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Big Data in a Clinical System

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Big Data in a Clinical System

This is APA Format paper. One page discussion. Reference page. Intext citation.  No running head. Please use at least three references from the resourses provided.

Please make sure you address all the questions being ask.

  • Review the Resources and reflect on the web article Big Data Means Big Potential, Challenges for Nurse Execs.
  • Reflect on your own experience with complex health information access and management and consider potential challenges and risks you may have experienced or observed.

Post a description of at least one potential benefit of using big data as part of a clinical system and explain why. Then, describe at least one potential challenge or risk of using big data as part of a clinical system and explain why. Propose at least one strategy you have experienced, observed, or researched that may effectively mitigate the challenges or risks of using big data you described. Be specific and provide examples.

 

SAMPLE ANSWER

Big Data in a Clinical System

The use of big data analytics tools has the potential to improve the healthcare system. A major benefit of employing this concept is the improvement of high-risk patient care. In many cases, there are various healthcare costs and complication in emergency care. Patients in these scenarios do not experience better outcomes. With the employment of big data, records are digitized. This feature allows practitioners to identify patient patterns in a quicker and more effective way. Therefore, practitioners can customize their treatment approach to meet the needs of the patients and improve efficiency (Topaz, 2013).

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Despite its benefits, big data is also viewed to have some drawbacks. One challenge facing this concept is the security of data. Like in other industries, data in healthcare faces security threats such as phishing, hackings, and high profile breaches (McGonigle & Mastrian, 2017).While there are a suitable number of technical safeguards, some practitioners still engage in activities that make the data vulnerable.  Data insecurity makes it hard to have reliable data as some information may be taken down.  This makes it hard for healthcare organizations to make customized treatments, thereby affecting healthcare outcomes (Wang, Kung, & Byrd, 2018).

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A suitable strategy to control security problem in big data analytics is the use of strict security policies. The facility management needs to develop suitable security protocols to ensure that the employees understand. The workers need to be reminded of the critical nature of the given protocols. In addition, the management needs to review the people who have access to highly-sensitive data to limit the number of people who can cause problems to the data. These authorized individuals need to understand the standard security procedures to minimize making security errors (McGonigle & Mastrian, 2017).

 

References

McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge

(4th ed.). Burlington, MA: Jones & Bartlett Learning.

Topaz, M. (2013). The hitchhiker’s guide to nursing theory: Using the Data-Knowledge-

Information-Wisdom framework to guide informatics research. Online Journal of Nursing Informatics, 17(3).

Wang, Y. Kung, L., & Byrd, T. A. (2018). Big data analytics: Understanding its capabilities and

potential benefits for healthcare organizations. Technological Forecasting and Social Change, 126(1), 3–13. doi:10.1016/j.techfore.2015.12.019.

 

 

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The ACHE leadership competencies

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The ACHE leadership competencies

Leadership competencies are essential to the success of health care leaders. Many of these competencies are developed through on-the-job training, administrative fellowship programs, professional conferences, and graduate education. As a graduate student, it is important that you are able to assess your own leadership competencies and develop a professional improvement plan to hone your skills and become an effective industry leader. For this Discussion, you examine the ACHE leadership competencies and consider how you might improve your own leadership skills.

To prepare:

  • Review the document, ACHE Healthcare Executive 2019 Competencies Assessment Tool, which is in this week’s Learning Resources. Focus on the leadership competencies.
  • Reflect on whether you meet these leadership competencies, and consider your strengths and weaknesses.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click submit, you cannot delete or edit your own posts and cannot post anonymously. Please check your post carefully before clicking Submit!

By Day 3

Post a cohesive response to the following:

Assess whether you meet the ACHE leadership competencies. Then, recommend at least three strategies to better meet competencies by building on your strengths and improving your weaknesses. Defend your recommendations. Support your response by identifying and explaining key points and/or examples presented in the Learning Resources.

Read a selection of your colleagues’ postings. Consider how your colleagues’ postings relate to the information presented in the Learning Resources and to your own posting.

By Day 5

Respond to at least two of your colleagues’ postings and continue the Discussion through Day 7. Expand on this Discussion by providing additional insights or alternative perspectives.

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Walston, S. L. (2018). Strategic healthcare management: Planning and execution (2nd ed.). Chicago, IL: Health Administration.

  • Chapter 10, “Development and Execution of a Strategic Plan” (pp. 243-270)

Note: This chapter was assigned in Week 1. Please review it for this week.

  • Chapter 14, “Strategic Leadership” (pp. 323-338)
  • Chapter 15, “Implementing, Monitoring, and Evaluating Strategy” (pp. 339-359)

American College of Healthcare Executives. (2019). ACHE healthcare executive 2019 competencies assessment tool. Retrieved from https://www.ache.org/-/media/ache/career-resource-center/competencies_booklet.pdf

Bouaine, W., Charfeddine, L., Arouri, M., & Teulon, F. (2015). The influence of CEO departure and board characteristics on firm performance. The Journal of Applied Business Research, 31(2), 345–356.

Note: Retrieved from Walden Library databases.

Budak, F., & Kar, A. (2014). The importance of strategic leadership in healthcare management. IIB International Refereed Academic Social Sciences Journal, 5(15), 155–171.

Note: Retrieved from Walden Library databases.

Capasso, A., & Dagnino, G. B. (2014). Beyond the “silo view” of strategic management and corporate governance: Evidence from Fiat, Telecom Italia and Unicredit. Journal of Management & Governance, 18(4), 929–957.

Note: Retrieved from Walden Library databases.

Cossin, D., & Metayer, E. (2014). How strategic is your board? MIT Sloan Management Review, 56(1), 37–43.

Note: Retrieved from Walden Library databases.

Effelsberg, D., & Solga, M. (2015). Transformational leaders’ in-group versus out-group orientation: Testing the link between leaders’ organizational identification, their willingness to engage in unethical pro-organizational behavior, and follower-perceived transformational leadership. Journal of Business Ethics, 126(4), 581–590.

Note: Retrieved from Walden Library databases.

Green, A. E., Albanese, B. J., Cafri, G., & Aarons, G. A. (2014). Leadership, organizational climate, and working alliance in a children’s mental health service system. Community Mental Health Journal, 50(7), 771–777.

Note: Retrieved from Walden Library databases.

Schweitzer, J. (2014). Leadership and innovation capability development in strategic alliances. Leadership & Organization Development Journal, 35(5), 442–469.

Note: Retrieved from Walden Library databases.

Self, T. B., Matuszek, T., Self, D. R., & Schraeder, M. (2014). The weaver’s loom: A conceptual framework for facilitating transformational human resource management through the strategic integration of knowledge management and continuous improvement. Journal of Business and Management, 20(1), 87–104.

Note: Retrieved from Walden Library databases.

Shen, W., & Gentry, R. J. (2014). A cyclical view of the relationship between corporate governance and strategic management. Journal of Management & Governance, 18(4), 959–973.

Note: Retrieved from Walden Library databases.

Stout, L. R. (2015). Board governance: Reform-driven transformation and reexamination of fundamentals. Frontiers of Health Services Management, 31(4), 43–49.

Note: Retrieved from Walden Library databases.

Zastocki, D. K. (2015). Board governance: Transformational approaches under healthcare reform. Frontiers of Health Services Management, 31(4), 3–17.

Note: Retrieved from Walden Library databases.

SAMPLE ANSWER

The ACHE leadership competencies

The ACHE leadership competencies are primarily categorized into five areas including Business, Health and Healthcare Environment, Professional and Social Responsibility, Communication and Relationship Management, and leadership (American College of Healthcare Executives, 2019).  I meet most of the ACHE leadership competencies because I have always ensured equity in access to and delivery of care, commitment to share leading practices, integrity, educational standards, service improvement, and accountability and transparency.  I also find it difficult to apply basic business practices including collecting and evaluating relevant data that can be used to make effective decisions. However, I find it difficult exercising cultural sensitivity in communication when dealing with patients. I also have problems showing problem solving skills.  Therefore, committing to a lifelong and active learning of leadership practices and using the leadership practices executing daily activities is critical (Green, Albanese, Cafri, & Aarons, 2014).  Besides, focusing on equitable, just, and ethical behavior has helped to improve patient’s health outcomes.

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To build all ACHE leadership competencies I will have to enroll in a short business course in business to understand business concepts and theories that will help to manage information resources in the clinical databases and reporting system such as operational decision-support. Secondly, attending leadership forums, conferences, and workshops will give me an opportunity to identify areas of improvement including an opportunity to develop communication skills that would be critical in promoting professional roles and values, which are compatible with patient’s health and improvement of their health outcomes (Green, Albanese, Cafri, & Aarons, 2014).  Finally, I will use a personal educational strategy by using internet sources to find relevant books and journals that can help develop leadership and communication skills. Having skills that facilitate collaboration, team work, commitment, involvement and empowerment will contribute to improvement in healthcare.

References

American College of Healthcare Executives. (2019). ACHE healthcare executive 2019

competencies assessment tool. Retrieved from https://www.ache.org/-/media/ache/career-resource-center/competencies_booklet.pdf

Green, A. E., Albanese, B. J., Cafri, G., & Aarons, G. A. (2014). Leadership, organizational

climate, and working alliance in a children’s mental health service system. Community Mental Health Journal, 50(7), 771–777.

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Vargas Family Case Study: Fifth Session

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Vargas Family Case Study: Fifth Session

Read “Topic 5: Vargas Family Case Study.” Write a 750-1,000-word paper in which you demonstrate how therapists apply Strategic Family Therapy theories to analyze the presenting problems and choose appropriate interventions.

Be sure to answer the following questions in your paper:

1. How would Jay Haley or Chloe Madanes approach the current presenting problem? Identify and describe two interventions that he/she may use and why.

2. How would an MRI-style therapist approach the current presenting problem? Identify and describe two interventions that would be used and why.

3. How would a Milan-style therapist approach the current presenting problem? Identify and describe two interventions that would be used and why.

Cite at least three academic sources (peer-reviewed journal articles, books, etc.).

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the directions in the Student Success Center

 

SAMPLE ANSWER

Vargas Family Case Study: Fifth Session

Introduction

Strategic family therapy has been significantly influenced by concepts found in the Bateson’s cybernetics model. Based on both family and brief psychotherapy, the model focuses on transforming behavior rather than changing insight as seen in other creative interventions (Tramonti, 2018). Under the Bateson’s cybernetics model are three models including; the mental research institute (MRI) model, Haley and Madanes strategic approach and the Milan model. According to Jay Haley, strategic therapy is a form of therapy where the therapist initiates the entire therapy session, designs approaches for every family member with a presenting problem, and takes responsibility about the care offered (Szapocznik et al. 2015). The MRI approach is based on the view that the client’s complaint is the main problem and it is not a symptom of other issues (Ray, 2018). The Milan Family System model views the family as a single functioning unit throughout the entire therapeutic process (Brown, 2015). By using the aforementioned strategic family therapy theories, appropriate interventions will be provided to facilitate a state of wellness for the Vargas family members.

Haley and Madanes Strategic Approach

The Haley and Madanes strategic approach is more concerned with symptoms and the function they serve in the therapy process. After analyzing triadic interactions over long periods of time, Haley was more concerned with power struggles and formulated rules following a hierarchical order (Szapocznik et al. 2015). Madanes on the other hand, was more concerned with incongruous hierarchies where children use symptoms to change the behaviors of their parents. Additionally, this strategic approach believes that families go through dysfunctional stages to be able to get to functional stages. The approach also posits four categories of problems arising from; a desire to dominate, control, be loved, love and to protect others and a desire to repent and forgive (Szapocznik et al. 2015). Therefore, the model focuses on both short and long-term sequences to reflect on chronic structural problems.

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The Haley and Madanes approach to family therapy focuses more on increasing the family members’ ability to love and soothe than to dominate or gain control over other family members. With this objective in mind, the love-first approach to intervention is the most effective strategy to use when addressing the Vargas Family. This approach encourages the family to provide love to each other throughout the treatment process (“Types of Intervention Methods”, 2019). The Haley and Madanes model also recognizes the role that children play in affecting their parent’s behavior. As such, the systematic family model of intervention which highlights the influence that one family member has on other members of the family is an effective intervention. By doing this, the highlighted family member responds better to treatment.

MRI Style Therapist Approach

This approach is based on the view that problems arise from the way difficulties in life are handled by an individual or by other members of the family (Rohrbaugh & Shoham, 2013). The therapist’s main aim is to gather adequate information about the presented problems and establish minimal goals towards change. The focus of all interventions is on solving the presenting problem rather than seeking changes in the entire family system. With this in mind, the most effective intervention for Frank Vargas will require the interruption of ionic processes that take place during repeated attempts to address his behavior. Ionic problem solution loops should be used to assess the intervention (Rohrbaugh & Shoham, 2013). In addition to interrupting ionic processes, the therapist can carry out activities that encourage family members to ritualize specific scenarios that result in conflict using objects like hats. The therapist then uses the information to interrupt the problem sequence and allow the family members to reconfigure themselves (Mloispro, 2017).

Milan-Style Therapist Approach

The Milan-style therapist approach shifts the focus away from interactive sequences in the family and directs it towards questioning the family’s belief systems. Therefore, the model strives to help families examine their thoughts and belief systems instead of helping the family transform their behavior (Loras, Bertrando & Ness, 2017). In line with this, two key interventions are identified that could benefit the Vargas family. They include; positive connotations and family rituals. Positive connotation involves reframing the problematic behavior in the family where the symptoms are viewed as positive since they help facilitate the family’s well-being. Family rituals like weddings and funerals play a central role in the family’s life. Therapeutically, these rituals may be used to establish family patterns and alter beliefs (Loras, Bertrando & Ness, 2017).

Conclusion

The Haley and Madanes strategic model, the MRI style approach and the Milan-style therapist approach all draw fundamental concepts from the Bateson’s Cybernetics model. By focusing on the effects that children have on their parent’s behavior, Haley and Madanes model provides interventions that focus on the effect that one family member has on other members. The MRI interventions on the other hand interrupt ionic processes to control behaviors. Lastly, the Milan intervention concentrates on family rituals and uses them to transform behavior.

 

References

Brown, J. M. (2015). The Milan Principles of Hypothesizing, Circularity and Neutrality in Dialogical Family Therapy. Australian and New Zealand Journal of Family Therapy, 31(3). https://doi.org/10.1375/anft.31.3.248

Loras, L., Bertrando, P. & Ness, O. (2017). Researching Systematic Therapy History: In Search of a Definition. Journal of Family Psychotherapy, 28(2), 134-149. Doi: 10.1080/08975353.2017.1285656

Mloispro. (2017). Mental Research Institute (MRI) Systemic Therapy. Mindfully, Retrieved from https://mindfullyhealing.com/mental-research-institute-mri-systemic-therapy/

Ray, W.A. (2018). Bateson’s Cybernetics: The Basis of MRI Brief Therapy: Prologue. Researchgate, 36(8), 859-870. Doi: 10.1108/03684920710777388

Rohrbaugh, M.J. & Shoham, V. (2013). Brief Therapy Based on Interrupting Ironic Processes: The Palo Alto Model. Clinical Psychology (New York), 8(1), 66-81.

Szapocznik, J., Muir, J.A., Duff, J.H., Schwartz, S.J. & Brown, H. (2015). Brief Strategic Family Therapy: Implementing Evidence-based Models in Community Settings. Psychotherapy Research: Journal of the Society for Psychotherapy Research, 25(1), 121-133. Doi: 10.1080/10503307.2013.856044

Tramonti, F. (2018). Steps to an Ecology of Psychotherapy: The Legacy of Gregory Bateson. Systems Research and Behavioral Science, 36(1). Doi: 10.1002/sres.2549

“Types of Intervention Methods”. (2019). Ridgefieldrecovery. Retrieved from www.ridgefieldrecovery.com/intervention-guide/intervention-methods/

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The use of SBIRT in Adolescent Population

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The use of SBIRT in Adolescent Population

Identify a quality improvement opportunity in your organization or practice. In a 1,250-1,500 word paper, describe the problem or issue and propose a quality improvement initiative based on evidence-based practice. Apply “The Road to Evidence-Based Practice” process, illustrated in Chapter 4 of your textbook, to create your proposal.

Include the following:

  1. Provide an overview of the problem and the setting in which the problem or issue occurs.
  2. Explain why a quality improvement initiative is needed in this area and the expected outcome.
  3. Discuss how the results of previous research demonstrate support for the quality improvement initiative and its projected outcomes. Include a minimum of three peer-reviewed sources published within the last 5 years, not included in the course materials or textbook, that establish evidence in support of the quality improvement proposed.
  4. Discuss steps necessary to implement the quality improvement initiative. Provide evidence and rationale to support your answer.
  5. Explain how the quality improvement initiative will be evaluated to determine whether there was improvement.
  6. Support your explanation by identifying the variables, hypothesis test, and statistical test that you would need to prove that the quality improvement initiative succeeded.

SAMPLE ANSWER

The use of SBIRT in Adolescent Population

Problem Overview

Abusing drugs among adolescents is primarily prevalent in the United States. This makes adolescent years a critical window for the development of substance use disorders. Abusing drugs among the youth influence both their social and psychological development primarily cognitive development (Aldridge, Linford, & Bray, 2017). Nurses and physicians need to intervene early before substance abuse leads to cognitive health issues.  According to Johnston, O’Malley, Bachman & Schulenberg, 2013), physicians need to provide both holistic and quality care to their patients. Through the Road to Evidence-based practice, health care practitioners can find the evidence, appraise the evidence, implement the evidence and evaluate the evidence. Through the use of SBIRT as an evidence-based practice, healthcare practitioners can recognize, decrease and prevent harmful and unhealthy ways of substance use and abuse (Aldridge, Linford, & Bray, 2017). This paper develops a proposal for quality improvement through the introduction of screening, Referral to Treatment (SBIRT) screening tools, intervention, and intervention procedures to adolescent population affected by substance abuse in a health care institution.

The use of SBIRT in Adolescent Population

Why a Quality Improvement Initiative is Required

The quality improvement initiatives are required because the use and abuse of drugs have become common among adolescents, which make it a critical public concern. The Healthy People 2020 developed critical objectives aimed to reduce substance use and abuse among teenagers (Healthy People 2020, 2018). In addition, most government agencies, medical institutions and medical professional associations have developed free counseling programs and screenings for youth such as initiatives that involve SBIRT integration within the medical health care system in collaboration with the White House Office of National Drug Control Policy, Agency for Health care Research and Quality, Health Resources and Services Administration, National Institutes of Health (NIH), and SAMHSA (Johnston, O’Malley, Bachman & Schulenberg, 2013). Besides, the medical professional associations and international and national public health agencies developed recommendations aimed to guide health care professionals to carry out screening and interventions for individuals especially teenagers believed to abuse and use drugs. Therefore, SBIRT is a critical part that can be placed as part of the Affordable Care Act legislation and Patient Protection Act to help deal with the issue of substance abuse among teenagers in the US (Johnston, O’Malley, Bachman & Schulenberg, 2013). Besides, based on the Periodic Screening, Diagnosis, and Treatment statue, each federal government in the US is expected to provide Medicaid screening assessments for both physical and mental development among teenagers.

Results from Previous Research

According to National Institute on Drug Abuse (2014), drugs such as alcohol, tobacco and other illegally prescribed drugs during adolescent are often abused during the adolescent stage. It is estimated that about 70% of students in high school have abused either alcohol or other drugs while 30% might have abused prescribed medications for non-medical reasons (NIDA, 2014). The desire to fit in and faces new experiences, and deal with peer pressure or problems in school are the primary reasons for abusing drugs.

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According to Singh et al., (2017) the factors that influence the use of drugs among adolescent youths include peer pressure and the availability of narcotics in the school, community or neighborhood. The family environment is also a critical factor that may influence teenagers to use and abuse drugs. For example, a violent environment, mental illness, physical and emotional abuse, and the use of drugs in the household may influence the child to use and abuse drugs (Singh et al., (2017). Other factors for abuse of drugs includes the beliefs that drugs are cold, mental health conditions such as ADHD, anxiety, and depression, personality traits such as the need for excitement or poor impulse control, and adolescent’s inherited genetic vulnerability.

The use of SBIRT in Adolescent Population

The U.S. Preventive Services Task Force (USPSTF) recommends providing routine screening for substance abuse among teenagers between 16 years and 17 years. The USPSTF also found that the use of SBIRT among teenagers is a critical area within the nursing practice that needs to be looked into. According to Aldridge, Linford, & Bray, (2017), SBIRT is a public health approach that is integrated and comprehensive to the delivery of treatment and intervention for individuals at risk of developing substance abuse disorder or for individuals who have a substance abuse disorder. The practice of SBIRT as an evidence-based practice involves screening individual’s suspected of substance abuse and encouraging them to change their behavior through motivational interviews and putting them under a treatment plan. Thus, SBIRT is a simple medical practice that is both effective and brief. Evidence from researches shows that cost-effectiveness and efficacy of SBIRT among adults and its help in managing drug use although is useful, it has mixed reaction. A study by Aldridge, Linford, & Bray, (2017), further states that SBIRT is the evidence-based practice that can help the use of drugs among the youths and prevent cannabis use among teenagers.

The use of SBIRT in Adolescent Population

SBIRT, as an intervention, also leads to changes in substance use behaviors among patients who were addicted to drugs and went through the SBIRT tool intervention plan. The large-cohort SAMHSA study in 2017, showed the effectiveness of the SBIRT intervention. The study was quasi-experimental and sponsored by the Substance Abuse and Mental Health Services Administration (SAMHSA, 2017). The study sample was about one million individuals, and the study participants were screened for substance abuse disorders, and the SBIRT was used as an intervention plan for five years. The use of SBIRT intervention process was linked with a decrease in substance use among the individuals who were under the SBIRT intervention process (SAMHSA, 2017). SBIRT is a critical intervention tool that is validated to help assess the risk of substance abuse and developing intervention to encourage the reduction of substance use and ensure treatment who have improve both physical and psychological issues resulting from substance use and misuse (Schmidt, 2010). Therefore, SBIRT is a standardized and evaluated screening tool that is effective, patient-centered, evidence-based and an ongoing transition to treatment and care of patients addicted to substance use.

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Steps to Implement the Quality Improvement Initiative

            The first step of implementation of SBIRT intervention plan for patients engaged in substance abuse is to train the health care providers and physicians who will participate in the program. The health care providers who will be involved in the study will be reimbursed for every screening (SAMHSA, 2017). The SBIRT will include four steps during the screening process.

  1. The first step: The first step will involve the screening process where the health care practitioners will develop an evidence questionnaire to identify patient admitted for substance abuse ranging from addiction, problematic and riskiness of substance abuse. The screening process is critical in raising awareness to help people reduce substance use and misuse. The risk of substance use can be divided into four patterns: low risk or abstinence involves those who no consumption of alcohol, tobacco or any other drug. Driving risk includes those adolescents who use drug and alcohol and drive or ride with adolescents high on drugs or alcohol. Moderate risk includes individuals who have started using drugs and alcohol. Finally, high risk involves individuals who use drugs and alcohol often.
  2. The second step: This step involves a brief intervention process where teenagers showing mild symptoms get about 15 to 45-minute intervention including motivational interviewing. This helps to develop a behavioral change among teenagers to help reduce substance use and abuse.
  • The third step: The step involves a brief treatment process where adolescents with a score of moderate to severe in substance use and abuse are provided with a treatment plan that requires counseling sessions.
  1. The fourth step: The step involves the referral to treatment where the patients are connected to a physician for behavioral health treatment, comparative health assessment, or a specialty treatment program for substance abuse disorder.

These steps are critical during the implementation of the SBIRT as an intervention plan based on the following essential components: identifying adolescent at risk of substance abuse and disorders, educate adolescents and create awareness on substance abuse by showing the dangers of drinking and using drugs to help adopt a more healthy behavior (Schmidt, 2010). The potential for preventing substance abuse in the United States should not be underestimated. SBIRT is a critical intervention tool that helps in the reduction of substance abuse and its implementation as evidenced-based practices is an economic strategy that can help reduce abuse among teenagers in the US.

References

Aldridge, A., Linford, R., & Bray, J. (2017). Substance use outcomes of patients served by a broad US implementation of Screening, Brief Intervention and Referral to Treatment (SBIRT). Addiction, 112, 43–53. https://doi-org.lopes.idm.oclc.org/10.1111/add.13651

Healthy People 2020. (2018). Increase the proportion of adolescents aged 12 to 17 years perceiving great risk associated with substance abuse. Retrieved from https://www.healthypeople.gov/2020/topics-objectives/topic/substance-abuse/objectives

Johnston, L., O’Malley, P., Bachman, J., & Schulenberg, J. (2013). Monitoring the Future National Results on Adolescent Drug Use: Overview of Key Findings. Bethesda, MD: National Institute on Drug Abuse, 2013. Retrieved from www.monitoringthefuture.org

National Institute on Drug Abuse [NIDA]. (2014). Principles of Adolescent Substance Use Disorder Treatment: A Research-Based Guide. Retrieved from https://www.drugabuse.gov/publications/principles-adolescent-substance-use-disorder-treatment-research-based-guide

Schmidt, C. S., Schulte, B., Seo, H.-N., Kuhn, S., O’Donnell, A., Kriston, L., … Reimer, J. (2010.). A meta-analysis on the effectiveness of alcohol screening with brief interventions for patients in emergency care settings. ADDICTION, 111(5), 783–794. https://doi-org.lopes.idm.oclc.org/10.1111/add.13263

Singh, M., Gmyrek, A., Hernandez, A., Damon, D., & Hayashi, S. (2017). Sustaining Screening, Brief Intervention, and Referral to Treatment (SBIRT) services in health-care settings. Addiction, 112, 92–100. https://doi-org.lopes.idm.oclc.org/10.1111/add.13654

Substance Abuse and Mental Health Services Administration [SAMHSA]. (2017). About screening, brief intervention, and referral to treatment (SBIRT). Retrieved from https://www.samhsa.gov/sbirt/about

 

 

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The Future of Nursing

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The Future of Nursing

1. A two-page (500-word) paper that summarizes recommended changes for the future of nursing

 

a. Research the future of nursing.

 

What is meant by the future of nursing? Think about a topic of your choice that includes cultural implications. Describe the topic and include any references and citations you may have used.

 

b. Identify the major recommendations.

 

Identify two or three of the major strategies/recommendations for the future of nursing.

 

c. Explain key terms.

 

Describe how cultural sensitivity, cultural competency, and interprofessional collaboration could be addressed in the proposed changes.

 

SAMPLE ANSWER

The Future of Nursing

The future of nursing refers to how the nursing profession will be like in the years to come. For instance, the United States is currently focusing on improving nursing education to provide affordable, quality, and seamless care that can be easily accessed by all people(Institute of Medicine (US), 2011). The future of nursing is expected to provide improved and evidence-based care that will result in quality patient outcome. In the world today, challenges in healthcare have increased dramatically. Nursing still cares for patients relating to the education they attained in the 20th century. However, the training offered in the 20th century is not adequate in the 21st century when dealing with current health realities (Institute of Medicine (US), 2011). Patient care and needs environment have drastically become complex, and therefore, nurses need to acquire more education to improve their competencies to deliver high-quality care.

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Major Recommendations

Nurses should give care by utilizing their full training and education. Some nurses do not practice their full professional knowledge when providing care to the patients, which in turn reduces the quality of the patient outcome. Nurses should attain high education through an education system that is up to date to enhance seamless academic development. Also, nurses should incorporate inter-professional collaboration with other health professionals such as physicians to redesign healthcare sector.

Cultural sensitivity and competency must be considered for the proposed changes and recommendations to be effective. In cultural sensitivity, nurses should care for all the patients without discrimination. Nurses should understand and accept that cultural similarities and differences exist (Giger, 2016). Nurses should, therefore, enhance cultural competency by delivering healthcare services that are in line with the cultural and social values of the patients. Besides, inter-professional collaboration is one of the critical factors that can be utilized to meet the recommendations. Nurses should work as a team with other professions to enhance the sharing of knowledge and experience that can help improve the quality of care in the healthcare sector.

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References

Giger, J. N. (2016). Transcultural Nursing-E-Book: Assessment and Intervention. Elsevier Health Sciences.

Institute of Medicine (US). Committee on the Robert Wood Johnson Foundation Initiative on the Future of Nursing. (2011). The future of nursing: Leading change, advancing health. Washington, DC: National Academies Press.

 

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