Discussion: Education of Pulmonary Diseases Through Technology

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5-1 Discussion: Education of Pulmonary Diseases Through Technology

Discussion: Education of Pulmonary Diseases Through Technology

Your nurse manager has asked you to form a small team to explore incorporating patient care technology in the care of patients with pulmonary disease. He has asked that your team prepare a presentation for the nurses on the following topics: asthma and COPD.

Discuss at least two patient-care technologies that would assist in the care of patients suffering from asthma and COPD. Please include in-text citations to support your response.

In your responses to your peers, describe some factors you think are most important for the clinical nurse to know in treating these patients. Would one of these factors contribute more than the others in making the chosen patient-care technology transition easier?

To complete this assignment, review the Discussion Rubric document.

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5-1 Discussion: Education of Pulmonary Diseases Through Technology

Asthma and COPD most of the time has overlapping symptoms/manifestations which is called the

Discussion Education of Pulmonary Diseases Through Technology

Discussion Education of Pulmonary Diseases Through Technology

Asthma-Chronic Obstructive Pulmonary Diseases Syndrome. Asthma is a respiratory disease that the airways narrow down and swells, then secretes more mucus, thus making respiration difficult. Usually, individuals who suffer from asthma who has tobacco history or still consuming nicotine develops chronic respiratory problems, hence occluding the airway and remodeling of the airway takes place.

Patient care technologies Per the article Disease Management of COPD, “The growth of disease management has occurred simultaneously with the increasing use of information technology (IT) in healthcare, because effective disease management is data driven.” (Selecky, 2008, page 319). It was explained that information technology tools and information such as from the EMR institute or organize collected data to establish a patient and use them as a guide to point patient to the right direction when it comes to obtaining proper disease management programs while setting trackers to automated reminders for gaps in care hence providing active support. Electronic/computerized records of participants enables an elaborate clinical portrait of a specific patient. Such information is being utilized by health coaches such as the nurses to track the progress of a certain patient.

Another patient care technology that can be of use in the management of pulmonary disease is spirometry. It is stated that “Spirometric screening of smokers aged >40 years in general practice could lead to diagnosis of 10–20% of undiagnosed COPD cases, and earlier diagnosis could lead to a reduction in the burden of COPD symptoms and a reduced impact of the disease.” (Selecky, 2008, page 320). Also, if patient founds out that there is lung abnormalities during the spirometry test, motivation to quit smoking becomes significantly higher.

References: Discussion: Education of Pulmonary Diseases Through Technology

McCance, K., Huether, S., Brashers, V. & Rote, N. (2019). Pathophysiology: the biologic basis for disease in adults and children. St. Louis, Missouri: Elsevier.

Selecky CE. (2008). Disease management of chronic obstructive pulmonary disease from a disease management organization perspective: providing technology and time to address gaps in care. Disease Management & Health Outcomes16(5), 319–325. Retrieved from https://search-ebscohostcom.ezproxy.snhu.edu/login.aspx?direct=true&db=ccm&AN=105615456&site=ehost-live&scope=site

Undergraduate Discussion Rubric

Overview
Your active participation in the discussions is essential to your overall success this term. Discussion questions will help you make meaningful connections
between the course content and the larger concepts of the course. These discussions give you a chance to express your own thoughts, ask questions, and gain insight from your peers and instructor.

Directions
For each discussion, you must create one initial post and follow up with at least two response posts.

For your initial post, do the following:
• Write a post of 1 to 2 paragraphs.
• In Module One, complete your initial post by Thursday at 11:59 p.m. Eastern.
• In Modules Two through Eight, complete your initial post by Thursday at 11:59 p.m. of your local time zone.
• Consider content from other parts of the course where appropriate. Use proper citation methods for your discipline when referencing scholarly or popular sources.

For your response posts, do the following:
• Reply to at least two classmates outside of your own initial post thread.
• In Module One, complete your two response posts by Sunday at 11:59 p.m. Eastern.
• In Modules Two through Eight, complete your two response posts by Sunday at 11:59 p.m. of your local time zone.
• Demonstrate more depth and thought than saying things like “I agree” or “You are wrong.” Guidance is provided for you in the discussion prompt.

Rubric

Critical Elements Exemplary Proficient Needs Improvement Not Evident Value
Comprehension Develops an initial post with an organized, clear point of view or
idea using rich and significant detail
(100%) Develops an initial post with a point of view or idea using adequate organization and
detail (85%) Develops an initial post with a point of view or idea but with some gaps in organization and
detail (55%) Does not develop an initial post with an organized point of view or idea (0%) 40
Timeliness N/A Submits initial post on time (100%) Submits initial post one day late (55%) Submits initial post two or more days late (0%) 10
Engagement Provides relevant and meaningful response posts with clarifying
explanation and detail (100%) Provides relevant response posts with some explanation
and detail (85%) Provides somewhat relevant response posts with some
explanation and detail (55%) Provides response posts that are generic with little
explanation or detail (0%) 30

Critical Elements Exemplary Proficient Needs Improvement Not Evident Value
Writing
(Mechanics) Writes posts that are easily understood, clear, and concise using proper citation methods
where applicable with no errors in
citations (100%) Writes posts that are easily understood using proper
citation methods where applicable with few errors in
citations (85%) Writes posts that are understandable using proper citation methods where
applicable with a number of
errors in citations (55%) Writes posts that others are not able to understand and does not use proper citation
methods where applicable (0%) 20
Total 100%

Abstract

Asthma and chronic obstructive pulmonary disease (COPD) are common chronic obstructive lung disorders in the US that affect over 49 million people. There is no cure for asthma or COPD, but clinical guidelines exist for controlling symptoms that are successful in most patients that adhere to their treatment plan. Health information technologies (HITs) are revolutionizing healthcare by becoming mainstream tools to assist patients in self-monitoring and decision-making, and subsequently, driving a shift toward a care model increasingly centered on personal adoption and use of digital and web-based tools. While the number of chronic pulmonary disease HITs is rapidly increasing, most have not been validated as clinically effective tools for the management of disease. Online communities for asthma and COPD patients are becoming sources of empowerment and support, as well as facilitators of patient-centered research efforts. In addition to empowering patients and facilitating disease self-management, HITs offer promise to aid researchers in identifying chronic pulmonary disease endotypes and personalized treatments based on patient-specific profiles that integrate symptom occurrence and medication usage with environmental and genomic data.

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