3.
    **Achievable:** Be realistic about what the project achieves regarding the scale/scope of what is being done, time, and resources available.

    4.
    **Relevant:** Objectives need to relate to and be relevant to the goals. Remember, objectives are the building blocks/steps toward meeting the goals.

    5.
    **Time Specific:** Be clear in the objectives about the timeframe in which the program/activities, as well as expected changes, will take place

    Remember that the rest of the course will be used to accomplish your goal by having a clear goal.

    1. Goal statements "identify" the specific target group and provide the "what" information as distinct from the "how" the goal will be achieved or when it will come about.

    2. Objectives are the building blocks or steps toward achieving a program's goals. Objectives are specific and concise statements stating who will make what change, by how much, where, and when.