Hey there! So, you’re thinking about studying in the UK, huh? Well, let me tell you, despite the infamous drizzle, this place has got a lot going for it. It’s no wonder students from all over the world are flocking here. Let me give you the lowdown on what to expect (raincoats not included!).
First off, let’s talk landmarks. The UK is like a treasure trove of iconic sights that will make your jaw drop and your Instagram feed explode. From Buckingham Palace and Big Ben to the Angel of the North and Edinburgh Castle, this place is a visual feast. The Brits take pride in their history, preserving these landmarks so that future generations can learn and appreciate what makes this country tick.
But it’s not just about the famous spots. The UK is also blessed with some breathtaking scenery. Get ready to be blown away by stunning landscapes that will make you feel like you’re living in a postcard. And the best part? You can easily explore these sights thanks to the fantastic public transport system in university cities. So, hop on a bus or a train and go on an adventure!
Speaking of public transport, let me tell you, it’s a student’s best friend here. It’s like they designed it just for us! Whether you need to go to class or explore the city, the public transport network has got you covered. And fear not, my friend, you’ll quickly become a pro at navigating it. Soon enough, you’ll be zipping around like a local.
Now, let’s talk food. The UK may not be known for its Michelin-starred cuisine, but we’re a nation of foodies. Fish and chips may be our claim to fame, but there’s so much more to enjoy. Ever heard of a full English fry-up breakfast? It’s a glorious way to start the day. And who can resist a good old Sunday roast dinner? Plus, we’re always up for trying new dishes, so don’t be shy about sharing your culinary delights with your new friends. Food brings people together, and trust me, it’s an excellent ice-breaker.
Oh, and did I mention pubs? The UK loves its pubs. They’re like social hubs where friends gather to chat, complain about their bosses, watch football, or even have a cozy date. For students, pubs are a big part of the nightlife in university cities. So, get ready to find your “local” and make it your go-to spot for the next few years. Just remember to drink responsibly!
So, there you have it—just a taste of what the UK has to offer for international students like yourself. From jaw-dropping landmarks to stunning scenery, convenient public transport, delicious food, and lively pubs, you’re in for an unforgettable experience. Get ready to embrace the rain and make some incredible memories. Cheers to your UK adventure!
Since it was first developed in November 2022, ChatGPT has taken the academic world by storm. In this digital age, students can use artificial intelligence text generators like this one to write essays and assignments for them.
Sure enough it’s a useful tool as it can produce answers to questions on a variety of subjects or even when the subject doesn’t exist (break up songs in the style of Tailor Swift, anyone?).
But despite all the fun and potential, there’s no denying the risks which come along with using technology like this whilst studying at university – most notably, but not limited to academic plagiarism.
Bending the rules, or if we want to be more straightforward – cheating, has always existed in academia; from students paying others to complete their assignments for them, to the old fashioned sneaking in notes to exams,copying answers from friends, or copy and pasting information found online, and so forth.
It’s not a new phenomenon for any generation but Gen-Z has managed to take the challenge to a new level. The perfect recipe for a disaster if you’re a teacher or a lecturer – “fake writing” is becoming harder to spot and easier to do as technology develops.
The question is, does it really work? What are the risks of using software like ChatGPT and other AI-powered copywriting variations as a university student?
Does Using Artificial Intelligence Really Work?
Whether you’re a fan of it or not, there’s no denying that artificial Intelligence has begun taking over the world, with art and literature being the starting points for the rapidly growing technology. And as with any new trend, it makes sense that GenZ students are eagerly jumping on the craze.
It’s not just text to image creations that artificial intelligence programmes can produce, they are now able to generate written content from essays to assignments, to poems, to emails, to song lyrics and blog posts – the opportunities are endless.
One of the most notable AI writing software’s is ChatGPT which can help create content in a matter of seconds.
The chatbot was developed by Open AI, the same company which produced DALL-E, and uses natural language processing and machine learning algorithms to produce many forms of written word.
This free software can help replace spending hours on Google or (so ancient) at the library, as you can ask it questions and prompts in a human-like conversation.
Need a list of the best restaurants in your local area – you’ve got it. Last-minute assignment – ChatGPT can write an essay on a specific subject, just add the quotes.
Nervous about writing a cover letter for your university application or first job – you guessed it, it can do that.
In just the first five days of the software’s release it reached 1 million users and it doesn’t stop there.
Now a few months on, more and more people across the globe are tuning in to use the technological game changer, especially those in academia.
How To Use ChatGPT
If you’re wanting to try out ChatGPT for yourself, you simply need to sign up to make an account with your email and you can begin to type in prompts and gain detailed responses.
ChatGPT is available to use on both desktop and mobile with an easy navigation on both interfaces, so you can take your pick between either. We tried the large language model out on both a desktop and phone, both are easy to use and you can simply begin asking questions right away.
ChatGPT on desktop:
ChatGPT on mobile:
We asked ChatGPT several different prompts, including asking it to write an essay for us on artificial intelligence, it took only seconds for an answer to be generated.
We then typed in “explain academic plagiarism in simple terms” to which the AI programme produced a quick human-like response. You can even ask it to regenerate the response for a new answer.
Try it out for yourself and see what prompts you come up with, and what the responses are.
The AI software is currently free as it’s in research preview, meaning the creators are gaining users’ feedback and learning about the strengths and weaknesses. It’s likely in the future there will be costs to use ChatGPT, once it’s fully developed.
And considering its current popularity amongst the GenZ in higher education, will students get a discount?
What Are The Risks For Students?
Artificial intelligence opens up so many possibilities for the future of academia, but software like ChatGPT raises too many questions for the modern education system.
The whole purpose of writing assignments whilst at university is to learn how to write and develop skills which will not only take students through the degree, but into their adult life too.
However, let’s be realistic – students have been trying to find shortcuts around writing assignments since the beginning of time (or at least since the first university).
If the technology is available, and even more temptingly – completely free, it is almost naive to think it won’t be quickly put into practice.
Whilst the new artificial intelligence tool can be undoubtedly useful, it can be just as dangerous for the new generation of students who utilise this technology. If you’re going to use ChatGPT, you should be aware of the risks it poses.
Currently it may be hard to detect whether an assignment or essay is produced by an AI software like ChatGPT as it’s a completely new phenomenon, but it’s not impossible.
Research suggests that Turnitin will be able to catch students who have used AI within their assignments in the near future.
It’s not just plagiarism checkers which can help determine whether content is written using softwares like ChatGPT, universities themselves may be able to tell whether their students have used it to write essays or assignments.
We all have our own individual writing style, and your lecturers will know how you write. It is not impossible to imagine a future in which an entry in-person exam is introduced to simply familiarise lecturers with someone’s writing.
It might sound even wilder, but going back to a fully pen and paper exam season is also a possibility. Students who start churning out text-book level responses which are first class standard will more than likely get alarm bells ringing, especially if they don’t compare to previous submissions.
Academic plagiarism is a serious form of cheating and misconduct which can have huge consequences, including impacting your university place.
Universities in the USA have already banned the use of the software on their servers. Australian universities are returning to traditional methods of assessments of pen and paper due to students being caught using AI to write essays.
Lecturers within the UK have been urged to look at the way courses are assessed due to concerns over the AI tool. Could UK universities be next to ban the software?
Accuracy Of Content
If you’ve already used ChatGPT, you may have noticed that it’s not able to answer every single prompt that you type in.
This is because its data only goes up to 2021 so it currently only has knowledge of the world and events before this time, and it also is able to reject inappropriate requests.
Further limitations of ChatGPT is that it occasionally generates incorrect information as it’s not a search engine, which means it doesn’t search the internet for information and instead uses data to produce responses.
So, of course this can lead to a very inaccurate essay submission. Artificial intelligence softwares like ChatGPT cannot replace human creativity (just yet)!
Crisis To Learning
Aside from the risks involved with academic plagiarism from using artificial intelligence software’s, it can also lead to a learning and development crisis because students won’t build critical thinking and problem solving skills.
The skills and knowledge you gain from writing assignments and essays at university are not only a way to grade work and determine academic capability, they’re also knowledge and practice which will be carried into the working world following graduation.
At the end of the day, in the majority of cases students are the ones paying for their own education so as the saying goes, you’re only kidding yourself by using AI to write assignments.
Writing for exams and other assessments will remain a necessary skill, even though AI is here to stay.
We’re not suggesting the use of artificial intelligence softwares like ChatGPT is completely negative, as it’s all down to how they’re used, but it can be problematic.
We all know the phrase everything’s good in moderation, and it applies in this instance too.
Using artificial intelligence softwares for research purposes can be great, but one must ask themselves what skills are gained from copying and pasting AI produced content for a degree that is meant to broaden the mind?
Is it really worth the money spent on tuition fees? Perhaps this method of cheating on academic writing may even fill us with guilt, or at least lead to awkward situations in the future?
We’d suggest if you’re going to use artificial intelligence, to use it wisely. It can be a great way to get the spark going, or save some time on repetitive writing, or help with brainstorming ideas on keywords or topics for the slightly less-creative minds out there.
We’d say use and learn from software’s such as ChatGPT, but make sure not to rely on them.
Does The Education System Need To Adapt?
Artificial intelligence may place many implications on global education systems, but it can undeniably be a useful tool which can help modernise academia, rather than ruin it.
As technology develops, so does how we’re taught and how we learn. If we take a look at how technology has revolutionised the UK education system for Gen-Z, do you remember the first time electrical whiteboards were introduced into your primary school? Or when you were first taught about virtual learning environments in high school?
We wouldn’t have been able to achieve effective learning during the pandemic without the use of technology and online resources either. Whilst it may be a completely different ball game with the developments in artificial intelligence, these types of software could be used to aid learning rather than threaten it.
In the years to come, artificial intelligence is only going to become more modernised and develop further, so isn’t it best for entrepreneurial GenZs to get on board with it as early as possible? Should universities and academic institutions learn to coexist with artificial intelligence technologies?
From an academic perspective, there’s no denying there are plenty of possibilities. Artificial intelligence software’s may be immensely useful tools, and allow students the ability to write quickly and effortlessly, but it doesn’t mean they come without consequence.
Perhaps educating students on how to effectively use artificial intelligence software’s in a way which isn’t plagiarism or impacts their learning and critical thinking is the starting point for educators.
Whilst AI certainly works for writing assignments, it doesn’t mean the pros outweigh the cons. It’s important that students understand the risks and implications from using AI tools in academia.
If you’re caught using ChatGPT in your assignments the consequences can be serious, including impacting your university status. Is a quick and easy fix from writing your assignments or essays yourself worth the consequences?
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CONTROVERSIAL TOPIC POSITION PAPER
This activity gives you practice building arguments, counterarguments, and rebuttals—skills you’ll need for your following assignment. In the field of psychology, just about everything is controversial, and you’ll need to develop your ability to look at things from multiple perspectives. This activity is an example of how we can apply critical thinking.
For this assignment, you will choose one of the four following controversial topics and write a position paper of 4–5 content pages (plus a title page and references page) that answers the question posed by the title.
For your paper, use five sources. You may choose two of your five resources required for the assignment from the list below. Find your topic below and review the articles related to your topic.
Is racial profiling defensible public policy?
Coleman, M. & Kocher, A. (2019). Rethinking the “Gold Standard” of Racial Profiling: §287(g), Secure communities and racially discrepant police power. American Behavioral Scientist, 63(9),1185–1220.
Dizon, J.P.M. (2021). Protecting the university, policing race: A case study of campus policing. Journal of Diversity in Higher Education.
Using the Capella library and other appropriate sources, explore scholarly research on both sides of your selected issue.
Organize your paper as follows:
Your position and arguments.
Evidence to support your arguments (i.e., data and research), including how the evidence supports the arguments.
Counterarguments to your position.
Rebuttals to those counterarguments.
Evidence to support your rebuttals (i.e., data and research), including how the evidence supports the rebuttals.
Summary and Conclusion.
This APA Paper Template [DOCX] is provided for your convenience.
Remember that the content of your paper must be 4–5 pages in length.
In addition to the essay, use a minimum of five resources, at least two of which are peer-reviewed academic articles.
Follow APA style and formatting guidelines throughout.
Set your paper in Times New Roman, 12 point.
Review the scoring guide before submitting your assignment to ensure that you meet all criteria. Refer to the helpful links in Resources as you complete your assignment.
Download the Guide Here –
SGS-ThesisDissertationProject-Handbook-final-23-05-2019.pdf SGS Thesis/Dissertation/ProjectHandbook UNIVERSITY OF EDUCATION, WINNEBA School of Graduate Studies (SGS) SGS Thesis/Dissertation/Project Handbook: A Guide to the Preparation, Submission and Completion of Degree Requirement ISSUED ON THE AUTHORITY OF SCHOOL OF GRADUATE STUDIES BOARD (SGSB) ON BEHALF OF UNIVERSITY OF EDUCATION, WINNEBAACADEMIC BOARD March 2018
iii SGS Thesis/Dissertation/ProjectHandbook ACKNOWLEDGEMENTS TheUniversityofEducation,Winnebaowesanenormousdebtof gratitude to Professor Mawutor Avoke who initiated the review of the policy document, andalso to the following Review Committee members who assisted in reviewing the document; Prof. Jonathan O. Ammah, Prof. Cosmas W. K. Mereku Prof. Augustine Y. Quarshigah, Mr. Viscount B. Buer, the University Librarian; Prof. George Kankam, Dean, School of Graduate Studies. Mr. Ben Duadze, and Mr.KennthAbban, Senior Assistant Registrar, SGS We wish also to acknowledge the immeasurable support of Dr. Jim Weiler, Dr. Frimpong K. Duku, and Mr. Francis Donkor, Dean, Faculty of Vocational Education.
iv SGS Thesis/Dissertation/ProjectHandbook
v SGS Thesis/Dissertation/ProjectHandbook TABLE OF CONTENTS ACKNOWLEDGEMENTSIII LISTS OF TABLESX LIST OF FIGURESXI LIST OF MUSICAL EXAMPLESXII ABBREVIATIONSXIII INTRODUCTION1 What Exactly is a Thesis/Dissertation/Project?1 PARTS OF THE THESIS/DISSERTATION/PROJECT2 1.0SECTIONS OF A STANDARD THESIS/DISSERTATION/ PROJECT2 1.1Preliminary Pages or Front Matter2 1.2.0Briefs on Preliminaries or Front Matter3 1.2.1Cover of the Thesis/Dissertation/Project3 1.2.2Fly Leaf6 1.2.3Title Page6 1.2.4Declaration Information9 1.2.5Dedication10 1.2.6Acknowledgement(s)10 1.2.7Table of Contents10 1.2.8List of Tables11 1.2.9List of Figures/Plates11 1.2.10Glossary/Abbreviations11 1.2.11Abstract11 1.3.0Typical Thesis/Dissertation/Project Structure13 1.3.1Studies Using Quantitative Methodology13 1.3.2Studies Using Qualitative Methodology14 1.3.3Model-Building Studies15 1.3.4Case Studies15 1.4.0Briefs on Main Body Components16 1.4.1The Dissertation Title16 1.4.2Chapter One: Introduction16 1.4.3Chapter Two: Literature Review17 1.4.4Chapter Three: Research Methodology / Materials and Methods17 1.4.5Chapter Four: Results/Findings17 1.4.6Chapter Five: Discussion18 1.4.7Chapter Six: Summary of Findings, Conclusions and Recommendations 18
vi SGS Thesis/Dissertation/ProjectHandbook 1.4.8References18 1.5.0Appendices and Supplemental Materials18 1.5.1Appendices19 1.5.2Supplemental Materials20 1.5.3UEW Link to Online Sources21 FORMATTING AND BINDING THE THESIS/DISSERTATION/PROJECT23 2.0WORD PROCESSING OF THE DOCUMENT23 2.1Paper Quality and Size23 2.2Font Type and Size23 2.3Page Margins23 2.4Paragraph Style23 2.5.0Heading Levels24 2.5.1Chapter Titles24 2.5.2Chapter Headings or Labels24 2.5.3Sectional Headings24 2.5.4Sub-sectional Headings25 2.5.5Sub-sub-sectional Headings25 2.5.6Numbering Headings25 2.6.0Pagination26 2.6.1Preliminary Pages26 2.6.2Main Body and Appendices26 BINDING THE THESIS/DISSERTATION/PROJECT27 3.0TEMPORARY AND PARMANENT BINDING27 3.1The Soft Bound Copy of the Thesis27 3.2Front Cover Inscriptions27 3.3Number of Copies Required for Submission27 3.4Submission for PARO’s Format Review28 3.5The Hard Bound Copy of the Thesis28 3.5.1Colour of Cover for Degree Categories28 3.5.2Front Cover Inscriptions29 3.5.3The Spine Title Inscription29 3.6Binding Musical Composition31 TABLES AND FIGURES32 4.0GENERAL PURPOSE OF TABLES AND FIGURES32 4.1Necessity32 4.2Relation of Tables or Figures and Text32 4.3Documentation33
vii SGS Thesis/Dissertation/ProjectHandbook 4.4Integrity and Independence33 4.5Organization, Consistency and Coherence33 4.6Tables Checklist33 4.7Examples of Table34 4.8Specific Types of Tables35 18.104.22.168Analysis of Variance (ANOVA) Tables35 22.214.171.124Regression36 126.96.36.199Notes in Tables37 188.8.131.52Tables from Other Sources38 4.2.0FIGURES39 4.2.1Figure Checklist39 4.2.2Types of Figures39 4.2.3Musical Scores and Excerpts44 4.2.4Preparing Figures / Examples45 4.2.5Captions and Legends45 REFERENCING STYLE GUIDE46 5.0INTRODUCTION46 5.1Overview46 5.2Details of a Reference List48 5.3Typical Example of a Reference List:49 5.4In-text citation51 5.5Referencing sources within the text51 5.6Electronic items52 5.7Referencing secondary sources53 5.8Different works of the same author name54 5.9Books and book chapters55 5.9.1 Single author55 5.9.2Two authors55 5.9.3Three to five authors55 5.9.4Six or more authors56 5.9.5No author56 5.9.6Edited book56 5.9.7Chapter, article or section in a book57 5.9.8Chapter or article in an edited book57 5.9.9E-book57 5.10Journal articles, newspaper articles and conference papers58 5.10.1Journal article (print version)58 5.10.2Journal article (full text from electronic database)58
viii SGS Thesis/Dissertation/ProjectHandbook 5.10.3Non-English journal article translated into English59 5.11Newspaper article59 5.11.1Available in print59 5.11.2Newspaper article (from electronic database)59 5.12Article (from the Internet, not available in print version)59 5.13Proceedings of meetings and symposiums, conference papers60 5.14Systematic reviews60 5.15Audio recording60 5.16Australian Bureau of Statistics (AusStats)61 5.17Brochure61 5.18Government report (online)61 5.19Image on the Internet62 5.20Lecture (unpublished) / personal communication62 5.21Podcast (from the Internet)62 5.22Thesis63 5.23Video Recording, television broadcast or episode in a series63 5.24Video (from the Internet)63 5.25Web page / document on the internet64 5.26Abbreviations in Citations65 SUBMISSION AND DEGREE COMPLETION REQUIREMENTS66 6.0DEADLINES FOR SUBMISSION PROCESSES66 6.1.0Final Thesis/Dissertation/Project Submission Deadlines66 6.1.1Planning to Meet April Congregation66 6.1.3Planning to Meet November Congregation67 6.1.5Submitting for External/Internal Examiners’ Evaluation68 6.2.0The Oral Defense69 6.2.1Helpful Hints: Prior to the Oral Defense69 6.2.2During the Oral Defense71 6.2.3After the Oral Defense73 6.2.4A Typical Oral Defense Programme Outline73 6.3.0Oral Examination Grade and Report75 6.3.1Oral Defense Grading75 6.3.2Final Oral Defense Examination Report and Thesis Revisions75 6.3.3Clearance to Bind the Final Hard Bound Copy76 6.3.4Post-Defense Hard Bound Copy Submission77 6.3.5Submitting the Thesis/Dissertation/Project to the University Library77 6.3.6Thesis/dissertation/project Embargo78 REFERENCES79
ix SGS Thesis/Dissertation/ProjectHandbook APPENDICES81 APPENDIX A81 PARO Forms and Information Sheet81 APPENDIX B82 Sample Thesis/Dissertation Gantt chart for Masters and Doctoral Programmes82
x SGS Thesis/Dissertation/ProjectHandbook LISTS OF TABLES Table 1: A Frequency Table Showing the Girl-Child’s Relationship to the Parent ……………………………………………………………………………… 34 Table 2: Sample ANOVA Table ……………………………………………………… 36 Table 3: Regression Table ……………………………………………………………… 37
Assessment 2 Instructions: Protected Health Information (PHI): Privacy, Security, and Confidentiality Best Practices
Prepare a 2-pageï»¿ interprofessional staff update on HIPAA and appropriate social media use in health care.
As you begin to consider the assessment, it would be an excellent choice to complete the Breach of Protected Health Information (PHI) activity. The activity will support your success with the assessment by creating the opportunity for you to test your knowledge of potential privacy, security, and confidentiality violations of protected health information. The activity is not graded and counts towards course engagement.
Health professionals today are increasingly accountable for the use of protected health information (PHI). Various government and regulatory agencies promote and support privacy and security through a variety of activities. Examples include:
Meaningful use of electronic health records (EHR).
Provision of EHR incentive programs through Medicare and Medicaid.
Enforcement of the Health Insurance Portability and Accountability Act (HIPAA) rules.
Release of educational resources and tools to help providers and hospitals address privacy, security, and confidentiality risks in their practices.
Technological advances, such as the use of social media platforms and applications for patient progress tracking and communication, have provided more access to health information and improved communication between care providers and patients.
At the same time, advances such as these have resulted in more risk for protecting PHI. Nurses typically receive annual training on protecting patient information in their everyday practice. This training usually emphasizes privacy, security, and confidentiality best practices such as:
Keeping passwords secure.
Logging out of public computers.
Sharing patient information only with those directly providing care or who have been granted permission to receive this information.
Today, one of the major risks associated with privacy and confidentiality of patient identity and data relates to social media. Many nurses and other health care providers place themselves at risk when they use social media or other electronic communication systems inappropriately. For example, a Texas nurse was recently terminated for posting patient vaccination information on Facebook. In another case, a New York nurse was terminated for posting an insensitive emergency department photo on her Instagram account.
Health care providers today must develop their skills in mitigating risks to their patients and themselves related to patient information. At the same time, they need to be able distinguish between effective and ineffective uses of social media in health care.
This assessment will require you to develop a staff update for the interprofessional team to encourage team members to protect the privacy, confidentiality, and security of patient information.
To successfully prepare to complete this assessment, complete the following:
Review the infographics on protecting PHI provided in the resources for this assessment, or find other infographics to review. These infographics serve as examples of how to succinctly summarize evidence-based information.
Analyze these infographics and distill them into five or six principles of what makes them effective. As you design your interprofessional staff update, apply these principles. Note: In a staff update, you will not have all the images and graphics that an infographic might contain. Instead, focus your analysis on what makes the messaging effective.
Select from any of the following options, or a combination of options, the focus of your interprofessional staff update:
Social media best practices.
What not to do: social media.
Social media risks to patient information.
Steps to take if a breach occurs.
Conduct independent research on the topic you have selected in addition to reviewing the suggested resources for this assessment. This information will serve as the source(s) of the information contained in your interprofessional staff update. Consult the BSN Program Library Research Guide for help in identifying scholarly and/or authoritative sources.
In this assessment, assume you are a nurse in an acute care, community, school, nursing home, or other health care setting. Before your shift begins, you scroll through Facebook and notice that a coworker has posted a photo of herself and a patient on Facebook. The post states, “I am so happy Jane is feeling better. She is just the best patient I’ve ever had, and I am excited that she is on the road to recovery.”
You have recently completed your annual continuing education requirements at work and realize this is a breach of your organization’s social media policy. Your organization requires employees to immediately report such breaches to the privacy officer to ensure the post is removed immediately and that the nurse responsible receives appropriate corrective action.
You follow appropriate organizational protocols and report the breach to the privacy officer. The privacy officer takes swift action to remove the post. Due to the severity of the breach, the organization terminates the nurse.
Based on this incident’s severity, your organization has established a task force with two main goals:
Educate staff on HIPAA and appropriate social media use in health care.
Prevent confidentiality, security, and privacy breaches.
The task force has been charged with creating a series of interprofessional staff updates on the following topics:
Social media best practices.
What not to do: Social media.
Social media risks to patient information.
Steps to take if a breach occurs.
You are asked to select one or more of the topics and create the content for a staff update containing a maximum of two content pages. This assessment is not a traditional essay. It is a staff educational update about PHI. Consider creating a flyer, pamphlet, or PowerPoint slide. Remember it should not be more than two pages (excluding a title and a reference page).
The task force has asked team members assigned to the topics to include the following content in their updates in addition to content on their selected topics:
What is protected health information (PHI)?
Be sure to include essential HIPAA information.
What are privacy, security, and confidentiality?
Define and provide examples of privacy, security, and confidentiality concerns related to the use of technology in health care.
Explain the importance of interdisciplinary collaboration to safeguard sensitive electronic health information.
What evidence relating to social media usage and PHI do interprofessional team members need to be aware of? For example:
How many nurses have been terminated for inappropriate social media use in the United States?
What types of sanctions have health care organizations imposed on interdisciplinary team members who have violated social media policies?
What have been the financial penalties assessed against health care organizations for inappropriate social media use?
What evidence-based strategies have health care organizations employed to prevent or reduce confidentiality, privacy, and security breaches, particularly related to social media usage?
Your staff update is limited to two double-spaced content pages. Be selective about the content you choose to include in your update so you can meet the page length requirement. Include need-to-know Omit nice-to-know information.
Many times people do not read staff updates, do not read them carefully, or do not read them to the end. Ensure your staff update piques staff members’ interest, highlights key points, and is easy to read. Avoid overcrowding the update with too much content.
Also, supply a separate reference page that includes two or three peer-reviewed and one or two non-peer-reviewed resources (for a total of 3–5 resources) to support the staff update content.
Written communication: Ensure the staff update is free from errors that detract from the overall message.
Submission length: Maximum of two double-spaced content pages.
Font and font size:Use Times New Roman, 12-point.
Citations and references: Provide a separate reference page that includes 2–3 current, peer-reviewed and 1–2 current, non-peer-reviewed in-text citations and references (total of 3–5 resources) that support the staff update’s content. Current means no older than 5 years.
APA format: Be sure your citations and references adhere to APA format. Consult the Evidence and APA page for an APA refresher.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
Competency 1: Describe nurses’ and the interdisciplinary team’s role in informatics with a focus on electronic health information and patient care technology to support decision making.
Describe the security, privacy, and confidentially laws related to protecting sensitive electronic health information that govern the interdisciplinary team.
Explain the importance of interdisciplinary collaboration to safeguard sensitive electronic health information.
Competency 2: Implement evidence-based strategies to effectively manage protected health information.
Identify evidence-based approaches to mitigate risks to patients and health care staff related to sensitive electronic health information.
Develop a professional, effective staff update that educates interprofessional team members about protecting the security, privacy, and confidentiality of patient data, particularly as it pertains to social media usage.
Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.
Follow APA style and formatting guidelines for citations and references.
Create a clear, concise, well-organized, and professional staff update that is generally free from errors in grammar, punctuation, and spelling.
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