n the media introduction to this module, it was suggested that you as a nurse have an important role in the Systems Development Life Cycle (SDLC). With a focus on patient care and outcomes, nurses may not always see themselves as contributors to the development of new systems. However, as you may have observed in your own experience, exclusion of nurse contributions when implementing systems can have dire consequences.

In this Discussion, you will consider the role you might play in systems development and the ramifications of not being an active participant in systems development.

To Prepare:

• Review the steps of the Systems Development Life Cycle (SDLC) as presented in the Resources. 
• Reflect on your own healthcare organization and consider any steps your healthcare organization goes through when purchasing and implementing a new health information technology system.
• Consider what a nurse might contribute to decisions made at each stage of the SDLC when planning for new health information technology.

Post a description of what you believe to be the consequences of a healthcare organization not involving nurses in each stage of the SDLC when purchasing and implementing a new health information technology system. Provide specific examples of potential issues at each stage of the SDLC and explain how the inclusion of nurses may help address these issues. Then, explain whether you had any input in the selection and planning of new health information technology systems in your nursing practice or healthcare organization and explain potential impacts of being included or not in the decision-making process. Be specific and provide examples.

References:

McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.

• Chapter 9, “Systems Development Life Cycle: Nursing Informatics and Organizational Decision Making” (pp. 175–187)
• Chapter 12, “Electronic Security” (pp. 229–242)
• Chapter 13, “Workflow and Beyond Meaningful Use” (pp. 245–261)

• https://www.youtube.com/watch?v=xtpyjPrpyX8https://healthit.ahrq.gov/health-it-tools-and-resources/evaluation-resources/workflow-assessment-health-it-toolkit

Rurbic:

     Excellent   Good   Fair   Poor       Main Posting          Points Range:     45 (45%) – 50 (50%)   Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.  

Supported by at least three current, credible sources. 

Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style

 

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Read the attached article and analyze the identified benefits and consequences of applying the Theory of Integral Nursing to clinical practice. Discuss your analysis and identify the strengths and weaknesses of the scholarly article. Specify 2 MSN Essentials which most relate to the application of the Theory of Integral Nursing in clinical practice.

**Under the Class Resources tab, students will find the MSN Essentials which help to guide and shape graduate nursing education. Select 2 of these essentials that most closely reflect the concepts of the theory of integral nursing as instructed above.**

 

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Please read all instructions before accept the assignment. 350 words and all reference has scholar writers. APA format. This has to done by 1/7/20 by 8 pm

• Select one health problem that you will use as a basis of comparison between countries.
• Identify one developed and one developing country.
• Compare and contrast the health problems and countries you selected with the United States in terms of World Health Organization (WHO) outcomes. In your analysis, be sure to include information about workforce availability to deal with the country’s disease burden.
• Based on your examination of the research, how well is the United States performing in terms of public health as compared to the developed and developing countries you selected?
• Think about what countries with worse outcomes could learn from countries with better outcomes.
• Think about why nurses should be concerned with global health issues and what the role of the nurse should be in public health.

By Day 3

Post your analysis of one health problem between one developed and one developing country in comparison with the United States in terms of the WHO outcomes and criteria listed above. State your opinion about how well the United States is doing in terms of public health. Share what you think countries with worse outcomes could learn from countries with better outcomes. Explain the nurse’s role in public and global health and why nurses should be concerned with global health issues. Conclude by summarizing your view of the role of the nurse in public health. 

Support your response with references from the professional nursing literature.

Note Initial Post: A 3-paragraph (at least 350 words) response. Be sure to use evidence from the readings and include in-text citations. Utilize essay-level writing practice and skills, including the use of transitional material and organizational frames. Avoid quotes; paraphrase to incorporate evidence into your own writing. A reference list is required. Use the most current evidence (usually ≤ 5 years old).

 

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Discussion: The Unionization of Employees

USE THE CASE STUDY IN THE WORD DOCUMENT FOR THIS DISCUSSION.

If there is no struggle, there is no progress.—Frederick DouglassSince their initial rise in the post-Civil War era, unions across the United States have called public attention to unfair labor practices, wage disparities, and inadequate benefits. Union leaders and nurse managers are learning to approach the unionization of employees as a partnership. Union leaders have taken strides to negotiate with managers in quick and efficient “good faith” dealings, while nurse managers enter negotiations with open minds and the intent to reach an agreement. To benefit future generations of nursing professionals, nurse managers must understand how to effectively respond to unionization attempts and how to partner with union leaders.To prepareReview the article “Making a Union/Management Partnership Really Work” in this week’s Learning Resources. Consider how the union and district health board portrayed in this article worked together to create the joint action group. Think about the positive outcomes of this endeavor. How might nurse managers work with health care unions to solicit such a partnership?Examine the article “Unions in the Healthcare Industry,” taking note of the timeline of unionized activities such as the collective bargaining process, the campaign period, and the outcomes of unionization. How do the legal landscape and social environment of a health care setting change once workers engage in unionized activities?Review the media pieces, “The Saga of TrulyGood Hospital” and “The Saga of Beneficent Hospital.”               

Reflect upon the situations presented in each media case study, and select one for your Discussion posting.Consider why the staff might be seeking union representation. As a nurse manager, consider the steps you might take to address the situation before, during, and after the time period depicted in the case study.Note: Before you submit your initial post, replace the subject line (“Week 3 Discussion”) with the name of the case study you selected.

By Day 3

Post a description of at least one reason the nursing staff in the case you selected might decide to unionize. Explain three steps you, as a nurse manager, could take to effectively respond to unionization attempts. Then, discuss HR’s role in helping to legally address labor relations and unionization attempts. Justify your response by citing past experiences with unions, union organizing activities, current labor policies, and/or this week’s Learning Resources.

Required Readings

Lussier, R. N., & Hendon, J. R. (2016). Human resource management: Functions, applications, & skill development (2nd ed.). Thousand Oaks, CA: Sage Publications.Chapter 10, “Employee and Labor Relations” (pp. 356–397)                   This chapter introduces the concept and legal landscape of labor relations. It highlights the importance of communication and trust, along with labor relations’ influence on job satisfaction and workplace conflict.Brooke, P. S. (2011). 

Legally speaking … When can staff say no? Nursing Management, 42(1), 40–44.  Retrieved from the Walden Library databases. The author of this article discusses an overarching problem many nurses experience on a daily basis: their inability to say ‘no’ to fulfilling tasks and responsibilities outside of the nursing role. The author highlights situations that can have legal ramifications, including overtime, taking on assignments outside of a nurse’s practice scope and skill level, provision of alternative care therapies, and inappropriate delegations.Matthews, J. (2010). When does delegating make you a supervisor? Online Journal of Issues in Nursing, 15(2), 3.  Retrieved from the Walden Library databases.  This article reviews the impact on registered nurses of the National Labor Relations Act (NLRA) and the National Labor Relations Board (NLRB). In addition, it explores the exclusions of nurse managers during collective bargaining contracts and union organization.Neil, A., & Robinson, J. (2011). Making a union/management partnership really work. Nursing New Zealand, 17(11), 32–33.  Retrieved from the Walden Library databases. This article portrays an authentic example of how the Bay of Plenty District Health Board worked with the New Zealand Nurses Organisation (NZNO) union to increase the engagement of nurses while also improving the patient journey. By creating the joint action group (JAG), these leaders were able to reach their stated goals and to develop an effective plan for achieving future ideals.Porter, C. (2010). 

A nursing labor management partnership model. Journal of Nursing Administration, 40(6), 272–276.  Retrieved from the Walden Library databases. This article describes a partnership between clinical nurses and nursing management that was successfully implemented in a prominent teaching hospital.Sanders, L. G., & McCutcheon, A. W. (2010). 

Unions in the healthcare industry. Labor Law Journal, 61(3), 142–151. Retrieved from the Walden Library databases. This article discusses the impact and importance of nursing unions in clinical settings. With a focus on Boston Medical Center Corp, the authors outline the many factors that affect labor unions in the health care industry.

 

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Discussion: Therapy for Clients With Personality Disorders

Clients with personality disorders often find it difficult to overcome their problems and function in daily life. Even when these clients are aware that they have a dysfunction with their personality and are open to counseling, treatment can be challenging for both the client and the therapist. For this Discussion, as you examine personality disorders, consider therapeutic approaches you might use with clients.

                                                          To prepare:

· Review this week’s Learning Resources and reflect on the insights they provide.

· Select one of the personality disorders from the DSM-5.

Post a description of the personality disorder you selected. Explain a therapeutic approach (including psychotropic medications if appropriate) you might use to treat a client presenting with this disorder, including how you would share your diagnosis of this disorder to the client in order to avoid damaging the therapeutic relationship. Support your approach with evidence-based literature.

                                                                    Learning Resources

Required Readings

Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.

• Chapter      20, “Termination and Outcome Evaluation” (Review pp. 693–712)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

Dixon-Gordon, K. L., Turner, B. J., & Chapman, A. L. (2011). Psychotherapy for personality disorders. International Review of Psychiatry, 23(3), 282–302. doi:10.3109/09540261.2011.586992

Lorentzen, S., Ruud, T., Fjeldstad, A., & Høglend, P. A. (2015). Personality disorder moderates outcome in short- and long-term group analytic psychotherapy: A randomized clinical trial. British Journal of Clinical Psychology, 54(2), 129–146. doi:10.1111/bjc.12065

Paris, J. (2004). Personality disorders over time: Implications for psychotherapy. American Journal of Psychotherapy, 58(4), 420–429. PMID: 15807086

Swift, J. K., & Greenberg, R. P. (2015). What is premature termination, and why does it occur? In Premature termination in psychotherapy: Strategies for engaging clients and improving outcomes (pp. 11–31). Washington, DC: American Psychological Association. doi:10.1037/14469-002

 

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