Aspects of Data Management

Reflect on your experience with different aspects of data management — for example, identifying the target population and relevant measures, access to data sources, strategies for data collection, coordination of data entry, analysis of outcomes, and data analysis to final deliverable to stakeholders. Discuss those areas in which you feel skilled versus those areas that will require more skill development. List at least three activities in which you might engage in your current practice setting that would increase your competencies in the area of data management and outcomes evaluation.

An assessment for heart and lungs

Weekly assignment: conduct an assessment on the following:

• Heart & Lungs

You may conduct the assessment on a fellow student, friend, or family member. Remember to secure their permission.

Collect both subjective and objective data using the process described in the textbook. Then, document your subjective & Objective findings in a narrative note on a WORD document. APA format isn’t required.

Vila Health

Data AnalysisUse the hospital data set provided in Vila Health: Data Analysis. to analyze data to identify a health care issue or area of concern.
Include basic information about the health care setting, size, and specific type of care delivery related to the identified topic.
Analyze data to identify a health care issue or area of concern.
Identify the type of data you are analyzing from your institution or from the Vila Health activity.
Explain why data matters. What does data show related to outcomes?
Analyze the dashboard metrics. What else could the organization measure to enhance knowledge?
Present dashboard metrics related to the selected issue that are critical to evaluating outcomes.
Assess the institutional ability to sustain processes or outcomes.
Evaluate data quality and its implications for outcomes.&
Determine whether any adverse event or near-miss data needs to be factored in to outcomes and recommendations.
Examine the nursing process for variations or performance failures that could lead to an adverse event or near miss.
Identify trends, measures, and information needed to critically analyze specific outcomes.
Specify desired outcomes related to prevention of adverse events and near misses.
Analyze which metrics indicate future quality improvement opportunities.
Develop a QI initiative proposal based on a selected health issue and supporting data analysis.
Determine benchmarks aligned to existing QI initiatives set by local, state, or federal health care policies or laws.
Identify any internal existing QI initiatives in your practice setting or organization related to the selected issue. Explain why they are insufficient.
Evaluate external national or international QI initiatives on the selected health issue with existing quality indicators from other facilities, government agencies, and nongovernmental bodies on quality improvement.
Define target areas for improvement and the processes to be modified to improve outcomes.
Propose evidence-based strategies to improve quality.
Analyze challenges that meeting prescribed benchmarks can pose for a health care organization and the interprofessional team.
Communicate QI initiative proposal based on interdisciplinary team input to improve patient safety and quality outcomes and work-life quality.
Define interprofessional roles and responsibilities relating to data and the QI initiative.
Explain how to ensure all relevant interprofessional roles are fully engaged in this effort.
Identify how outcomes will be measured and data used to inform interprofessional team performance related to specific tasks.
Reflect on the impact of the proposed initiative on work-life quality of the interprofessional team.
Describe how the initiative enhances work-life quality due to improved strategies supporting efficiency.
Determine communication strategies to promote quality improvement of interprofessional care.
Identify interprofessional communication strategies that will help to promote and ensure the success of the QI initiative.
Identify communication models, such as SBAR and CUS, to include in your proposal.
SBAR stands for Situation, Background, Assessment, Recommendation.
CUS stands for “I am Concerned about my resident’s condition; I am Uncomfortable with my resident’s condition; I believe the Safety of the resident is at risk.”
Consult this resource for additional information about these fundamental evidence-based tools to improve interprofessional team communication for patient handoffs:
Agency for Healthcare Research and Quality (AHRQ). (n.d.). Module 2: Communicating change in a resident’s condition. https://www.ahrq.gov/professionals/systems/long-term-care/resources/facilities/ptsafety/ltcmod2ap.html

https://media.capella.edu/CourseMedia/MSN6016/VilaHealthDataAnalysis/wrapper.asp

Medicare

This week’s discussion

You have a patient who only has Medicare Part A and B. She has limited income most of which is used to pay for Medicare Part B. She is in dire need of placement into a nursing home as she can no longer care for herself at home. You gleaned from your reading that long-term care needed by low-income elderly people is paid by Medicaid, and you feel your patient meets the criteria. What are the steps you would take to advocate for your patient while she is still in the acute care setting? Who are some of the other health care professionals you would collaborate with to ensure your patient receives the additional healthcare coverage she needs? Analyze the role Medicaid plays in supporting long-term care for the elderly and disabled.

Athlete

how does being a student athlete affect your grades and how successful you are in the classroom vs normal students. Is being a student athlete beneficial or detrimental to your grades?