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Future trends in IT
Tuesday, 8 May 2012 | 0 comment(s)

Future trends in IT
Universality of IT:
  • IT guidance can organize for a potential in information technology at any sector. IT technology can open doors to more than just your own effective Future Information Technology Trends environment.
Technology and Telecommunication:
  • While many people are trailing their jobs in marketing, buyer ceremony, factual estate and construction, more and more people are verdict their mission via telecommunication.Websites are in stable penury to IT help including webmasters, graphic designers and programmers. This Future Information Technology Trends trend will prolong as the internet is one of the best customs to join to the world and will only maintain to grow in the future.
Technological trends in the future:
  • According to the Bureau of Labour Statistics, the technology world will maintain to upsurge with jobs in IT increasing by 16 percent in the next ten existence.
IT Training for all Industries:
  • even if you never want to dine in a career as an, IT technician, information technology exercise can help prepare you for advancement in your own sector. Information technology exists everywhere and this is why it's important to advantage the skills desirable to understand the information technological phase of your sector.
IT is Universal:
  • Another important touch of information technology is that, while some systems modify from troupe to troupe, and from country to country, they are all relatively the same.This means that, if you desire to do so, you can move and convey with career guidance in IT..The possibilities Future Information Technology Trends for those with information technology training not only transport from trade to industry, but they also outdo continental boundaries as well.
Source: http://informationtechnologytrendsideas.blogspot.com/2009/10/future-information-technology-trends.html


The future of nursing and the informatics agenda
Friday, 4 May 2012 | 0 comment(s)
Source: Nursing Education Perspectives. 31.6 (November-December 2010): p390.
Document Type: Article
Full Text: 
THE LONG-AWAITED INSTITUTE OF MEDICINE (IOM)
Report on the Future of Nursing: Leading Change, Advancing Health was introduced on October 5. If you were busy and did not attend the IOM briefing, you can view the broadcast at www.iom.edu/Activities/Workforce/Nursing/2010-OCT-05.aspx. The report, well over 500 pages, emphasizes the essential role of nurses in the transformation of health care and the facilitation of objectives established in the Affordable Care Act (www.healthcare.gov/law/introduction/ index.html). Four key messages that structure its recommendations are as follows (IOM, 2010):
* Nurses should practice to the full extent of their education and training.
* Nurses should achieve higher levels of education and training through an improved education system that promotes seamless academic progression.
* Nurse should be full partners, with physicians and other health care professionals, in redesigning health care in the United States.
* Effective workforce planning and policy making require better data collection and an improved information infrastructure.
Of course, as an informatics professor, I immediately observed that informatics knowledge, skills, and attitudes are integral to these key messages. Note the strong emphasis on removing barriers for advanced practice nurses. With the growing emphasis on patient-centered care, the medical/health home concept, and consumer engagement, it is imperative that APNs understand personal health records, e-health, and m-health (mobile health) tools. Nurses at all levels will need to become informatics literate to function within the health care delivery system.
I particularly liked this quote in the chapter on practice transformation: "There is perhaps no greater opportunity to transform practice than through technology" In the chapter on the transformation of nursing practice, the report speaks to the American Recovery and Reinvestment Act (ARRA) (Public Law 111-5), which includes the HITECH Act (Health Information Technology for Economic and Clinical Health). This act authorizes the Centers for Medicare & Medicaid Services (CMS) to provide a reimbursement incentive for eligible hospitals and providers who are successful in becoming meaningful users of an electronic health record (EHR). Incentive payments begin in 2011 and phase down gradually. Starting in 2015, providers are expected to have adopted and be actively utilizing an EHR in compliance with the meaningful use definition, or they will be subject to financial penalties under Medicare. (More about the concept of meaningful use is online at http://healthit.hhs.gov/portal/server.pt/community/healthit_hhs_gov_ meaningful_use_announcement/2996)
So, the stage has been set for assuring that health care institutions not only adopt EHRs, but that they must also demonstrate that providers are meaningful users of the technology. As Blumenthal and Tavenner (2010) state, "HITECH's goal is not adoption alone but 'meaningful use' of EHRs --that is, their use by providers to achieve significant improvements in care" (p. 1).
The Future of Nursing report clearly states that "HIT (Health Information Technology) will fundamentally change the ways in which RNs plan, deliver, document, and review clinical care" It aptly states that "care and its documentation will less frequently be 'free-hand" indicating a need for nursing education to address the value and use of nursing terminologies and classification systems to codify nursing data (Murphy, 2010). To learn more about nurses' role in meaningful use, I recommend that you access the testimony of Joyce Sensmeier, co-chair of the Alliance of Nursing Informatics (www.himss.org/ASP/ContentRedirector .asp?ContentID=72211&type=HIMSSNewsItem&src=twt).
A second message from the report is critical for nurse educators in all educational programs. Nurses are "expected to use a variety of technological tools and complex information management systems that require skills in analysis and synthesis to improve the quality and effectiveness of care." For this expectation to happen, informatics knowledge, skills, and attitudes must be integrated throughout the nursing curriculum. This is not optional. And having just a single course will not help our nurses practice in the future. I was extremely proud to see that the TIGER initiative (Technology Informatics Guiding Education Reform) was highlighted in the report.
Clearly we are at the tipping point, and nurse educators can no longer ignore the informatics agenda. Rather than merely knowing what buttons to push for documentation, our students must begin to understand the concept of being a meaningful user. My biggest fear is that schools of nursing will run out to buy EHR simulations or contract with clinical agencies, spending all their time teaching students how to use software rather than how data, information, and knowledge can improve patient care and inform their practice. Over the course of the next year, I will continue to address this topic, providing examples of how your colleagues are tackling the issue of informatics in the curriculum.
An essential message in the IOM report is that full partnership in the redesign of health care offers the promise for nurses to be creative, adapting and designing new tools to support the new roles that nurses will perform as a part of health care reform. To redesign consumer engagement and health care delivery, nurses must understand innovative technology tools and experiment with them. Think about the work of Dr. Janet Grady, a pioneer in the use of innovative tools to disrupt the current education system of teaching and learning. Dr. Grady developed the Virtual Clinical Practicum (VCP) to provide undergraduate students with remote care learning opportunities. In collaboration with Dr. Loretta Schlachta-Fairchild, she pioneered the use of telehealth in nursing education (Vaughan, 2006). Dr. Grady told of her work on the VCP in the Faculty Matters column in the May-June 2006 issue of Nursing Education Perspectives.
If we are truly at the crossroads of transforming health care, nurses must have the knowledge and skills to use disruptive innovations to facilitate and encourage new methods to deliver health care. We need to build on already existing usage of iPads, smartphones, and other devices to promote health and allow consumers to manage chronic conditions (Christensen, Bohmer, & Kenagy, 2000). To learn more about consumer use of disruptive technologies in health care, visit the Pew Internet and American Life Project website (www.pewinternet.org) or the California Healthcare Foundation (www.chcf.org).
We must all think outside the box, form new partnerships, and ask our students for their ideas about how to transform nursing practice. For inspiration, I suggest that you check out Project Health Design (www.projecthealthdesign.org/403826), a national initiative funded by the Robert Wood Johnson Foundation and directed by Dr. Patricia Brennan, Lillian L. Moehlman Bascom Professor at the School of Nursing and College of Engineering, University of Wisconsin-Madison. This project has been developing new visions of personal health records and their uses with a variety of health care populations.
And watch videos from the recent TEDMED conference, which "celebrates conversations that demonstrate the intersection and connections between all things medical and healthcare related: from personal health to public health, devices to design and Hollywood to the hospital" (www.tedmed.com/what). Also, read the latest issues of Technology Review (www.technologyreview.com) to see what futuristic technologies are available now and how you might use them in education or in practice. Now that we have reached a tipping point, you may even want to revisit some of my columns on Nursing Practice 2.0. They may make more sense now than they did in early 2009, when they were first published in Nursing Education Perspectives (Skiba, 2009a, 2009b).
How will you and your colleagues begin to create and shape the future of nursing education and practice? As always, you are welcome to share your thoughts, innovations, and creative ideas with me via email (Diane.Skiba@ucdenver) or on Facebook or LinkedIn.
References
Blumenthal, D., & Tavenner, M. (2010, July 13). The "meaningful use" regulation for electronic health records. New England Journal of Medicine. Retrieved from www.nejm.org/doi/full/10.1056/NEJMp1006114
Christensen, C. M., Bohmer, R., & Kenagy, J. (2000). Will disruptive innovations cure health care? Harvard Business Review. Retrieved from http://hbr.org/web/extras/insight-center/ health-care/will-disruptive- innovations-cure-health-care
Institute of Medicine. (2010). The Future of Nursing: Leading Change, Advancing Health. Retrieved from www.iom.edu/Reports/2010/TheFuture-of-Nursing- Leading-Change-Advancing-Health.aspx Murphy, J. (2010).The Future of Nursing: How HIT fits with the IOM/RWJF initiative. Journal of Healthcare Information Management, 24(2), 8-12.
Skiba, D. (2009a). Nursing Practice 2.0: Should we as educators be crafting the next generation of nursing practice? [Emerging Technologies Center]. Nursing Education Perspectives, 30(1), 48-49.
Skiba, D. (2009b). Nursing Practice: 2.0: The wisdom of crowds [Emerging Technologies Center]. Nursing Education Perspectives, 30(3), 191-192.
Vaughan, D. (2006, September 25). Closing the distance between classroom and clinical. Nursing Spectrum. Retrieved from http://news.nurse.com/apps/pbcs.dll/article?AID=2006609250318
Skiba, Diane J.
Source Citation
Skiba, Diane J. "The future of nursing and the informatics agenda." Nursing Education Perspectives 31.6 (2010): 390+. Academic OneFile. Web. 4 May 2012.
Document URL
http://go.galegroup.com/ps/i.do?id=GALE%7CA245167143&v=2.1&u=phspuqc&it=r&p=AONE&sw=w

Gale Document Number: GALE|A245167143

Insights:

The world of nursing informatics has and will continue to evolve at an incredible pace, especially with a federal incentive at stake. What once was a happenstance entry into the field is now a highly sought-after specialty, both in terms of individual nurses' interests and employers needing their expertise. 


Quality assurance in healthcare service delivery, nursing, and personalized medicine; technologies and processes
| 0 comment(s)
Source: Reference & Research Book News. (Apr. 2012):
Document Type: Book review, Brief article
Full Text: 
9781613501207
Quality assurance in healthcare service delivery, nursing, and personalized medicine; technologies and processes.
Ed. by Athina Lazakidou and Andriani Daskalaki.
Medical Information Science Reference
2012
291 pages
$245.00
Hardcover
RT42
Lazakidou (health informatics, U. of Peloponnese, Greece) and Daskalaki, a dentist and bioinformatician who works at the Max Planck Institute for Molecular Genetics in Germany, assemble 15 articles by researchers of molecular biology, informatics, computer science, and nursing, from Europe, the US, and China on measuring and improving the quality of service in the healthcare industry in the areas of nursing, service delivery, and personalized medicine. The articles address concepts, practices, techniques, and challenges in areas such as clinical diagnostic methods for cardiovascular diagnosis and traditional Chinese medicine gynecology; methods for basic research on stem cells, the analysis of biological pathways in disease, and exogenous control of gene expression; ethical guidelines for quality assessment and educational practice for quality; the role of technology in quality improvement; quality assurance in drug delivery and telemedicine service; the use of geographical information systems for disease monitoring and electronic health records; the use of risk management, knowledge transfer, and quality assurance to improve health care; and the role of information technology in assessment.
([c]2012 Book News, Inc., Portland, OR)
Source Citation
"Quality assurance in healthcare service delivery, nursing, and personalized medicine; technologies and processes." Reference & Research Book News Apr. 2012. Academic OneFile. Web. 4 May 2012.
Document URL
http://go.galegroup.com/ps/i.do?id=GALE%7CA284981081&v=2.1&u=phspuqc&it=r&p=AONE&sw=w

Gale Document Number: GALE|A284981081




Insight:

Nursing Informatics have been introduced in the different parts of the country. the use of technology in the nursing practice had improve and it has been implemented all over the Europe. Through the use of computer they can store the patients data and it can ensure the safety of the patient and the privacy of their datas. 

 


Physical Assessment Elderly
Wednesday, 2 May 2012 | 1 comment(s)

 

Video: GERIATRIC ASSESSMENT  

 

How to Perform a Physical Assessment

Medical personnel, such as doctors, nurses and paramedics, perform physical assessments to help determine the overall health of a patient as well as medical complications or conditions. Physical assessments may entail a patient interview and head-to-toe exam. Assessment technique may vary based on what the health care provider is looking for, such as injuries sustained during an accident and the medical condition of the patient. Basic physical assessment steps can be taken, however, to gather information about a patient's condition in any situation.

Instructions



    • 1
      Ask the patient if he is having any health concerns. Ask appropriate questions to gather additional information based on his answer. Visualize the patient as you speak to her. Assess the overall appearance of the patient.
    • 2
      Assess the patient's head and neck. Look in her ears and mouth, and check pupils with a pen light. Visualize teeth and gums, and inspect the throat.
    • 3
      Assess the extremities, including finger and toe nails. Check pulses in the extremities. Assess grip strength in the hands. Perform a neurological check, if warranted.
    • 4
      Listen to heart sounds with a stethoscope, and determine pulse rate and quality. Listen to lung sounds and assess respiratory sounds, quality and effort.
    • 5
      Palpate the patient's abdomen. Listen to abdominal sounds with a stethoscope, if appropriate. Assess the patient's back and spine.

       

Source: http://www.ehow.com/how_5893936_perform-physical-assessment.html


ADMINISTERING OXYGEN BY NASAL CANNULA
| 16 comment(s)


Definition:

 A nasal cannula is a narrow, flexible plastic tubing used to deliver oxygen through the nostrils of patients using nasal breathing. It connects to an oxygen outlet, a tank source or compressor, on one end and has a loop at the other end with dual pronged extended openings at the top of the loop. The prongs are slightly curved to fit readily into the front portion of a patient's nostrils. The tubing of the loop is fitted over the patient's ears and is brought together under the chin by a sliding connector that holds the cannula in place.

1.    Explain procedure to patient and review safety precautions necessary when oxygen is in use. Place No Smoking sign in appropriate areas.
2.    Perform hand hygiene.
3.    Connect nasal cannula to oxygen setup with humidification, if one is in use. Adjust flow rate as ordered by physician. Check the oxygen is flowing out of                     prongs.
4.    Place the prongs in patient’s nostrils. Adjust according to type of equipment:
        a.    Over and behind each ear with adjuster comfortably under chin or
        b.    Around patient’s head.
5.    Use gauze pads at ear beneath tubing as necessary.
6.    Encourage patient to breathe through nose with mouth closed.
7.    Perform hand hygiene.
8.    Assess and chart patient’s response to therapy.
9.    Remove and clean cannula and assess nares at least every 8 hours or according to agency recommendations. Check nares for evidence of irrigation or bleeding.

AFTERCARE:

After initiating oxygen therapy, the nurse should stay with the patient for a while to reassure the patient and observe his or her reactions to the therapy. The patient's vital signs should be monitored, along with the level of consciousness, comfort with the oxygen apparatus, and oximetry levels, as ordered by the physician or as directed by policy of the medical setting. Oxygen connections and settings should be checked. The nurse should observe the patient, either for improvements in color, respiratory rate and rhythm, and comfort levels, or for increased or decreased respiratory effort, diaphoresis, alteration in mental status, anxiety and restlessness. Facemasks will interfere with communication and eating. Oxygen will dry out the mucous membranes of the nose and mouth. The nurse should briefly remove the mask periodically to allow the patient to drink or eat, for mouth care, or to communicate clearly. When the mask or cannula is off, the skin on the face and above the ears should be checked for signs of skin irritation. If the skin is irritated

Source: http://www.enotes.com/nasal-cannula-face-mask-application-reference/nasal-cannula-face-mask-application


PERINEAL CARE (female and male)
| 11 comment(s)

  

Perineal Care:

a cleansing procedure prescribed for the perineum after various obstetric and gynecologic procedures. Sterile or clean perineal care may be prescribed. It is done also after elimination and as a routine part of hygiene care (bed bath) using clean technique rather than sterile.



Perineal care for female patients:
  • fill the bath basin with clean water at 110 degrees,
  • position the female patient on their back,
  • put a protective cover over the bed linen,
  • separate the labia and wash, rinse and dry the urethral area first with short downward strokes alternating from side to side and proceeding until the exposed area around the urethra is done,
  • then rinse the cloth or use a new washcloth,
  • wash the groin on the outside of the labia from the front to the back starting outside the labia and then going to the inside of the thighs,
  • then rinse the cloth,
  • turn the person on their side,
  • and wash, rinse and dry the rectal area.


Perineal care for male patients
  • fill the bath basin with clean water at 110 degrees,
  • position the male patient on their back,
  • put a protective cover over the bed linen,
  • wash the groin from the front to the back starting at the groin area and then going to the inside of the thighs,
  • then rinse the cloth or use a new washcloth,
  • pull back the foreskin if the patient is not circumcised,
  • wash and rinse the tip of the penis downward while using gentle, circular motions and then the scrotum,
  • rinse the cloth,
  • turn the person on their side,
  • and wash, rinse and dry the rectal area.

Intervention:

Perineal care is given at prescribed intervals and after urination and defecation.

Outcome Criteria:

Sterile and clean perineal care is practiced to remove secretions or dried blood from a wound and to prevent contamination of the urethral and vaginal areas or perineal wounds with fecal matter or urine.


Source: http://www.nursingassistanteducation.com/site/courses/eng/nae-pc2-eng.php