Week 4 Health Information Milestone 2
Purpose of this assignment is to demonstrate the skills of the professional nurse as an educator. You are to prepare a patient scenario based on the required assigned topic. You will choose an already developed and reliable mHealth app to use in the education of your patient.
Based on your accepted Milestone 1 assignment, use the information to identify three teaching areas to improve patient outcomes. You will also determine three ways to evaluate the success of the patient’s use of the mHealth app. You will need to provide the mHealth app reference in APA format.
Course Outcomes
The Course Project enables the student to meet the following course outcomes:
CO1: Describe patient-care technologies as appropriate to address the needs of a diverse patient population. (PO1)
CO5: Identify patient care technologies, information systems, and communication devices that support safe nursing practice. (PO5)
Points
The entire project is worth 600 points. Milestone 2 is worth 225 points of this total.
Due Date
Submit your completed NR361 Milestone 2 by Sunday, 11:59 p.m. MT, at the end of Week 4. You may consult the Policies section in the Introduction & Resources module for details regarding late assignments. Post questions about this assignment in the Course Q & A Forum.
Required Assignment Topic
Note: You will use the same scenario you developed and same mHealth app you identified in Week 2.
Sample Answer
Define Approved Patient Scenario
The case study involves a 39-year-old Hispanic man suffering from type 2 diabetes. The patient experience various symptoms and other healthcare complications associated with type 2 diabetes. His complaints include fatigue, numbness in the hands and feet, frequent urination, and increased thirst. He also experiences high blood pressure, increased heart rate, and high blood glucose levels. The patient needs to receive diabetic education to improve his knowledge about type 2 diabetes and use various diabetes management approaches, including the mHealth app, to manage the health condition effectively.
Identify Teaching Areas related to the mHealth app
One of the areas that will be covered in the patient education program include the information about the mHealth app. This will include how the Glucose buddy App works, its features, where to find it, and its cost. The second area is the safety features/guidelines offered by the mHealth app. Here, the patient will be taught how to maintain the safety of the electronic health information collected by Glucose buddy. For instance, he will be required to put passwords on the android or iphone devices to prevent unauthorized access. Lastly, the mHealth app collects data about blood sugar, insulin dosages, and carb intake. Thus, the education program will inform the patient how to interpret the reports generated by the mHealth app about blood sugar, insulin dosages, and carb intake and how to transfer the information to the physician to make informed decisions about the patient’s health.
Determine and Evaluate Success (3)
- The success of the mHealth app will be determined by looking at how effective the patient can use glucose buddy to record data about his blood sugar, insulin dosages, and carb intake and even program and track his physical activity.
- The second approach will include mHealth app reports to determine whether a positive change in the patient’s blood glucose, blood pressure and physical activity patterns has been achieved after implementing the mHealth app.
- Thirdly, the patient will be said to be successful in using the mHealth app in managing his health if he can interpret the reports generated by the health app and use it to develop effective self-care plans.
References
- Glucose Buddy. (n.d). Glucose Buddy. Retrieved from https://www.glucosebuddy.com/
- Sargeant, J. A., Brady, E. M., Zaccardi, F., Tippins, F., Webb, D. R., Aroda, V. R., … & Davies, M. J. (2020). Adults with early-onset type 2 diabetes (aged 18–39 years) are severely underrepresented in diabetes clinical research trials. Diabetologia, 63, 1516-1520. https://link.springer.com/content/pdf/10.1007/s00125-020-05174-9.pdf
