In the role of a nurse leader, describe the effective use of  patient-care technologies across the care continuum in a chosen health  care system.

Preparation

Choose any type of health care system, for example, acute, ambulatory, or home health or telehealth.

Directions

Submit the following for this assessment:

Technology Across the Care Continuum

Include the following in your 3–4-page description:

• A brief overview of the care continuum in your selected health care system.
• Describe the types of patient-care technologies and how they are  used across the care continuum in your system. Be sure to include  communication and information systems.
• Identify strengths and weaknesses in the systems and describe how to manage change and technology to improve patient outcomes.
• Support your description of effective patient care with current nursing and informatics theoretical ideas.

Executive Summary

Based on the description above, add a 1-page executive summary that captures the following points:

• Current state of technology across the care continuum in your system.
• Proposed improvements.
• Risks of making or not making changes or improvements.
• Recommended next steps.

Additional Requirements

• Written communication: Ensure written communication is free of errors that detract from the overall message.
• APA formatting: Format resources and citations according to current APA style and formatting guidelines.
• Number of resources: Cite a minimum of four peer-reviewed resources.
• Length: Submit 4–5 typed, double-spaced pages.
• Font and font size: Use Times New Roman, 12 point. 

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Discuss a clinical experience in which you had to incorporate one or more learning styles such as visual, kinesthetic, and auditory. Explain the outcomes and how you created an effective learning experience.

I remember a very specific case where I was instruction a patient in the how to check her sugar and given her self insulin. We first started out with a brochure and video, kinda boring. (visual and auditory)  But then we progressed into the demonstration or kinesthetic  moment. We started with me demonstrating the how to use the accucheck machine. by first showing how to do the controls and then having the patient do the same but then her doing her finger prick. I then demonstrated  how to dial the flex pen to the correct dose after doing the calculation with the patient according to her sliding scale. I then showed her where to give her shot and to make sure to use alcohol to cleanse the area prior to injection.  Before her discharge she was able to demonstrate back to me the entire process from start to finish.

After about 3 months the patient was readmitted to the hospital for a complication of minor surgery and she was able to do her own checks and injections while she was in the hospital. She has now become one of our patient liaisons that speak to new diabetic patients and share their experiences.

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 wk3t2/topic 1/t

Reflect on a lesson you would like to teach to a friend or family member. Determine the level of your learning objectives using Bloom’s taxonomy. Construct three learning objectives containing appropriate active verbs. Identify a possible teaching strategy for each of your objectives. Indicate how you plan to measure each objective.

STROKE RECOGNITION

Learning Objective: After reading a handout, family member can properly recite the acronym used as a mnemonic to help detect and enhance responsiveness to the needs of a person having a stroke. 

Measurement: When asked to recite and explain FAST family member is able to state (FAST) Facial drooping, Arm weakness, Speech difficulties and Time to call 911.

Teaching Strategy: Self instruction

Taxonomy: Cognitive

Learning Objective: After a brief one on one discussion about how to detect and enhance the responsiveness to the needs of a person having a stroke the family member can verbalize feelings of confidence in stroke detection mnemonic FAST and meaning.

Measurement: Question & Answer

Teaching Strategy: One on one discussion

Taxonomy: Affective

Learning Objective: After 30 minutes of teaching and demonstrations how to detect and enhance the responsiveness to the needs of a person having a stroke, the family member can perform a return demonstration on FAST mnemonic and stroke detection.  

Measurement: Family member can perform return demonstration on how to enhance responsiveness to the needs of a person having a stroke and the mnemonic FAST.

Teaching Strategy: Demonstration and return demonstration

Taxonomy: Psychomotor

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Using the schoo website ……. or the Internet, research about power sources for a nurse leader. Based on your understanding, answer the following questions:

1. In your opinion, what are the three most important power sources for a nurse leader? Why?
2. How are they best used in a leadership role? Describe.
3. What sources of power do you see most often displayed in your work environment? Why?

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