Discussion: Standardized Coding Systems

As a result of the fragmented nature of the health care system, professionals in various specialty areas of medicine have developed their own unique sets of terminology to communicate within that specialty. In the past, limited attention has been given to codifying practices in order for them to be understood and utilized across disciplines or through different information technology systems. The implementation of a federally mandated electronic medical records system, therefore, poses a challenge to nursing professionals and others who must be prepared to utilize standardized codes for the new system. Why are coding standards important for promoting consistent, high-quality care?

According to Rutherford (2008, para. 15), “Improved communication with other nurses, health care professionals, and administrators of the institution in which nurses work is a key benefit of using a standardized nursing language.” In this Discussion you consider the reasoning behind and the value of standardized codification.

To prepare

• Review the information in Nursing Informatics: Scope and Standards of Practice. Determine which set of terminologies are appropriate for your specialty or area of expertise.
• Reflect on the importance of continuity in terminology and coding systems.
• In the article, “Standardized Nursing Language: What Does It Mean for Nursing Practice?” the author recounts a visit to a local hospital to view its implementation of a new coding system. One of the nurses commented to her, “We document our care using standardized nursing languages but we don’t fully understand why we do” (Rutherford, 2008, para. 1). Consider how you would inform this nurse (and others like her) of the importance of standardized nursing terminologies.
• Reflect on the value of using a standard language in nursing practice. Consider if standardization can be limited to a specialty area or if one standard language is needed across all nursing practice. Then, identify examples of standardization in your own specialty or area of expertise. Conduct additional research using the Walden Library that supports your thoughts on standardization of nursing terminology.

By Day 3

Post an explanation of why nurses need to document care using standardized nursing languages and whether this standardization can be limited to specialty areas or if it should be across all nursing practice. Support your response using specific examples from your own specialty or area of expertise and using at least one additional resource from the Walden Library.

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

American Nurses Association. (2015). Nursing informatics: Scope & standards of practice (2nd ed.). Silver Springs, MD: Author.

• “Metastructures, Concepts, and Tools of Nursing Informatics”

  This chapter explores the connections between data, information, knowledge, and wisdom and how they work together in nursing informatics. It also covers the influence that concepts and tools have on the field of nursing.

McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning.

• Chapter 6, “Overview of Nursing Informatics”

  This chapter defines the foundations of nursing informatics (NI). The authors specify the disciplines that are integrated to form nursing informatics, along with major NI concepts.

Brokel, J. (2010). Moving forward with NANDA-I nursing diagnoses with Health Information Technology for Economic and Clinical Health (HITECH) Act Legislation: News updates. International Journal of Nursing Terminologies & Classifications, 21(4), 182–185.
Retrieved from the Walden Library databases.
In this news brief, the author describes the initiatives that NANDA-I will implement to remain abreast of the HITECH legislation of 2009. The author explains two recommendations for the federal government’s role in managing vocabularies, value sets, and code sets throughout the health care system.

Matney, S., Brewster, P. J., Sward, K. A., Cloyes, K. G., & Staggers, N. (2011). Philosophical approaches to the nursing informatics data-information-knowledge-wisdom framework. Advances in Nursing Science, 34(1), 6–18.
Retrieved from the Walden Library databases.
This article proposes a philosophical foundation for nursing informatics in which data, information, and knowledge can be synthesized by computer systems to support wisdom development. The authors describe how wisdom can add value to nursing informatics and to the nursing profession as a whole.

Rutherford, M. A. (2008). Standardized nursing language: What does it mean for nursing practice? OJIN: The Online Journal of Issues in Nursing, 13(1). Retrieved from http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/vol132008/No1Jan08/ArticlePreviousTopic/StandardizedNursingLanguage.html
The author of this article provides justification for the use of a standardized nursing language, which will be necessary for incorporating electronic documentation into the health care field. The author defines standardized language in nursing, describes how such a language can be applied in a practice setting, and discusses the benefits of using a standardized language.

Westra, B. L., Subramanian, A., Hart, C. M., Matney, S. A., Wilson, P. S., Huff, S. M., … Delaney, C. W. (2010). Achieving “meaningful use” of electronic health records through the integration of the Nursing Management Minimum Data Set. The Journal of Nursing Administration, 40(7–8), 336–343.
Retrieved from the Walden Library databases.
This article explains the nursing management minimum data set (NMMDS), which is a research-based minimum set of standard data for nursing management and administration. The article describes how the NMMDS can be used to minimize the burden on health care administrators and increase the value of electronic health records within the health care system.

Required Media

Laureate Education (Producer). (2012a). Data, information, knowledge, and wisdom continuum. Baltimore, MD: Author.
McGonigle, D., & Mastrian, K. G. (2012). Nursing informatics and the foundation of knowledge (2nd ed.). Burlington, MA: Jones & Bartlett Learning. (p. 98, Chapter 6, Figure 6)

The continuum of data, information, knowledge, and wisdom is used in the health care field to describe discrete levels of understanding related to patient care and decision making. This video provides an overview of the continuum from data to wisdom.

Optional Resources

Truran, D., Saad, P., Zhang, M., & Innes, K. (2010). SNOMED CT and its place in health information management practice. Health Information Management Journal, 39(2), 37–39.
Retrieved from the Walden Library databases.

Brown, B. (2011). ICD-10-CM: What is it, and why are we switching? Journal of Health Care Compliance, 13(3), 51–79.
Retrieved from the Walden Library databases.

Two Page- Operation Management – Operations Management

READ ALL THE INFO!

Submit this in Word or PDF.

Please use references from:

Slack, N., Brandon-Jones, A., & Johnston, R. (2013). Operations Management (7th ed.). Harlow: Pearson Education Limited.

AND

THE ATTACHED DOCUMENT!

Two Page Paper Assignment 1 – Individual Work

Individual assignment using the project case: create a “polar” representation (also known as a radar chart in Excel) of performance objectives (similar to the “polar representation” figure found in your text book), and address each point below.

• Begin this paper with an introduction.
• From your perspective, in the analysis section of this paper, rank each performance objective for the current situation.
• Rank performance objectives according to what you think should be most important. This is the “To Be” scenario to turn things around.
• Plot and generate the polar representation chart make the chart part of what you turn in.
• Use APA and cite the textbook. This is due Sunday night Week 2. Two pages.
• End this paper with a conclusion.

Remember to discuss your reasoning for each point, select what you think are the top two performance objectives and explain why. Insert the chart/s into the paper. Check out this web site for a good example of polar representation graph: http://www.slideshare.net/sayouri/rolls-royce-performance-objectives

Using the project case scenario (Turn Around at the Portland Plant), which is attached inside this assignment and also located under Course Information/Group Work/Assignments, create a “polar” representation (also known as a radar chart) of performance objectives (similar to the polar representation figure 2.11 on pg 60, chapter 2).1. From your perspective, rank each performance objective for the current situation.



2. Rank performance objectives according to what you think should be most important. This is the “To Be” scenario to turn things around.



3. Plot and generate the polar representation chart.



In words, discuss your reasoning for each point, select what you think are the top two performance objectives and explain why. Insert the chart/s into the paper.

https://www.homeworkmarket.com/sites/default/files…

1).
Policies and Organizational Culture

In preparation for this week’s Discussion, your
ethical principles will be tested with a short case study where Duke’s Fuqua
School of Business was under scrutiny in the manner it addressed the ten
percent of MBA Program learners of cheating on a take home test. Another
college from New Jersey had a similar incident with its Chinese-based MBA
Program learners for plagiarism. Read the Test Your Principles, Exhibit 12.3,
page 361, article in your text and respond to the following questions:

1. If
   you were asked to serve as an Ethics Review Arbitrator, what decision would
   you have rendered in support of the Duke University MBA Program learners’
   issue? The Centenary College Chinese MBA Program?
2. In
   support of your ruling as Ethics Review Arbitrator, explain your key
   reasons for your decision.

2).
Corporate Entrepreneurship

Please refer to Exhibit 14.7, Who Is The
Entrepreneur? In your text, the top right-hand quadrant defines an entrepreneur
as being one who has high creativity and innovativeness but not necessarily
high management skills and business know-how (Pearce & Robinson, 2013, p.
414).

• What
  is intrapreneurship and how is it best enabled?

References:

Pearce, J. A., & Robinson, R. B. (2013). Strategic
management: Planning for domestic & global competition (13th ed.). New
York, NY: McGraw-Hill.

In the chapter on Diversity in Groups, you will read about the Myers-Briggs Type Indicator; this is the most popular personality assessment used by companies. Myers-Briggs looks at how we prefer to interact with others, how we prefer to process information, how we prefer to communicate and how we like to make decisions. Knowing your preferences and the preferences of your co-workers can help you to be a more effective communicator, team member, and leader.

For this assignment, you first need to take the attached survey to identify your Myers-Briggs (personality) Type Indicator MBTI.

Read about MBTI and preferred communication methods in the textbook and on-line resources. Here are a couple of links to on-line articles.

https://www.psychometrics.com/wp-content/uploads/2017/02/Using-the-MBTI-to-Enhance-Workplace-Communication.pdf

http://socialscienceinsights.com/2013/02/07/personality-communication/

Submit a typed, one-page, single space report that describes your MBTI and your communication and decision making preferences. Give examples of situations when your preferred communication style and/or decision making style collided with someone whose style was different than yours. How well can you assess the communication preferences of others and “flex” your style as needed?

The numbers you score on the MBTI survey will give you an indication of how well you can flex/adapt your style to a given situation. For example, if your numbers for Extrovert is a 3 and Introvert is a 4, it will be easier for you to flex your (slightly) preferred Introverted style to a co-worker’s Extroverted style. If your numbers are Extrovert 0 and Introvert 7, it will be much more challenging to flex your Introverted style to your Extroverted co-worker. Let’s hope that your boss isn’t a 7 on the Extrovert scale and a 0 on the Introvert scale.

Extroverts like to talk ideas through in a group. Introverts prefer to talk one-to-one or better yet, put it in writing.

Sensing types want to see facts and figures (concrete evidence). Intuitives just know and they can’t tell you how they know — just trust their gut on this one.

Thinking types want logical information; brief and to the point. Feeling types have emotional stories (anecdotal evidence) to tell.

Judging types are skilled at making decisions quickly and with limited information. Perceiving types want more information and may have difficulty making decisions because there are too many possibilities or not enough information.

University of North
Texas at Dallas

Spring 2016

SYLLABUS

EDEC 4243D/001 Environmental Processes and Assessment/3 hrs

Environmental Research Paper: (Due 5/9) After Reading
Chapters 3 and 4, Research the following Curriculum models listed in Chapter 3
of your book – High Scope, Montessori, Reggio Emilia and Bank Street as well as
the Creative Curriculum, which is the most frequent curriculum used in Head
Start Programs.  Examine how each model
is implemented through the arrangement of the classroom environment,  teaching strategies, assessment, learning centers
included, classroom materials selected, routines and schedule. Compare and
contrast the five models and discuss how they align with the Texas
Pre-Kindergarten guidelines for classroom environments. Provide annotations for
between eight and ten sources you consulted which you believe give information
to explain the impact of the topic. These do not include your textbook. Write a
total of eleven pages including a cover page, an introduction, analysis and
comparison of the five models in all areas listed above. a conclusion of your
findings, how you will use this information to inform your teaching and
bibliograsphy. At least three sources must be early childhood professional
journals. Annotations include APA style bibliographic information of the
source, a summary of the main point(s), analyze how each source addresses the
issue. Resources to assist you in completing your resource paper are contained
under the tab entitled Research Paper Resources. You will present your report
in class using a Power Point presentation of your research and finding for the
models chosen for this assessment. All elements, including the topic, analysis,
annotations and summary, must be presented in the research assignment in order
to receive full point value.

Compare each on one
or more of the following characteristics on good research sources:

•Currency: Is the publication current enough for your topic?

•Relevance: How well does the resource help answer the
question at issue?

•Authority: Is the author or sponsoring organization a
credible authority on the subject?

•Accuracy: Is the information in the source accurate and
free of emotional, biased language? Does point of view color the facts
presented?

•Purpose: For what purpose did the author or sponsoring
organization create the information?

A rubric will be
provided to serve as a guide with th

	OUTSTANDING	ACCEPTABLE	UNACCEPTABLE
Standards	(Exceeds expectations)  20-13 pts.	(Meets expectations)  12-6  pts.	(Below expectations)  0-6 pts.
TEACHING AND LEARNING  4c.  Knowing and understanding the importance, central concepts, inquiry tools and structures of content areas or academic disciplines	Student demonstrated a high level of understanding of Early Childhood principles and inquiry skills in developing a report on the content of three researched sources including a peer reviewed article from a recognized educational journal or edited book.	Student demonstrated adequate understanding of Early Childhood principles and inquiry skills in developing a report that met expectations on the content of three researched sources including a peer reviewed article from a recognized educational journal or edited book	Student’s knowledge of early childhood principles and inquiry skills were not apparent in the development of a research report
OUTSTANDING	ACCEPTABLE	UNACCEPTABLE
(Exceeds expectations)  4-5 pts.	(Meets expectations)  2-3 pts.	(Below expectations)  0-1 pts.
Statement of problem addressed in articles	Clearly stated	Understandable	Vague and wordy
Findings of research	Clearly summarized, precise, accurate,	Understandable	Vague and not completely accurate.
Purpose of articles identified	Purpose clearly identified and Lit review precisely summarized	Understandable and brief. Only part of lit review discussed	Vague and wordy
Conclusions or interpretation of results	Extremely clear and precise and accurately identified.	Understandable and brief, but accurate.	Vague and wordy, only partially accurate.
Written & verbal communication skills	Evaluation of the articles and data demonstrated a high level of reflection	Evaluation of article and data demonstrated an adequate level of reflection	Evaluation of the article and data demonstrated a minimal or no reflection
Identifying and Using Professional Resources	Articles and data sources selected demonstrated advanced skills in identifying credible resources such as a peer reviewed journal	Resources demonstrated adequate skills in identifying credible resources such as a peer reviewed journal	Articles identified not published in credible resources such as a in a peer reviewed journal

is project.