Alls I gots to say....

...If you have this many instructions, maybe you shouldn't have made this an online class...

Module 3: Information Competency

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Overview

How is it that we know something—I mean really know it? This module focuses on knowing. Hopefully you will learn how to use computerized information to help you know better nursing practices.

Objectives

After this module, you will be able to:

• Access health and nursing information from electronic sources, both wired and mobile.
• Evaluate information found on the Internet.
• Explore a myriad of ways to use information from small, mobile devices to improve patient safety and quality of care.
• Describe the components and carry out the documentation of a Nurse Note.
• Use Chief Complaints.
• Carry out the documentation of Vital Signs and Physical Assessment.

Assignments

Perform the following tasks as instructed: (NOTE: Address any questions or concerns regarding this module to the HELP WANTED forum on the Discussion Board.)

The assignments should be created using Word or a compatible Word processor, and the format should include 1" margins and Times New Roman, 12-point font. You will be instructed when and how to save and upload each assignment.

Assignment 1: Surfing the Web (Individual Assignment 20 pts)

1. Read chapters 11-13 in the course textbook, Thede & Sewell.
2. View the audio PowerPoint lecture on Information Competency [19:05]. For your note-taking purposes, you may download the PowerPoint presentation or print version files.
3. You learned in Module 2 how to search library databases to locate information. Now, you will search the Internet. Access the Internet.
   1. In the browser search engine, type “diabetes.” How many sites were generated?
   2. Now, revise the search to “diabetes AND adults.” How many sites were generated?
   3. Refine further to “diabetes AND adults NOT pharmacology.” How many sites were generated?
   4. From the results generated, locate one site that is available electronically and is not a journal article. Explore the site and evaluate it by answering the questions on the M3A1 handout, which was generated from Table 11-1, p. 192 of your textbook.
   5. Save your completed copy of the handout as “lastname_firstname_M3a1” and upload it as an attachment to the M3A1 drop box in the Assignments drop box.
4. For the Module 3 Assessment, you will have 5 assessment questions that address the content in this assignment.

Assignment 2: Evidence for Practice (Individual Assignment 10 pts)

1. Open the M3A2 handout to perform the following tasks:
   1. Select one of the web sites created for the purpose of promoting evidence-based practice during your Internet search in M3A1.
   2. Search that web site for information on diabetes.
   3. Identify three things that would be helpful in conducting patient teaching to a patient with diabetes.
   4. Using the levels of evidence on p. 211, which level of evidence is provided by this site?
   5. Summarize the information, the level of evidence and your rationale, and the source with the URL address linked.
2. Save your report as "lastname_firstname_m3a2" and upload it as an attachment to the M3A2 link in the Assignments drop box.

Assignment 3: Mobile Devices

1. Case: JT is a new admission on your assigned clinical unit. He is a 48-year-old, large-framed white male who has been newly diagnosed with diabetes mellitus. He is 6 feet tall and weighs 304 lbs. He has no other health problems. He is prescribed the medication Glipizide.
2. Task: Locate the software on your iPod touch that gives you the information about diabetes mellitus, ideal body weights, conversions to kilograms, medications, and lab values. You will have questions on the Module 3 Assessment based on this scenario that can be answered from your iPod touch.

Assignment 4: Reference Management (Individual Assignment 10 pts)

You have searched the CINAHL database. Now that you have had a bit more practice, you will expand your searching capabilities to other databases.

1. Thede and Sewell briefly describe the use of personal reference manager software. The University of Alabama has used EndNote in the past but currently uses and supports RefWorks. RefWorks is an online bibliographic database that allows users to collect and manage citations to use in personal research and in collaboration. Refworks helps you generate reference lists and format them according to APA format (or other formats if needed). RefWorks can be used to gain information about citing sources and creating bibliographies. To learn more, visit the following RefWorks links. You will be writing many papers during your student career at UA. Therefore, these tools can serve you well.
   1. RefWorks Tutorial
   2. RefWorks vendor's link
   3. RefWorks UA
   4. Create a RefWorks account for yourself. As you complete the next step of this assignment, save one article from 3 nursing databases to your RefWorks account.
   5. Create a screen shot of your work using the instructions for screen shots in Module 1. Save in a Word document.
   6. Following your screenshots (using the same Word document), save your RefWorks bibliography in APA format (include the name of the database used at the end of each citation) as "lastname_firstname_m3a4," and upload it as an attachment to theM3A4 link in the Assignments drop box.

Assignment 5: Nurse Note Documentation-Level 1 (Individual Assignment 10 pts)

1. Read Chapter 4 in your Hamilton course textbook. For your notes you may download the PowerPoint presentation files. Hamilton Ch 4 PPT
2. Note that the SpringCharts exercises within the Hamilton book build upon one another. To complete the SpringCharts exercise for credit in this module, you must have completed the Ch 3 exercises, even if they were not assigned for credit.
3. Note that to submit this assignment electronically you need to know how to create .pdf files. If you have access to Adobe Acrobat or another .pdf writer select it rather than your printer and save the attachment to your NUR 309 folder. If you do not have access to those, follow the instructions in the preface of the Hamilton textbook: Submitting Assignments Electronically page xxvii. You will save and upload the assignment to the drop box rather than send it by e-mail.
4. Throughout this learning module and in your pathophysiology course you have learned about diabetes. Now you will use SpringCharts to document findings on a diabetic patient in Exercise 4.1 in your Hamilton textbook titled "Diabetes". (You should have created this patient previously in Exercise 3.2).
5. Once you have entered all the information in Exercise 4.1, go to File and then Print Chart, but select NO when it asks to print the entire chart. In the print partial chart menu select all the options and print. From there you will create a .pdf file, save it as "lastname_firstname_M3A5", and upload it as an attachment to the M3A5 drop box. Diabetes SpringChart Example
6. Remember that assignments build upon each other, so complete ALL the exercises in the assigned chapters even if they are not for credit.

Assignment 6: Module 3 Assessment (50 pts)

1. Access the Assessments link to complete the Module 3 Assessment.

Upon the completion of Module 3, proceed to Module 4.

I'd get married again just to not have a roommate

My Internet crapped out after the storm. It's not in my name so I told the roommate, J, who has the bill for the Internet. It became pulling teeth to find out if anything was getting done. Bottom line, because I don't feel like telling all the details, I asked her to get it fixed or just reimburse me my money since I'd paid her for the full summer. I was put off, given excuses, told she didn't have money since she lost her job from the storm, somebody had to do this, somebody had to do that... It was getting super tiresome and I'm too old for this shit.

So... when she posted on her facebook that she was going to the bars (after the cruise she took after she lost her job, after she claimed her sibling that doesn't live with her on her income taxes and after she told me she didn't have any money to pay reimburse me), A posted something about her and money and Internet and I don't know...

and then she started calling.... and calling... until I answered.

She was irrational and telling me what I needed to tell "my boyfriend" to do and to delete and I'm thinking... wtf... and tell her calm down and wtf? Then I lit into her. First about getting the damn Internet fixed and that this had gone on long enough. Second about whatever between her and A was staying between her and A because he is his own individual and is autonomous.

Then the best thing happened: she took me off of facebook so I couldn't even see what was said! Darn.

So I sent her this message:

Well I went to check and see what Adam had said to make you so angry and I see that you have unfriended me. To be perfectly honest I don't care. I know that I can't help you with this kind of behavior.

Creating this much drama over me telling you I couldn't connect to the Internet is just irrational and ridiculous. I find stuff like this insultingly juvenile and petty. The thing that I hate is that when I tried to talk to you like an adult, you had to get irrational they way you did. And not only on the phone this evening but even in the apartment when you asked me to stop sending you Facebook messages. This type of behavior is extremely immature. There is absolutely no reason for any drama to be brought into this issue. I honestly feel that you were looking for something to be upset with me over and the fact that I tried to be cooperative and courteous insulted you. That makes absolutely no sense. I wish I knew what I have done to make you so incredibly angry with me. I've always been open to making things right with people, especially if I've wronged them. You're an adult. I expected better out of you.

I am not expecting you to respond to this message, and honestly I don't want you to. I'm relieved that I won't have any financial ties to you in the apartment, as well, especially after the way you behaved with me on the phone and in the apartment. I'm relieved to not have to worry about unnecessary drama. I regret that the resolution of you giving me back my $29 didn't come sooner so that I could have made other arrangements for Internet connection. I hope one day you can look back and see how petty and stupid this argument is.

Progress

Sorry for the distance. I'm a little hesitant to park too close because I don't want to pick up any nails in my tires.

Progress

Made a few stops before I went home to Birmingham today.

Everybody likes a debate!

Funny nursing school story:


We have to do these debates. School assignments like these are asking for it... If you can't tell, I'm a little opinionated. Maybe a little strong-headed... but just a little. Not much at all...nah. They divided us up in to groups and the first two groups delivered their debates yesterday. The rest of us were allowed to ask questions following and active participation was encouraged because these debates would be a part of our midterms and finals.


OK...


The first group presents the pros and cons of whether or not an alcoholic should be allowed a liver transplant. I take out my notebook, jot down the arguments as the list them, their reasonings and immediately on the side for allowing alcoholics to get a new liver, I see that they have a contradictory argument. So I form my question and wait patiently to ask it. When they conclude and open the floor, I raise my hand because I'm a good student like that and ask, "This question is for the pro side, you mentioned that most alcoholics who receive a new liver and commit to lifelong rehab and sobriety are said to be successful. The cons mentioned that 95% of alcoholics have at least one drink within the first year post surgery and your side also mentioned that alcoholism is a disease and stressed the importance of treatting that disease. Do you think that allowing an alcoholic to receive a liver is really treating the disease if 95% have a drink in the first year?"


Crickets and blank stares. I didn't think I was asking that hard of a question! But they couldn't answer it!


The next group comes to the front and presents the pro's and cons of increasing health insurance premiums for smokers and the obese. This should be good. Now granted, these are kids ten years younger than me so they have missed decades worth of news articles and debates I've already seen and heard on these subjects. Despite that, I forgot this myself and assumed to hear the same arguments when this issue came up in the early 2000s. I again pay attention, write down my thoughts and their points, form my question and tuck it aside and wait for my turn. This debate, I admit, got me more fired up than the prior. The side in favor of allowing insurance companies to raise premiums missed major points and had huge holes. Fortunately, I wasn't the only one with tough questions.


"You mentioned that insurance companies have a right to raise insurance premiums selectively because they are their own business. The United States constitution explicitely protects from discrimination such as this. By allowing these companies to selectively choose who has higher premiums, do you not find this unconstitutional? What about people who need the insurance to help them pay for medical problems with obesity as a side-effect? Or those on fixed-incomes who can't afford a healthier eating regime? Can you tell me how it is constitutional for an insurance company to pick and choose who is a higher risk?"


The group stood in silence with their mouths open, looked at each other for a second and then stared back at me. Finally, a one of the first girls to speak stuttered her original argument. So I asked again, "So you are saying that yes, it's constitutional for an insurance company to discriminate?"


"I don't understand those big words."


This is the future of America and somebody's future nurse --- not Mine!!


After the debates, I was flooded with people thanking me for not asking them a question and the rest of the nursing students asking me to be nice to them when it was time for their group to go...


Yup... leave it to me...

Days go by

My drive in to work every day requires me to drive through damage from the storm. I believe I have mentioned this in a previous post. There is literally no route from my job that I can take without seeing devastation. I have to admit that it's kind of numbing to see it everyday and that seems to make everything a little bit more bearable, a bit like a seasoned doctor or nurse who sees blood everyday or sticks a needle in a vein. It's becoming normal.

I don't know if it's the stress from school, because upper division at the Capstone College of Nursing is intense, or if it's just part of the grieving process, but recently, seeing the same things I've seen everyday have stirred up some of the first identifiable emotions I've had from the storm; the shock, the heaviness in my stomach, the sadness. The sadness is always there, numb or not. But it's a rollercoaster ride and I guess right now, I'm going up a hill.

I realized today they are working on Rosedale. I don't know what words to describe because you can't tear down what's already torn down. It's more like, consolidating the piles of rubble.

Outside of Rosedale Court, April 28, 2011

It's no longer mounds of brick and wood in the now fenced in remains. It's larger mounds. They are starting to clean it up. And while I thought that it would maybe be a relief to see that debris finally disappear, I have to admit that it took my breath away.

I realized this morning that it's the change that's getting to me. It's so much change in so little time. I'm still having to learn the streets all over again because nothing is recognizable along many roads. As soon as I have begun to learn new landmarks, they change again.

This says so much to the hard-working men and women out in this 1o0 degree heat, every day, picking up the pieces of our lives and throwing them away as we all move on. The miracle that our spirits are still so high in Tuscaloosa bodes so well for our future and despite the stinging pain that finds it way up from time to time, it's going to be exciting to see what the future holds for this resilient town.

In other news...

Life has gone on since the storm (and before considering my lack of writing!).

I used to be such a dedicated blogger... and now I just fail at all corners of this because of school but you should know that this had paid off! I started upper division nursing at the Capstone College of Nursing! Roll Tide!! If you thought I didn't write enough before....

So far, I've studied literally two solid weeks for a pathophysiology test ONLY to make an 80 on it. Only? Yes, "only"! The grading scale is Completely Different! How about an 80 is a C+... This is my first C in ANYTHING since I was in chemistry... I even got a tutor for the first time in my life. I'm going to be learning lessons not only in patho but in humility and realistic expectations.

What's really awesome is how much the school did for the community during the storm. Many of the nurses in the program hit the streets and helped the Red Cross and other blood donation sites, medical treatment sites, etc, with paperwork and triage along with other donation sites and hard labor work. I can't say Roll Tide enough to all of the hard workers and volunteers who have worked non-stop since the storm that have made such a remarkable change in our town!!

The nursing building is now located in a new building on the UA campus that is completely state-of-the-art. I'm exhausted but that doesn't begin to smother my excitement to be there! The second floor is just a mini-hospital for us to get hands on training! And we have little red scrubs with little crimson and white patches with the UA logo on it. Confession: I put them on as soon as they came in and...well...they're unisex... and unisex pants apparently don't forgive women's hips... so no carbs for me!!!

Part 3

I was going to post photos from my walk through Rosedale the after the storm. But this video does it so much better...