Category: Nursing

Polycystic Ovarian Syndrome (PCOS) 
Scenario: 
A 22-year-old patient presents to the clinic with secondary amenorrhea for 4 months. She has reported that she gained about 40 pounds in the past 10 months and her period started to become more and more irregular. Onset of menarche was age 13 and has had menstrual cycle from 30-45 days, but lately she’s been having menses every 35-65 days with the latest being 4 months apart. She is unsure of what’s going on. During your physical exam you noted some facial hair and acne. You suspect the patient might have PCOS. 
Based on your working diagnosis, patient’s HPI, and your physical assessment, create a 2-4 page write-up discussing the following information: 
• Definition of PCOS. What is this condition? Why is this important to address? 
• Prevalence and risk factors 
• PCOS can be a risk for developing what types of health complications? 
• Presentation 
• Pathophysiology 
• Physical assessment and testing to confirm diagnosis 
• Provide at least 1 differential diagnosis and an exam and/or lab test to rule out this diagnosis. 
• Treatment or management of PCOS for a patient who is currently not planning a pregnancy 
• Treatment or management of PCOS for a patient who is currently planning a pregnancy 
Your write-up must include at least 2 scholarly sources that are not from your textbook nor any standard government or medical websites. Scholarly sources must be peer- reviewed articles. You do not have to write this paper in a SOAP format. Please reference and use in-text citations properly and according to APA Style. Please include a title page and a reference page for the write-up. 

Case studies are a useful way for you to apply your knowledge of pharmacokinetic and pharmacodynamic aspects of pharmacology to specific patient cases and health histories. For the Week 4 Assignment, I have posted the case study scenarios for the week below:
For the Week 4 Assignment, you are to evaluate drug treatment plans for patients with various disorders and justify drug therapy plans based on patient history and diagnosis. Please refer to the grading rubric to ensure that you receive maximum points for the Assignment, and keep the following in mind: Review the information provided and answer questions posed in the case study. When recommending a medication for each scenario, write out a complete prescription for the medication, including all 5 aspects required for a valid order. The order must be complete, accurate, and appropriate. Whenever possible, use clinical practice guidelines in developing your answers. Include at least three references to support your answer for each scenario and cite them in APA format. Evidence-based clinical practice guidelines are fundamental to clinical practice, as they assist providers with clinical decision making.  I have attached some applicable guidelines below as additional Optional Resources for your Week 4 Assignment. Have a great week! 
2017 ACC-AHA Guideline Mgmt HTN in Adults-1.pdfDownload 2017 ACC-AHA Guideline Mgmt HTN in Adults-1.pdf
2018 AHA-ACC Guideline on Mgmt Blood Cholesterol-1.pdfDownload 2018 AHA-ACC Guideline on Mgmt Blood Cholesterol-1.pdf
2019 ACC-AHA Guideline on Primary Prevention of CVD-1.pdfDownload 2019 ACC-AHA Guideline on Primary Prevention of CVD-1.pdf
2021 ACC Consensus Mgmt ASCVD Risk Reduction in Pts with Hypertriglyceridemia-1.pdfDownload 2021 ACC Consensus Mgmt ASCVD Risk Reduction in Pts with Hypertriglyceridemia-1.pdf
GINA-2024-Strategy-Report-24_05_22_WMS.pdfDownload GINA-2024-Strategy-Report-24_05_22_WMS.pdf
GOLD-2024_v1.2-11Jan24_WMV.pdfDownload GOLD-2024_v1.2-11Jan24_WMV.pdf
Treatment of HTN – A Review_JAMA_2022-1.pdf

1 nursing diagnosis, with 1 long and short term goal and intervention/rationale needed for the goals. I have attached the template needed for the assignment.

B.  Discuss the impact of a clinical practice problem on the patient or patients and the organization it affects.
1.  Identify each of the following PICO components of the clinical practice problem:
•   P: patient, population, or problem
•   I: intervention
•   C: comparison
•   O: outcome
2.  Develop an evidence-based practice (EBP) question based on the clinical practice problem discussed in part B and the PICO components identified in part B1.
Note: Refer to the “Appendix B: Question Development Tool” web link for information on the creation of an EBP question.
C.  Select a research-based article that answers your EBP question from part B2 to conduct an evidence appraisal.
Note: The article you select should not be more than five years old.
1.  Discuss the background or introduction (i.e., the purpose) of the research-based article.
2.  Describe the research methodology used in the research-based article.
3.  Identify the level of evidence for the research-based article using the Johns Hopkins Nursing Evidence-Based Practice (JHNEBP) model.
Note: Refer to the “Appendix E: Research Evidence Appraisal Tool” web link for information on how to level a research-based article.
4.  Summarize how the researcher analyzed the data in the research-based article.
5.  Summarize the ethical considerations of the research-based article. If none are present, explain why.
6.  Identify the quality rating of the research-based article according to the JHNEBP model.
Note: Refer to the “Appendix E: Research Evidence Appraisal Tool” web link for information on how to establish the quality rating.
7.  Analyze the results or conclusions of the research-based article.
a.  Explain how the article helps answer your EBP question.
D.  Select a non-research-based article from a peer-reviewed journal that helps to answer your EBP question from part B2 to conduct an evidence appraisal.
Note: The article you select should not be more than five years old.
1.  Discuss the background or introduction (i.e., the purpose) of the non-research-based article.
2.  Describe the type of evidence (e.g., case study, quality improvement project, clinical practice guideline) used in the non-research-based article.
3.  Identify the level of evidence in the non-research-based article using the JHNEBP model.
Note: Refer to the “Appendix F: Non-Research Evidence Appraisal Tool” web link for information on how to level the non-research-based article.
4.  Identify the quality rating of the non-research-based article according to the JHNEBP model.
5.  Discuss how the author’s recommendations in the non-research-based article help answer your EBP question.
E.  Recommend a practice change that addresses your EBP question using both the research-based and non-research-based articles you selected for part C and part D.
1.  Explain how you would involve three key stakeholders in supporting the practice change recommendation.
2.  Discuss one specific barrier you may encounter when implementing the practice change recommendation. 
3.  Identify one strategy that could be used to overcome the barrier discussed in part E2.
4.  Identify one outcome (the O component in PICO) from your EBP question that can be used to measure the recommended practice change.
F.   Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
G.  Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A:CITI CERTIFICATION
NOT EVIDENT
A copy of the learner’s CITI certification is not provided.
APPROACHING COMPETENCE
Not applicable.
COMPETENT
A copy of the learner’s CITI certification is provided.
B:CLINICAL PRACTICE PROBLEM
NOT EVIDENT
The submission does not identify a clinical practice problem or does not include a discussion of the impact of a clinical practice problem on the patient or patients and the organization it affects.
APPROACHING COMPETENCE
The submission includes a discussion of the clinical practice problem but does not logically address its impact on the patient or patients and the organization it affects.
COMPETENT
The submission includes a discussion of the clinical practice problem that logically addresses its impact on the patient or patients and the organization it affects.
B1:PICO COMPONENTS
NOT EVIDENT
The submission does not include each of the given PICO components of the clinical practice problem.
APPROACHING COMPETENCE
The submission includes each of the PICO components of the clinical practice problem, but 1 or more of the given components are inaccurate or incomplete.
COMPETENT
The submission includes each of the given PICO components of the clinical practice problem. Each of the given components is accurate and complete.
B2:EVIDENCE-BASED QUESTION
NOT EVIDENT
The submission does not include an EBP question.
APPROACHING COMPETENCE
The submission includes an EBP question, but the EBP question does not appropriately address the clinical practice problem or does not include all the PICO components.
COMPETENT
The submission includes an EBP question that appropriately addresses the clinical practice problem and includes all the PICO components.
C:SELECTION OF A RESEARCH-BASED ARTICLE
NOT EVIDENT
An article selection is not provided.
APPROACHING COMPETENCE
The selected article is not research based or does not answer the EBP question from part B2.
COMPETENT
The selected article is research based and answers the EBP question from part B2.
C1:BACKGROUND OR INTRODUCTION OF THE RESEARCH-BASED ARTICLE
NOT EVIDENT
The submission does not include a discussion of the background or introduction of the research-based article.
APPROACHING COMPETENCE
The submission does not accurately discuss the background or introduction of the research-based article.
COMPETENT
The submission accurately discusses the background or introduction of the research-based article.
C2:RESEARCH METHODOLOGY IN THE RESEARCH-BASED ARTICLE
NOT EVIDENT
The submission does not include a description of the research methodology used in the research-based article.
APPROACHING COMPETENCE
The submission includes a description that inaccurately describes the research methodology used in the research-based article.
COMPETENT
The submission includes a description that accurately describes the research methodology used in the research-based article.
C3:LEVEL OF EVIDENCE IN THE RESEARCH-BASED ARTICLE
NOT EVIDENT
The submission does not identify the level of evidence for the research-based article.
APPROACHING COMPETENCE
The submission identifies the level of evidence for the research-based article that is not accurate according to the JHNEBP model.
COMPETENT
The submission accurately identifies the level of evidence for the research-based article that is based on the JHNEBP model.
C4:ANALYSIS OF THE DATA
NOT EVIDENT
The submission does not include a summary of the data analysis in the article.
APPROACHING COMPETENCE
The submission includes a summary of the data analysis, but the summary does not accurately describe how the researcher analyzed the data in the article.
COMPETENT
The submission includes a summary that accurately describes how the researcher analyzed the data in the article.
C5:ETHICAL CONSIDERATIONS OF THE RESEARCH-BASED ARTICLE
NOT EVIDENT
The submission does not include a summary of ethical considerations. Or the submission does not include an explanation of why no ethical considerations are present in the research-based article.
APPROACHING COMPETENCE
The submission includes a summary of ethical considerations, but the summary does not logically describe the ethical considerations of the research-based article. Or, if no ethical considerations are present in the research-based article, the submission does not logically explain why none are present.
COMPETENT
The submission includes a summary that logically describes the ethical considerations of the research-based article. Or, if no ethical considerations are present, the submission includes a logical explanation of why none are present.
C6:QUALITY RATING OF THE RESEARCH-BASED ARTICLE
NOT EVIDENT
The submission does not identify a quality rating of the research-based article.
APPROACHING COMPETENCE
The submission identifies a quality rating of the research-based article that is not accurate according to the JHNEBP model.
COMPETENT
The submission accurately identifies a quality rating of the research-based article according to the JHNEBP model.
C7:RESULTS OR CONCLUSIONS OF THE RESEARCH-BASED ARTICLE
NOT EVIDENT
The submission does not include an analysis of the results or conclusions of the research-based article.
APPROACHING COMPETENCE
The submission includes an analysis of the results or conclusions, but the analysis does not logically evaluate the results or conclusions of the research-based article.
COMPETENT
The submission includes an analysis that logically evaluates the results or conclusions of the research-based article.
C7A:HOW THE ARTICLE ANSWERS THE EBP QUESTION
NOT EVIDENT
The submission does not include an explanation of how the article helps answer the EBP question.
APPROACHING COMPETENCE
The submission does not appropriately explain how the article helps answer the EBP question.
COMPETENT
The submission appropriately explains how the article helps answer the EBP question.
D:SELECTION OF A NON-RESEARCH-BASED ARTICLE
NOT EVIDENT
An article selection is not provided.
APPROACHING COMPETENCE
The selected article is not a non-research-based article or does not answer the EBP question from part B2.
COMPETENT
The selected article is a non-research-based article and answers the EBP question from part B2.
D1:BACKGROUND OR INTRODUCTION OF THE NON-BASED-RESEARCH ARTICLE
NOT EVIDENT
The submission does not include a discussion of the background or introduction of the non-research-based article.
APPROACHING COMPETENCE
The submission does not accurately address the background or introduction of the non-research-based article.
COMPETENT
The submission accurately addresses the background or introduction of the non-research-based article.
D2:TYPE OF EVIDENCE IN THE NON-BASED-RESEARCH ARTICLE
NOT EVIDENT
The submission does not include a description of the type of evidence used in the non-research-based article.
APPROACHING COMPETENCE
The submission does not accurately describe the type of evidence used in the non-research-based article.
COMPETENT
The submission accurately describes the type of evidence used in the non-research-based article.
D3:LEVEL OF EVIDENCE IN THE NON-RESEARCH-BASED ARTICLE
NOT EVIDENT
The submission does not identify the level of evidence for the non-research-based article.
APPROACHING COMPETENCE
The submission identifies the level of evidence for the non-research-based article that is not accurate according to the JHNEBP model.
COMPETENT
The submission accurately identifies the level of evidence for the non-research-based article according to the JHNEBP model.
D4:QUALITY RATING OF THE NON-RESEARCH-BASED ARTICLE
NOT EVIDENT
The submission does not identify a quality rating for the non-research-based article.
APPROACHING COMPETENCE
The submission identifies a quality rating for the non-research-based article that is not accurate according to the JHNEBP model.
COMPETENT
The submission accurately identifies the quality rating for the non-research-based article according to the JHNEBP model.
D5:AUTHOR’S RECOMMENDATIONS IN THE NON-RESEARCH-BASED ARTICLE
NOT EVIDENT
The submission does not include a discussion of the author’s recommendations that help answer the EBP question.
APPROACHING COMPETENCE
The submission includes a discussion of the author’s recommendations, but the discussion does not logically explain how the author’s recommendations help answer the EBP question.
COMPETENT
The submission includes a discussion that logically explains how the author’s recommendations help answer the EBP question.
E:RECOMMENDED PRACTICE CHANGE
NOT EVIDENT
The submission does not include a practice change recommendation.
APPROACHING COMPETENCE
The submission includes a practice change recommendation, but the recommendation does not appropriately address the EBP question. Or the recommendation does not accurately use both the research-based and non-research-based articles to show how the change should be made.
COMPETENT
The submission includes a practice change recommendation that appropriately addresses the EBP question and accurately uses both the research-based and non-research-based articles to show how the change should be made.
E1:INVOLVEMENT OF KEY STAKEHOLDERS
NOT EVIDENT
The submission does not include an explanation of 3 key stakeholders’ involvement in the practice change recommendation.
APPROACHING COMPETENCE
The submission includes an explanation of 3 key stakeholders’ involvement, but the explanation does not address how 1 or more of the stakeholders would appropriately support the practice change recommendation.
COMPETENT
The submission includes an explanation of how 3 key stakeholders would appropriately support the practice change recommendation.
E2:BARRIER OF IMPLEMENTING THE PRACTICE CHANGE
NOT EVIDENT
The submission does not include a discussion of 1 specific barrier that might be encountered when implementing the practice change recommendation.
APPROACHING COMPETENCE
The submission includes a discussion of 1 specific barrier that might be encountered, but the barrier discussed is not appropriate for the practice change recommendation, or the barrier discussed would not feasibly be encountered during implementation.
COMPETENT
The submission includes a discussion of 1 specific barrier that might feasibly be encountered during implementation, and the barrier discussed is appropriate for the practice change recommendation.
E3:STRATEGY FOR OVERCOMING THE BARRIER
NOT EVIDENT
The submission does not identify 1 strategy that could be used to overcome the barrier discussed in part E2.
APPROACHING COMPETENCE
The submission identifies 1 strategy for overcoming a barrier, but that strategy would not logically be used to overcome the barrier discussed in part E2.
COMPETENT
The submission identifies 1 strategy that could logically be used to overcome the barrier discussed in part E2.
E4:OUTCOME TO MEASURE THE RECOMMENDED PRACTICE CHANGE
NOT EVIDENT
The submission does not identify 1 outcome for measuring the recommended practice change.
APPROACHING COMPETENCE
The submission identifies 1 outcome from the EBP question, but the outcome does not appropriately measure the recommended practice change.
COMPETENT
The submission identifies 1 outcome from the EBP question that appropriately measures the recommended practice change.
F:SOURCES
NOT EVIDENT
The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.
APPROACHING COMPETENCE
The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations and/or reference list is incomplete or inaccurate.
COMPETENT
The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.
G:PROFESSIONAL COMMUNICATION
NOT EVIDENT
Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic.
APPROACHING COMPETENCE
Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective.
COMPETENT
Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.

For this assessment, develop a solution to a specific ethical dilemma faced by a health care professional. Pick from the 2 case studies provided

Please provide an answer that is 100% original and do not copy the answer to this question from any other website since I am already well aware of this. I will be sure to check this.
Please be sure that the answer comes up with way less than 18% on Studypool’s internal plagiarism checker since anything above this is not acceptable according to Studypool’s standards. I will not accept answers that are above this standard.
No AI or Chatbot! I will be sure to check this.
Complete a one full page reflection for two of the following topics EACH from Oregon State University for EACH missed Nurse Survivor Coursehttp://success.oregonstate.edu/learningTime Management
Stress Management/Test Anxiety
Reading
Active Studying
Test Taking Skills
The reflection should have 2 parts:Summary of the key points of the OSU tool/video/hand-out
Reflection on how you will use that information to improve your study skills
The reflection(s) must in APA format WITH citations and referencesOSU citation minimum
The reflection(s) must be turned in to Dr. Dolter during the mid-point Learner Success Meeting of the Summer 2024 semester.
Requirements: 2 Full Pages Total so 1 Full Page for Each Topic Times New Roman Size 12 Font Double-Spaced APA Format Excluding the Title and Reference Pages | .doc file
Please provide an answer that is 100% original and do not copy the answer to this question from any other website since I am already well aware of this. I will be sure to check this.
Please be sure that the answer comes up with way less than 18% on Studypool’s internal plagiarism checker since anything above this is not acceptable according to Studypool’s standards. I will not accept answers that are above this standard.
No AI or Chatbot! I will be sure to check this.
Please be sure to include an introduction paragraph with a clear thesis statement in the last sentence of the introduction paragraph and a conclusion paragraph.
Please be sure to carefully follow the instructions.
No plagiarism & No Course Hero & No Chegg. The assignment will be checked for originality via the Turnitin plagiarism tool.
Please be sure to include at least one in-text citation in each body paragraph.

Instructions
All required components of the TEP are included in the draft:
• Introduction: provide an overview of what the paper will discuss.  The introduction heading should be the title of the paper.
• Overview of Nursing Theory: include a primary source written by the theorist in the overview section.
• Exemplar: provide an example from personal nursing practice (do not include any identifying factors about the example)
• Application of Theory:
• Apply the nursing theory that you are researching toyour actual nursing practice/advanced nursing practice experiences utilizing relative theoretical models
• Integrate biblical principles that can be applied to your nursing practice.
• Conclusion 
• At least 4 current, scholarly sources must be included in the references in addition to the textbook and the Bible.
• A primary source (written by the theorist) is a requirement of the TEP: First Draft Assignment and the TEP: Final Assignment. Sources should be cited and referenced in current APA format. 
• Content of the draft is thorough and meets or approaches the minimum length requirement for the TEP Final Paper 
o The draft should be 3-4 pages

Prepare a 2 page interprofessional staff update on HIPAA and appropriate social media use in health care.
Introduction:
Health care providers today must develop their skills in mitigating risks to their patients and themselves related to patient information. At the same time, they need to be able distinguish between effective and ineffective uses of social media in health care.
This assessment will require you to develop a staff update for an interprofessional team to encourage team members to protect the privacy, confidentiality, and security of patient information.
Professional Context:
Health professionals today are increasingly accountable for the use of protected health information (PHI). Various government and regulatory agencies promote and support privacy and security through a variety of activities. Examples include:
Meaningful use of electronic health records (EHR).
Provision of EHR incentive programs through Medicare and Medicaid.
Enforcement of the Health Insurance Portability and Accountability Act (HIPAA) rules.
Release of educational resources and tools to help providers and hospitals address privacy, security, and confidentiality risks in their practices.
Technological advances, such as the use of social media platforms and applications for patient progress tracking and communication, have provided more access to health information and improved communication between care providers and patients.
At the same time, advances such as these have resulted in more risk for protecting PHI. Nurses typically receive annual training on protecting patient information in their everyday practice. This training usually emphasizes privacy, security, and confidentiality best practices such as:
Keeping passwords secure.
Logging out of public computers.
Sharing patient information only with those directly providing care or who have been granted permission to receive this information.
Today, one of the major risks associated with privacy and confidentiality of patient identity and data relates to social media. Many nurses and other health care providers place themselves at risk when they use social media or other electronic communication systems inappropriately. For example, a Texas nurse was recently terminated for posting patient vaccination information on Facebook. In another case, a New York nurse was terminated for posting an insensitive emergency department photo on her Instagram account.
Preparation:
As you begin to consider the assessment, it would be an excellent choice to complete the Breach of Protected Health Information (PHI) activity. The activity will support your success with the assessment by creating the opportunity for you to test your knowledge of potential privacy, security, and confidentiality violations of protected health information. The activity is not graded and counts towards course engagement.
To successfully prepare to complete this assessment, complete the following:
Review the settings presented in the Assessment 02 Supplement: Protected Health Information [PDF] resource and select one to use as the focus for this assessment.
Review the infographics on protecting PHI provided in the resources for this assessment, or find other infographics to review. These infographics serve as examples of how to succinctly summarize evidence-based information.
Analyze these infographics and distill them into five or six principles of what makes them effective. As you design your interprofessional staff update, apply these principles. Note: In a staff update, you will not have all the images and graphics that an infographic might contain. Instead, focus your analysis on what makes the messaging effective.
Select from any of the following options, or a combination of options, as the focus of your interprofessional staff update:
Social media best practices.
What not to do: social media.
Social media risks to patient information.
Steps to take if a breach occurs.
Conduct independent research on the topic you have selected in addition to reviewing the suggested resources for this assessment. This information will serve as the source(s) of the information contained in your interprofessional staff update. Consult the BSN Program Library Research Guide for help in identifying scholarly and/or authoritative sources.
Scenario:
In this assessment, imagine you are a nurse in one of the health care settings described in the following resource:
Assessment 02 Supplement: Protected Health Information [PDF] Before your shift begins, you scroll through Facebook and notice that a coworker has posted a photo of herself and a patient on Facebook and described how happy she is that her patient is making great progress. You have recently completed your annual continuing education requirements at work and realize this is a breach of your organization’s social media policy. Your organization requires employees to immediately report such breaches to the privacy officer to ensure the post is removed immediately and that the nurse responsible receives appropriate corrective action.
You follow appropriate organizational protocols and report the breach to the privacy officer. The privacy officer takes swift action to remove the post. Due to the severity of the breach, the organization terminates the nurse.
Based on this incident’s severity, your organization has established a task force with two main goals:
Educate staff on HIPAA and appropriate social media use in health care.
Prevent confidentiality, security, and privacy breaches.
The task force has been charged with creating a series of interprofessional staff updates on the following topics:
Social media best practices.
What not to do: Social media.
Social media risks to patient information.
Steps to take if a breach occurs.
Instructions:
First, select one of the health care settings described in the following resource:
Assessment 02 Supplement: Protected Health Information [PDF] As a nurse in this setting, you are asked to create the content for a staff update containing a maximum of two content pages that address one or more of these topics:
Social media best practices.
What not to do: social media.
Social media risks to patient information.
Steps to take if a breach occurs.
This assessment is not a traditional essay. It is a staff educational update about PHI. Consider creating a flyer, pamphlet, or one PowerPoint slide (not an entire presentation). Remember it should not be more than two pages (excluding a title and a reference page).
The task force has asked team members assigned to the topics to include the following content in their updates in addition to content on their selected topics:
What is protected health information (PHI)?
Be sure to include essential HIPAA information.
What are privacy, security, and confidentiality?
Define and provide examples of privacy, security, and confidentiality concerns related to the use of technology in health care.
Explain the importance of interdisciplinary collaboration to safeguard sensitive electronic health information.
What evidence relating to social media usage and PHI do interprofessional team members need to be aware of? For example:
What are some examples of nurses being terminated for inappropriate social media use in the United States?
What types of sanctions have health care organizations imposed on interdisciplinary team members who have violated social media policies?
What have been the financial penalties assessed against health care organizations for inappropriate social media use?
What evidence-based strategies have health care organizations employed to prevent or reduce confidentiality, privacy, and security breaches, particularly related to social media usage?
Notes
Your staff update is limited to two double-spaced content pages. Be selective about the content you choose to include in your update so you can meet the page length requirement. Include need-to-know information. Omit nice-to-know information.
Many times people do not read staff updates, do not read them carefully, or do not read them to the end. Ensure your staff update piques staff members’ interest, highlights key points, and is easy to read. Avoid overcrowding the update with too much content.
Also, supply a separate reference page that includes two or three peer-reviewed and one or two non-peer-reviewed resources (for a total of 3–5 resources) to support the staff update content.
Additional Requirements:
Written communication: Ensure the staff update is free from errors that detract from the overall message.
Submission length: Maximum of two double-spaced content pages.
Font and font size: Use Times New Roman, 12-point.
Citations and references: Provide a separate reference page that includes 2–3 current, peer-reviewed and 1–2 current, non-peer-reviewed in-text citations and references (total of 3–5 resources) that support the staff update’s content. Current means no older than 5 years.
APA format: Be sure your citations and references adhere to APA format. Consult the Evidence and APA page for an APA refresher.
Competencies Measured:
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
Competency 1: Describe nurses’ and the interdisciplinary team’s role in informatics with a focus on electronic health information and patient care technology to support decision making.
Describe the security, privacy, and confidentially laws related to protecting sensitive electronic health information that govern the interdisciplinary team.
Explain the importance of interdisciplinary collaboration to safeguard sensitive electronic health information.
Competency 2: Implement evidence-based strategies to effectively manage protected health information.
Identify evidence-based approaches to mitigate risks to patients and health care staff related to sensitive electronic health information.
Develop a professional, effective staff update that educates interprofessional team members about protecting the security, privacy, and confidentiality of patient data, particularly as it pertains to social media usage.
Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.
Follow APA style and formatting guidelines for citations and references.
Create a clear, concise, well-organized, and professional staff update that is generally free from errors in grammar, punctuation, and spelling.

Please respond to the following questions based upon these course objectives:
Perform a comprehensive physical, psychosocial, developmental and cultural assessment in a concise and systematic manner.
Document health assessment data in a concise, accurate and logical manner to meet standards for reimbursement.
Critically analyze interview data and physical exam findings to begin to formulate a patient plan of care. 
Effectively manage communication central to shared decision-making with other healthcare professionals and patients, demonstrating awareness of gender and cultural differences.
Design patient centered and culturally responsive strategies in the delivery of clinical prevention and health promotion interventions and/or services to individuals, families, communities, and aggregates/clinical populations. 
Advance equitable and efficient prevention services and promote effective population-based health policy through the application of nursing science and other scientific concepts.
Please answer the following questions with supporting examples and full explanations.
For each of the learning objectives, provide an analysis of how the course supported each objective.
Explain how the material learned in this course, based upon the objectives, will be applicable to certification success and professional application.
Provide evidence (citations and references) to support your statements and opinions.

Read the following case study and answer the reflective questions. Please provide evidence-based rationales for your answers. APA, 7th ed. must be followed.