DNP 805 Topic 3 Using CPOE and CDSS GCU
Details:
For this assignment, select one clinical practice issue that involves a specific medication. Using a Computerized Provider Order Entry (CPOE) system, design a Clinical Decision Support System (CDSS) that would be embedded in the EHR at your site of practice. Your CDSS must connect with CPOE to include a medication. You must link these two applications within the design.
General Guidelines:
Use the following information to ensure successful completion of the assignment:
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- This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
- Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
- Use primary sources published within the last 5 years. Provide citations and references for all sources used.
- You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center.
Directions:
Write a 1,000-1,250 word paper that provides the following:
- Specific details of the clinical issue involving a specific medication
- The rationale behind your design development.
- A description of how this CDSS will be implemented and adopted by fellow clinicians.
- An assessment of challenges and proposed solutions which might apply to this scenario (e.g., information loss, communication breakdown).
DNP 805 Topic 3 Using CPOE and CDSS GCU
Portfolio Practice Hours:
It may be possible to earn portfolio practice hours for this case report. Enter the following after the references section of your paper:
Practice Hours Completion Statement DNP-805
I, (INSERT NAME), verify that I have completed (NUMBER OF) clock hours in association with the goals and objectives for this assignment. I have also tracked said practice hours in the Typhon Student Tracking System for verification purposes and will be sure that all approvals are in place from my faculty and practice mentor
A description of how the proposed CDSS will be implemented and adopted by fellow clinicians is present in full. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources.
DNP 805 Topic 3: Utilizing CPOE and CDSS in Healthcare – A Comprehensive Approach
The landscape of healthcare has been marked by the persistent challenge of managing various conditions and illnesses affecting individuals and populations. While some conditions originate outside the hospital and necessitate admissions, others develop during hospital stays. Pressure ulcers represent one such condition that, despite efforts to prevent and manage, continues to afflict patients with negative impacts, especially through the pain associated with the wounds (Boyko-Tatiana et al., 2018). To address this issue comprehensively, stakeholders have turned to technological solutions, leveraging tools like Clinical Decision Support Systems (CDSS) and Computer Provider Order Entry (CPOE) to enhance medication administration for improved pharmacological outcomes (Shahmoradi et al., 2021). Therefore, the focus of this assignment is to design a CDSS using a CPOE, intending to integrate it into Electronic Health Records to enhance the pain management of patients experiencing pressure ulcers.
Design and Rationale of the CDSS
Computer Provider Order Entry involves the use of a computer for digital medication order entries and storage, encompassing additional data like imaging, diagnostic and laboratory results, and professional discussions. While traditionally CDSS supported appropriate care and patient decisions, contemporary systems go beyond, displaying an individual’s historical status, supporting evaluations, and offering recommendations (Shahmoradi et al., 2021). Leveraging the advantages of CDSS, the designed system aims to ensure better pain management for pressure ulcer patients, leading to improved outcomes.
The proposed CDSS design incorporates a computer algorithm gathering crucial patient information: existing medication, comorbidities, skin condition, pain intensity, age, and gender. This system plays a pivotal role in providing clinicians with essential support in medication decisions based on the collected data. The core design includes definitions, queries, and access tables, aligning an individual’s current health status with the electronic health record. The system’s objective is to eliminate medication errors and prevent potential adverse drug interactions in the care of pressure ulcer patients (Shahmoradi et al., 2021). Ensuring simplicity and comprehensibility, the system is structured for easy integration into the facility’s electronic health record system.
System Implementation and Adoption
A robust plan is crucial for the successful implementation of the designed system. This plan includes a comprehensive education and training session for staff. The training covers the system’s usage, the facility’s need for it, its main features, and the associated advantages. A dedicated two-week period is allocated for training and testing, ensuring that staff involved in managing pressure ulcer patients can seamlessly access the system and monitor patient statuses. Prioritizing security, the system mandates a one-step password authentication for authorized users, enhancing the overall effectiveness and integrity of the healthcare system.
Description of Assessment
The Individual Success Plan (ISP) assignment within this course necessitates collaboration with the course faculty in the early stages to establish a plan ensuring the successful fulfillment of mutually identified and agreed-upon specific deliverables aligned with your programmatic requirements. These programmatic requirements include: (1) the fulfillment of mandatory practice immersion hours, (2) the completion of tasks associated with program competencies, and (3) engagement in activities related to the completion of your Direct Practice Improvement (DPI) Project.
A midterm conference is scheduled to take place no later than Topic 5. This conference is designed for the learner, faculty, and preceptor/mentor to engage in a discussion regarding the learner’s progress in meeting the course goals. The faculty member will meet with the preceptor/mentor to conduct the learner’s midterm conference evaluation, whether in person or virtually. Following this, the preceptor/mentor will convene with the learner to review the evaluation form, either in person or virtually. In cases where areas of improvement are identified, the faculty will subsequently meet with the learner to complete a remediation form.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
– Initial responses to the DQ must comprehensively address all elements of the questions, incorporate a minimum of one scholarly source, and extend to at least 250 words.
– Successful responses should be substantial, introducing fresh insights to the discussion, engaging others in meaningful discourse, and presenting well-developed ideas. Additionally, they should include at least one scholarly source.
– Responses that are one or two sentences in length, simple agreements, or unrelated to the topic will not be considered substantive. Substantial responses should exceed 150 words.
– It is recommended to integrate relevant readings from the week into responses.
Weekly Participation
– The initial responses to the mandatory DQ do not count toward participation and are evaluated separately.
– Apart from DQ responses, participants are required to post at least one reply to peers or the instructor on three distinct days, totaling three replies.
– Participation posts do not need a scholarly source or citation unless referring to someone else’s work.
– Weekly participation involves acknowledging the weekly announcement and confirming its viewing in the comments. These announcements are provided to ensure understanding of all the week’s requirements.
APA Format and Writing Quality
– Develop familiarity with APA format and practice its correct application, as it is the standard for most writing assignments in your program. Utilize the Writing Center in the Student Success Center for APA paper templates, citation examples, and tips. Points will be deducted for inadequate use or absence of APA format (if specified).
– Always cite sources of information. When in doubt, provide a citation. Paraphrasing also necessitates proper citation.
– The use of the APA Publication Manual, 6th edition, is highly recommended.
Use of Direct Quotes
– Discouragement of excessive use of direct quotes in DQs and assignments at the Masters’ level is advised, and points will be deducted accordingly.
– As Master’s level students, the emphasis is on the ability to critically analyze and interpret information from various sources. Merely reiterating someone else’s words does not showcase an understanding of content or critical analysis.
– It is preferable to paraphrase content and appropriately cite sources.
LopesWrite Policy
– For assignments requiring submission to LopesWrite, ensure you have received your report and Similarity Index (SI) percentage before the final submission.
– Review the report carefully, addressing grammatical, punctuation, and spelling errors. Take the extra time to review and rectify these mistakes.
– Assess the similarities. Have all sources been appropriately cited? Is the paper primarily composed of original thoughts rather than borrowed content?
– Refer to the Writing Center in the Student Success Center for guidance on enhancing your paper and SI score.
Late Policy
– The university’s policy on late assignments includes a 10% penalty per day late, applicable to late DQ replies as well.
– Communication before submitting a late assignment is crucial. Flexibility may be offered with advance notice, depending on extenuating circumstances.
– If no communication occurs before submitting a late assignment, the GCU late policy will be enforced.
– Assignments two or more weeks late will not be accepted unless an extension has been arranged.
– According to policy, no assignments will be accepted after the last day of class if submitted after midnight.
Communication
– Effective communication is essential. Multiple avenues are available for communication, including:
– Questions to Instructor Forum: Ideal for course content or assignment queries, creating a public forum for class-wide engagement.
– Individual Forum: A private space to address specific questions or messages, with regular checks at least once every 24 hours.
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