James Grunloh, sales representative for Appleton Office Supplies Company, has just entered the office of Bob Croze, office manager for Old Orchard Candle Makers. James, who has just graduated from college and has since started selling for Appleton, is dressed in a two-piece brown suit.

As James enters the office, Bob, a large man around 50 years of age, sits behind a large wooden desk with his arms and legs crossed.

James: (walking around Bob’s desk to extend his hand) Good morning, Bob. It’s a pleasure to meet you. How are you today?

Bob: Fine, just fine. You’re a little late.

James: Just 5 minutes. I was delayed at the bank.

Bob: (rubbing his nose with his index finger and crossing his arms and legs) Well, alright. What can I do for you?

James: I am here to tell you about our new office forms. I think you will be quite pleased with them.

Bob: Before you go any further, let me tell you that we have just placed an order with one of your competitors.

James: (crossing arms and legs, his voice increasing in speed and pitch) I’m sorry to hear that. You should have waited until we got here. Appleton’s prices have just been lowered by 10 to 20%.

Bob: (uncrossing his arms and legs and stroking his chin) They have?

James: (buttoning his coat and starting to rise) Well, I guess it’s too late if you’ve already placed the order. Next time, give us a chance, will you?

As James leaves, Bob sits with his elbows propped on his desk and holds both hands together in front of his mouth.

Regarding the scenario above, answer the following questions:

• What mistakes in his own nonverbal behavior has James made? 
  • Cite at least 2 examples, explaining James’ nonverbal behaviors and the messages they sent. 
• What nonverbal cues in Bob has James failed to recognize?
  • Cite at least 2 examples, explaining Bob’s nonverbal behaviors and the messages they sent.
• Rewrite the dialogue to show how you think James should have handled matters. 
  • Include at least 2 new nonverbal behaviors from either James or Bob.
• Describe 3 examples of good nonverbal behavior James and Bob could portray.

Deliverable Length:  2–3 pages

 

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This exam has a total of 18 points. Each point corresponds to a numbered question. The numbered question is to be answered. The correct answer to a numbered question will give you one point. If the answer is partially correct, partial credit will be given as a decimal value. If the answer is incorrect, no credit will be given. If the question is unanswered, no credit will be given so it is better to guess than to leave a question blank. The number of points earned will be divided by the total number of points on the exam and multiplied by 100 to get your grade. Good luck!

1. In the background section the authors wrote “It was hypothesized that the solitary presence, and not the amount of blood, could be responsible for the severe expansion of the secondary damage.” In terms of the solitary presence, is this a null hypothesis or an alternate/alternative hypothesis? (1 point)

1. How do you know that your answer to question 1 is correct? (1 point0

1. In the background section the authors wrote “It was hypothesized that the solitary presence, and not the amount of blood, could be responsible for the severe expansion of the secondary damage.” In terms of the amount of blood, is this a null hypothesis or an alternate/alternative hypothesis? (1 point)

1. How do you know that your answer to question 3 is correct? (1 point)

1. In the background section the authors wrote “Argatroban derives from the amino acid arginine and binds to the active catalytic binding site of thrombin.” Based on this quote, what is argatroban? (1 point)

1. How do you know that your answer to question 5 is correct? (1 point)

1. In the background section the authors wrote “Argatroban derives from the amino acid arginine and binds to the active catalytic binding site of thrombin.” Based on this quote, what is thrombin? (1 point)

1. How do you know that your answer to question 7 is correct? (1 point)

1. In the background section the authors wrote “Direct thrombin blocking is also possible with Bivalirudin …” Based on this quote what is Bivalirudin? (1 point)

1. How do you know that your answer to question 9 is correct? (1 point)

1. In the background section the authors wrote “A small portion of thrombin and prothrombin is expressed in neural cells [11], and this is associated with chronic neurodegenerative diseases like Alzheimer [12], Parkinson [13] and Multiple Sclerosis [14].” Why is thrombin associated with Multiple Sclerosis? (1 point)

1. Quote something from the article as evidence that your answer to question 11 is correct. (1 point)

1. In the background section the authors wrote “We hypothesize that the acute release of thrombin from the subdural hematoma could be one of the harmful blood constituents, which trigger long-term lesion enlargement through early activation of PARI.” Is this hypothesis a null hypothesis or an alternate/alternative hypothesis? (1 point)

1. How do you know that your answer to question 13 is correct? (1 point)

1. In the lesion volume 14 days after ASDH section of the results section the authors wrote “PARI blockage resulted in the following lesion volumes: Animals treated with vehicle had an average tissue loss of 6.5 ±2.0 mm³ with one µg SCH-79797 lesion volume was 4.3 ±0.7 mm³and with five µg SCH-7979 the average damage was 3.8 ±1.1 mm³ (all p: n.s., Fig. 2b).” Based on this quote, why was there tissue loss? (1 point)

1. Did this study prove that thrombin is one of the key players in modulating secondary damage after ASDH? (1 point)

1. How do you know that your answer to question 16 is correct? (1 point)

1. In the discussion section the authors wrote “Thrombin influences signal transduction in the brain predominantly via PARI [48, 49].” What is the role of PARI in signal transduction? (1 point)

 

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Week 3 Discussion

Restorative Justice

As a new chief of police in a city of 100,000 people, you are determined to implement a restorative justice model in order to effect positive changes in public safety and quality of life. As David Simson stated in his paper, Restorative Justice and Its Effects on (Racially Disparate) Punitive School Discipline, given at the 7th Annual Conference on Empirical Legal Studies:

Restorative Justice can be described as an alternative method of dealing with misbehavior distinguished from the two currently dominant models of retribution (justice model) and rehabilitation (welfare model). Its core values focus on “healing rather than hurting, moral learning, community participation and community caring, respectful dialogue, forgiveness, responsibility, apology, and making amends” in an attempt to restore victims, offenders, as well as broader affected communities to a more positive place after something bad has happened (Simson, 2012, p. 8).

You know full well that there is no chance that you can cause such a drastic shift in culture without enlisting enthusiastic support from important contributors within your own organization and the community as a whole.

For this Discussion, assume that you are completely convinced that restorative justice will produce positive outcomes in your community. Then, consider how you might proceed to identify and enlist the support needed to implement your plan.

Post by Day 3 an explanation of how restorative justice differs from traditional approaches to treating offenders and crime victims. Describe challenges restorative programs face in terms of political, public, and policy acceptance. Then, outline steps you believe will be necessary to build consensus and bring about necessary changes in individual and group viewpoints and behaviors.

 

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Write 3–5 pages in which you discuss how a current information system used in the delivery of patient care contributes to improved patient outcomes.

In using information system technology, nurses are able to track and measure data to improve patient outcomes.

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By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Describe the importance of effective scholarship and evidence-based information to advance the profession of nursing.
  • Describe how an information system used in nursing contributes to evidence-based nursing practices.
• Competency 2: Identify strategies and best practices for using informatics in nursing and health care.
  • Describe how a nurse researcher uses information technology to define patient safety within the context of outcomes.
• Competency 3: Explain the use of information management tools and technologies to monitor and improve health care delivery and patient outcomes.
  • Describe how nurse leaders and nurse informaticists use technology and evidence-based practice to contribute to improved patient outcomes.
• Competency 4: Communicate in a manner that is consistent with the expectations of a nursing professional.
  • Write coherently to support a central idea in appropriate format with correct grammar, usage, and mechanics.

Competency Map

Check Your ProgressUse this online tool to track your performance and progress through your course.

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Context

Continued rapid changes in information technology reflect significant progress in health care delivery and the practice of nursing. The use of patient monitoring devices, robotics, electronic medical records, data management resources, and ready access to current science are a few examples of how technology is used in providing care to patients across multiple settings.Show LessHow technology will continue to interface with nursing care, research, and future practice is significant to advancing the profession and maintaining high quality of care standards and delivery.The following search terms relate to nursing informatics and evidence-based practice. Keeping an eye on them will help the nurse informatics practitioner stay up to date about current trends and applications of technology:

• Electronic Health Records (EHR) Incentive Programs.
• The Health Insurance Portability and Accountability Act (HIPAA).
• Office for Civil Rights – A Healthcare Provider’s Guide to the HIPAA Privacy Rule.
• Patient Safety and Quality Improvement Act (PSQIA).
• Agency for Healthcare Research and Quality (AHRQ).

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Questions to Consider

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.Show LessConsider the following questions from the point of view of a specific organization:

• Technologies used for direct care:
  • How are data used to improve patient outcomes?
  • How does technology contribute to safety and quality of care in this setting?
• Technologies used for data management:
  • How are data tracked, monitored, stored, or trended in your data management system?
  • How is technology used for data archiving and retrieval?
• Reliability and safeguards:
  • How do you know your data are reliable?
  • What types of safeguards are in place to protect patient data?
• Research:
  • How are data extracted and used for research endeavors in your organization?
  • What are examples of how nurses at the bedside are involved in technology design and testing in your organization? In other organizations? How might you do it differently?
• Technology and professional development:
  • What are the challenges for successful implementation of new technologies in health care environment and nursing practices—in general? Specific to your organization?
  • If you had the power to improve the way technology is used in your organization, what you would like to see changed or enhanced?

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Resources

Suggested Resources

The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Capella Resources

• APA Paper Template.
• APA Paper Tutorial.

Capella Multimedia

Click the links provided below to view the following multimedia pieces:

• Nurse Educator Informatics Skills Competency Checklist | Transcript.
• Qualitative Versus Quantitative Quiz | Transcript.

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Library Resources

The following e-books or articles from the Capella University Library are linked directly in this course:

• Cashin, A., & Cook, R. (Eds.). (2010). Evidence-based practice in nursing informatics: Concepts and applications. Hershey, PA: IGI Global.
• Gerrish, K., & Lacey, A. (2013). Research process in nursing (6th ed.). Somerset, NJ: John Wiley & Sons.
• Al-Rawajfah, O. M., Aloush, S., & Hewitt, J. B. (2014). Use of electronic health-related datasets in nursing and health-related research. Western Journal of Nursing Research, 37(7), 952–983.
• Campbell, R. J. (2013). Defining health informatics. Journal of AHIMA, 84(2), 28–30, 32.
• Dalrymple, P. W. (2011). Data, information, knowledge: The emerging field of health informatics. Bulletin of the American Society for Information Science and Technology, 37(5), 41–44.
• Dunn, S. L., Arslanian-Engoren, C., Dekoekkoek, T., Jadack, R., & Scott, L. D. (2015). Secondary data analysis as an efficient and effective approach to nursing research. Western Journal of Nursing Research, 37(10), 1295–1307.
• McBride, S., Delaney, J., & Tietze, M. (2012). Health information technology and nursing. American Journal of Nursing, 112(8), 36–42.
• Murphy, J. (2010). Nursing and technology: A love/hate relationship. Nursing Economics, 28(6), 405–408.
• Samuels, J. G., Mcgrath, R. J., Fetzer, S. J., Mittal, P., & Bourgoine, D. (2015). Using the electronic health record in nursing research: Challenges and opportunities. Western Journal of Nursing Research, 37(10), 1284–1294.
• Schwartz, A. (2012). Helping drive health care’s fast-moving technology train. Science of Caring, 24(1), 14–20.

Course Library Guide

A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the BSN-FP4004 – Nursing Research and Informatics Library Guide to help direct your research.

Internet Resources

Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.

• Agency for Healthcare Research and Quality (AHRQ). (n.d.). Retrieved from http://www.ahrq.gov/index.html
• CMS.gov. (2015, October 29). Electronic Health Records (EHR) Incentive Programs. Retrieved from https://www.cms.gov/Regulations-and-Guidance/Legis…
• Healthcare Information and Management Systems Society (HIMSS). (n.d.). Retrieved from http://www.himss.org/
• HHS.gov. (2005). The Patient Safety and Quality Improvement Act of 2005 (PSQIA). Retrieved from http://www.hhs.gov/ocr/privacy/psa/regulation/stat…
• U.S. Department of Health and Human Services, Office for Civil Rights. (n.d.). A Health Care Provider’s Guide to the HIPAA Privacy Rule: Communicating With a Patient’s Family, Friends, or Others Involved in the Patient’s Care. Retrieved from http://www.hhs.gov/sites/default/files/provider_ff…
• HHS.gov. (2015). Health information privacy: HIPAA. Retrieved from http://www.hhs.gov/ocr/privacy/

Bookstore Resources

The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.

• Grove, S. K., Gray, J. R., & Burns, N. (2015). Understanding nursing research: Building an evidence-based practice (6th ed.). St. Louis, MO: Elsevier.

Additional Books

You may wish to purchase the following books from your preferred bookseller. These scholarly texts are great resources for now and in the future:

• McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones & Bartlett Learning.
• Polit, D. F., & Beck, C. T. (2012). Nursing research: Generating and assessing evidence for nursing practice (9th ed.). Philadelphia, PA: Lippincott Williams & Wilkins.
• Saba, V. K., & McCormick, K. A. (2015). Essentials of nursing informatics (6th ed.). New York, NY: McGraw-Hill.

Assessment Instructions

Write a paper in which you analyze an information system for its effectiveness in improving patient care.

Preparation

Select an example of a current information system used in the delivery of patient care. Note: Ideally, select a system from your workplace to examine. If you are not currently working, select a system from an organization close to where you live. This technology should be used for data management designed to improve patient care.Familiarize yourself with the technology. Do some personal research to gain a deeper understanding about the technology. Visit the Web site of the company who markets the technology to familiarize with how the company positions the technology in the market. Read articles online and in the library related to your chosen system. Remember to take notes to keep track of what you discover. Examine the following aspects of the technology:

1. How is the information system designed to contribute to safety and quality in the care of patients?
2. What types of data are tracked, monitored, stored, and trended in the system?
3. How well does it accomplish what it is designed to do in your chosen real-world setting?
4. How is this information system used to support research or action by nurse researchers, leaders, and informaticists? If it is not currently being used to support research, how could it be used in the future?
5. What types of opportunities are available for nurses, in any scope of practice, that gives them the chance to participate in the design and testing of this system?
6. How might the technology be enhanced so it better meets the needs of the professionals currently using the system?

Compare what you learn with how your chosen technology is being used in the workplace. Think about your own workplace and consider speaking with other professionals who currently use the system.

Directions

Write an paper in which you discuss and apply what you have learned about how your chosen information system is used in the delivery of patient care and how it contributes (or does not contribute) to improved patient care. Include the following categories:

• Describe your chosen information system used in nursing and how it contributes to evidence-based nursing practices.
• Describe the types of data that are tracked and how the data are monitored, stored, and trended.
• Describe how a nurse researcher, nurse leader, and nurse informaticist use information technology to define patient safety within the context of outcomes.
• Describe how nurses can enhance the technology through participation in design and testing of the system.

Additional Requirements

• Written communication: Ensure written communication is free of errors that detract from the overall message.
• APA formatting: Format resources and citations according to current APA style and formatting guidelines. Include the following:
  • Title page.
  • Running head (a short title that appears on every page).
  • Title on the first page of text.
  • Level 1 headings for paper sections.
  • In-text parenthetical citations and a reference list.
• Number of resources: Cite a minimum of four peer-reviewed resources.
• Length: Submit 3–5 typed, double-spaced pages.
• Font and font size: Use Times New Roman, 12 point. 

 

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• You are under a tight deadline to submit a report to your manager. You are cutting it very close and consider submitting your report without revising your writing in order to meet the deadline. Then you remember what your English professor taught you about the importance of revising your work.
• • Identify three (3) areas of evaluation you consider to be most important in communicating effectively and preventing misunderstandings through revision within your writing.

 

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