analyze the nurses responsibility to protect patient information and the extent that Health IT has made it easier or more difficult to protect patient privacy.

One of the pivotal goals of consumer health literacy efforts is to design educational materials thatattractas well aseducateusers. In this Assignment you design a health information document on a topic that is of interest to you.
To prepare:
To complete:
Note:Remember to keep the information in your health handout and its design at the appropriate level for the audience you are seeking to inform. Submit your Assignment as a Word document.
http://www.ahrq.gov/patients-consumers/patient-involvement/ask-your-doctor/videos/clinician06/index.html
This week we will discuss the security of health care records and the protection of patient privacy. You will analyze the nurses responsibility to protect patient information and the extent that Health IT has made it easier or more difficult to protect patient privacy. You will comment on any security or ethical issues related to the use of portable devices to store information. You will also assess the strategies your organization uses to safeguard patient information and how these promote a culture of safety. You will describe an area where improvement is needed and one strategy that could address the situation.
NURS 5051/6051: Week 11 Application Assignment Rubric
REQUIRED CONTENT
EVALUATION
EXCELLENT
EVALUATION
GOOD
EVALUATION
FAIR
EVALUATION
POOR
SCORE
Includesa cover page and introduction forthe flyer with an explanation of the issue selected a description of the audience and the search terms used to identify resources.
(10 possible points)
This section demonstratesexcellence. To achieve a rating of excellent the student must discuss all of the concepts and key points presented in the text/s and Learning Resources. Paper provides significant detail including multiple relevant examples evidence from the readings and other peer reviewed sources published within the past 5 years and discerning ideas.
(910 points)
This section demonstrates agoodunderstanding of the content. To achieve a rating of good the student must discussmostof the concepts and key points presented in the text/s and Learning Resources. Paper includes moderate detail evidence from the readings and discerning ideas.
(8 points)
This section demonstrates afairunderstanding of the content. To achieve a rating of fair the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. Paper may belackingin detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
(7 points)
This section demonstratespoor understandingof the content. To achieve a rating of poor the student includes few of the concepts and key points of the text/s and Learning Resources. Paper is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.
(06 points)
In the Flyer:
Defineskey terms in a way that is appropriate for the target audience.
(10 possible points)
This section demonstratesexcellence. To achieve a rating of excellent the student must discuss all of the concepts and key points presented in the text/s and Learning Resources. Paper provides significant detail including multiple relevant examples evidence from the readings and other peer reviewed sources published within the past 5 years and discerning ideas.
(910 points)
This section demonstrates agoodunderstanding of the content. To achieve a rating of good the student must discussmostof the concepts and key points presented in the text/s and Learning Resources. Paper includes moderate detail evidence from the readings and discerning ideas.
(8 points)
This section demonstrates afairunderstanding of the content. To achieve a rating of fair the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. Paper may belackingin detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
(7 points)
This section demonstratespoor understandingof the content. To achieve a rating of poor the student includes few of the concepts and key points of the text/s and Learning Resources. Paper is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.
(06 points)
Describesthe health issue using language appropriate for the audience.
(20 possible points)
This section demonstratesexcellence. To achieve a rating of excellent the student must discussallof the concepts and key points presented in the text/s and Learning Resources. The section provides significant detail including multiple relevant examples evidence from the readings and other peer reviewed sources published within the past 5 years and discerning ideas.
(1920 points)
This section demonstrates agoodunderstanding of the content. To achieve a rating of good the student must discussmostof the concepts and key points presented in the text/s and Learning Resources. The section includes moderate detail evidence from the readings and discerning ideas.
(1718 points)
This section demonstrates afairunderstanding of the content. To achieve a rating of fair the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. The section may belackingin detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
(1516 points)
This section demonstratespoor understandingof the content. To achieve a rating of poor the student includes few of the concepts and key points of the text/s and Learning Resources. The section is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.
(014 points)
Providesguidance on how to identify websites and resources with credible information on the issue.
(20 possible points)
This section demonstratesexcellence. To achieve a rating of excellent the student must discussallof the concepts and key points presented in the text/s and Learning Resources. The section provides significant detail including multiple relevant examples evidence from the readings and other peer reviewed sources published within the past 5 years and discerning ideas.
(1920 points)
This section demonstrates agoodunderstanding of the content. To achieve a rating of good the student must discussmostof the concepts and key points presented in the text/s and Learning Resources. The section includes moderate detail evidence from the readings and discerning ideas.
(1718 points)
This section demonstrates afairunderstanding of the content. To achieve a rating of fair the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. The section may belackingin detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
(1516 points)
This section demonstratespoor understandingof the content. To achieve a rating of poor the student includes few of the concepts and key points of the text/s and Learning Resources. The section is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.
(014 points)
Recommends4-5 websites with clear valuable and reliable information on the issue.
(10 possible points)
This section demonstratesexcellence. To achieve a rating of excellent the student must discussallof the concepts and key points presented in the text/s and Learning Resources. The section provides significant detail including multiple relevant examples evidence from the readings and other peer reviewed sources published within the past 5 years and discerning ideas.
(910 points)
This section demonstrates agoodunderstanding of the content. To achieve a rating of good the student must discussmostof the concepts and key points presented in the text/s and Learning Resources. The section includes moderate detail evidence from the readings and discerning ideas.
(8 points)
This section demonstrates afairunderstanding of the content. To achieve a rating of fair the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. The section may belackingin detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
(7 points)
This section demonstratespoor understandingof the content. To achieve a rating of poor the student includes few of the concepts and key points of the text/s and Learning Resources. The section is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.
(06 points)
Writing used in Introduction
(10 possible points)
Paper iswellorganized uses scholarly tone follows APA style uses original writing and proper paraphrasing contains very few or no writing and/or spelling errors and isfullyconsistent with graduate level writing style. Introduction containsmultiple appropriate and exemplary peer reviewed sources (published within the past 5 years) expected/required for the assignment.
(910 points)
Paper ismostlyconsistent with graduate level writing style. Paper may have some small or infrequent organization scholarly tone or APA style issues and/or may contain a few writing and spelling errors and/or somewhat less than the expected number of or type of sources.
(8 points)
Paper issomewhat belowgraduate level writing style with multiple smaller or a few major problems. Paper may be lacking in organization scholarly tone APA style and/or contain many writing and/or spelling errors or shows moderate reliance on quoting vs. original writing and paraphrasing. Paper may contain inferior resources (number or quality).
(7 points)
Paper iswell belowgraduate level writing style expectations for organization scholarly tone APA style and writing or relies excessively on quoting. Paper may contain few or no quality resources.
(06 points)
Writing used in Flyer
(20 possible points)
Flyer iswellorganized uses a tone appropriate for the audience uses original writing and proper paraphrasing contains very few or no writing and/or spelling errors and isfullyconsistent with a health flyer writing style.
(1820 points)
Flyermostlyuses a tone appropriate for the intended audience. Flyer may have some small or infrequent organization tone issues and/or may contain a few writing and spelling errors.
(1617 points)
Flyer is written in a tone that issomewhat above or belowthe intended audience with multiple smaller or a few major problems. Flyer may be lacking in organization appropriate tone and/or contain many writing and/or spelling errors or shows moderate reliance on quoting vs. original writing and paraphrasing.
(1415 points)
Flyer iswell belowgraduate level work expectations for organization appropriate tone and writing.
(013 points)
Instructor comments:
Up to 20 points may be deducted for lateness.
Total Score(100 possible points):
points
Required Readings
McGonigle D. & Mastrian K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington MA: Jones and Bartlett Learning.
This chapter explores health literacy and e-health. The chapter examines a multitude of technology-based approaches to consumer health education.
In this chapter the authors supply an overview of community and population health informatics. The authors explore a variety of informatics tools used to promote community and population health.
The authors of this chapter present strategies for developing a culture of safety using informatics tools. In addition the chapter analyzes how human factors contribute to errors.
Health literacy: How do your patients rate? (2011). Urology Times 39(9) 32.
Retrieved from the Walden Library databases.
The authors of this article define health literacy and emphasize its poor rates in the United States. Additionally the authors recommend numerous websites that offer patient education materials.
Huff C. (2011). Does your patient really understand? H&HN 85(10) 34.
Retrieved from the Walden Library databases.
This article defines hospital literacy and highlights the barriers that prevent it from increasing. It also emphasizes the difficulties created by language and financial costs.
The Harvard School of Public Health. (2010). Health literacy studies. Retrieved from http://www.hsph.harvard.edu/healthliteracy
This website provides information and resources related to health literacy. The site details the field of health literacy and also includes research findings policy reports and initiatives and practice strategies and tools.
Office of Disease Prevention and Health Promotion (n.d.). Health literacy online. Retrieved June 19 2012 from http://www.health.gov/healthliteracyonline/
This webpage supplies a guide to writing and designing health websites aimed at increasing health literacy. The guide presents six strategies that should be used when developing health websites.
U.S. Department of Health and Human Services. (n.d.a). Quick guide to health literacy. Retrieved June 19 2012 from http://www.health.gov/communication/literacy/quickguide/Quickguide.pdf
This article contains an overview of key health literacy concepts and techniques for improving health literacy. The article also includes examples of health literacy best practices and suggestions for improving health literacy.
Required Media
Agency for Healthcare Research and Quality (Executive Producer). (2012a). Interview with Rachelle Toman M.D. Ph.D. Rockville MD: Author. Retrieved from http://www.ahrq.gov/patients-consumers/patient-involvement/ask-your-doctor/videos/clinician06/index.html
In this interview Dr. Toman discusses the importance of asking patients questions to ensure they have been able to sufficiently communicate their concerns.
Agency for Healthcare Research and Quality (Executive Producer). (2012b). The waiting room video. Rockville MD: Author. Retrieved from http://www.ahrq.gov/patients-consumers/patient-involvement/ask-your-doctor/videos/waitroom/index.html
This video addresses the importance of communication in the patient-health care professional relationship. It highlights the need to ask meaningful questions to the patient to fully understand issues and concerns.
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