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Use of AI to Write Assignments, Is it Worth It?

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?

ChatGPT students

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.

Does Using Artificial Intelligence Really Work? 

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 desktop: 

ChatGPT on mobile: 

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.

chatgpt write essay

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.

explain academic plagiarism chatgpt

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.

student using chatgpt

Academic Plagiarism

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?

Academic Plagiarism 

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)!

Accuracy Of Content chatGPT

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.

crisis to learning chatgpt

Moderate Use

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.

moderate use of chatgpt

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.

education system chatgpt

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?

On the hunt for the ideal assignment help? Check out our order page.

Credits – Homes For Students 

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CONTROVERSIAL TOPIC POSITION PAPER

CONTROVERSIAL TOPIC POSITION PAPER
Overview
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.

Preparation
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.

Resources
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.

Instructions
Using the Capella library and other appropriate sources, explore scholarly research on both sides of your selected issue.

Organize your paper as follows:

Title page.
Introduction.
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.
References.
This APA Paper Template [DOCX] is provided for your convenience.

Additional Requirements
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.

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i SGS Thesis/Dissertation/Project Handbook 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

Download the Guide Here – SGS-ThesisDissertationProject-Handbook-final-23-05-2019.pdf
SGS Thesis/Dissertation/Project Handbook

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

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SGS Thesis/Dissertation/Project Handbook

Copyright © 2018 UEW School of Graduate Studies.

Published on the Authority of the School of Graduate Studies Board
(SGSB) on behalf of Academic Board, UEW.

School of Graduate Studies Board

School of Graduate Studies

University of Education, Winneba

P. O. Box 25

Faculty Block, 3rd Floor, North Campus

Winneba

Printed in 2018 by UEW Printing Press, Winneba.

Cover Design and Layout by Stephen Osei Akyiaw

President ,GRASAG-UEW(2016-2017)

All rights reserved. No part of this publication may be reproduced, stored
in a retrieval system, or transmitted, in any form or by any means,
electronically, mechanical, photocopying, recording, or otherwise, without
the prior written permission of the author.

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SGS Thesis/Dissertation/Project Handbook

ACKNOWLEDGEMENTS

The University of Education, Winneba owes an enormous debt of
gratitude to Professor Mawutor Avoke who initiated the review of the
policy document, and also 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. Kennth Abban, 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.

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SGS Thesis/Dissertation/Project Handbook

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SGS Thesis/Dissertation/Project Handbook

TABLE OF CONTENTS

ACKNOWLEDGEMENTS III

LISTS OF TABLES X

LIST OF FIGURES XI

LIST OF MUSICAL EXAMPLES XII

ABBREVIATIONS XIII

INTRODUCTION 1

What Exactly is a Thesis/Dissertation/Project? 1

PARTS OF THE THESIS/DISSERTATION/PROJECT 2

1.0 SECTIONS OF A STANDARD THESIS/DISSERTATION/
PROJECT 2

1.1 Preliminary Pages or Front Matter 2

1.2.0 Briefs on Preliminaries or Front Matter 3

1.2.1 Cover of the Thesis/Dissertation/Project 3

1.2.2 Fly Leaf 6

1.2.3 Title Page 6

1.2.4 Declaration Information 9

1.2.5 Dedication 10

1.2.6 Acknowledgement(s) 10

1.2.7 Table of Contents 10

1.2.8 List of Tables 11

1.2.9 List of Figures/Plates 11

1.2.10 Glossary/Abbreviations 11

1.2.11 Abstract 11

1.3.0 Typical Thesis/Dissertation/Project Structure 13

1.3.1 Studies Using Quantitative Methodology 13

1.3.2 Studies Using Qualitative Methodology 14

1.3.3 Model-Building Studies 15

1.3.4 Case Studies 15

1.4.0 Briefs on Main Body Components 16

1.4.1 The Dissertation Title 16

1.4.2 Chapter One: Introduction 16

1.4.3 Chapter Two: Literature Review 17

1.4.4 Chapter Three: Research Methodology / Materials and Methods 17

1.4.5 Chapter Four: Results/Findings 17

1.4.6 Chapter Five: Discussion 18

1.4.7 Chapter Six: Summary of Findings, Conclusions and Recommendations 18

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SGS Thesis/Dissertation/Project Handbook

1.4.8 References 18

1.5.0 Appendices and Supplemental Materials 18

1.5.1 Appendices 19

1.5.2 Supplemental Materials 20

1.5.3 UEW Link to Online Sources 21

FORMATTING AND BINDING THE
THESIS/DISSERTATION/PROJECT 23

2.0 WORD PROCESSING OF THE DOCUMENT 23

2.1 Paper Quality and Size 23

2.2 Font Type and Size 23

2.3 Page Margins 23

2.4 Paragraph Style 23

2.5.0 Heading Levels 24

2.5.1 Chapter Titles 24

2.5.2 Chapter Headings or Labels 24

2.5.3 Sectional Headings 24

2.5.4 Sub-sectional Headings 25

2.5.5 Sub-sub-sectional Headings 25

2.5.6 Numbering Headings 25

2.6.0 Pagination 26

2.6.1 Preliminary Pages 26

2.6.2 Main Body and Appendices 26

BINDING THE THESIS/DISSERTATION/PROJECT 27

3.0 TEMPORARY AND PARMANENT BINDING 27

3.1 The Soft Bound Copy of the Thesis 27

3.2 Front Cover Inscriptions 27

3.3 Number of Copies Required for Submission 27

3.4 Submission for PARO’s Format Review 28

3.5 The Hard Bound Copy of the Thesis 28

3.5.1 Colour of Cover for Degree Categories 28

3.5.2 Front Cover Inscriptions 29

3.5.3 The Spine Title Inscription 29

3.6 Binding Musical Composition 31

TABLES AND FIGURES 32

4.0 GENERAL PURPOSE OF TABLES AND FIGURES 32

4.1 Necessity 32

4.2 Relation of Tables or Figures and Text 32

4.3 Documentation 33

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SGS Thesis/Dissertation/Project Handbook

4.4 Integrity and Independence 33

4.5 Organization, Consistency and Coherence 33

4.6 Tables Checklist 33

4.7 Examples of Table 34

4.8 Specific Types of Tables 35

4.1.8.1 Analysis of Variance (ANOVA) Tables 35

4.1.8.2 Regression 36

4.1.8.3 Notes in Tables 37

4.1.8.4 Tables from Other Sources 38

4.2.0 FIGURES 39

4.2.1 Figure Checklist 39

4.2.2 Types of Figures 39

4.2.3 Musical Scores and Excerpts 44

4.2.4 Preparing Figures / Examples 45

4.2.5 Captions and Legends 45

REFERENCING STYLE GUIDE 46

5.0 INTRODUCTION 46

5.1 Overview 46

5.2 Details of a Reference List 48

5.3 Typical Example of a Reference List: 49

5.4 In-text citation 51

5.5 Referencing sources within the text 51

5.6 Electronic items 52

5.7 Referencing secondary sources 53

5.8 Different works of the same author name 54

5.9 Books and book chapters 55

5.9.1 Single author 55

5.9.2 Two authors 55

5.9.3 Three to five authors 55

5.9.4 Six or more authors 56

5.9.5 No author 56

5.9.6 Edited book 56

5.9.7 Chapter, article or section in a book 57

5.9.8 Chapter or article in an edited book 57

5.9.9 E-book 57

5.10 Journal articles, newspaper articles and conference papers 58

5.10.1 Journal article (print version) 58

5.10.2 Journal article (full text from electronic database) 58

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SGS Thesis/Dissertation/Project Handbook

5.10.3 Non-English journal article translated into English 59

5.11 Newspaper article 59

5.11.1 Available in print 59

5.11.2 Newspaper article (from electronic database) 59

5.12 Article (from the Internet, not available in print version) 59

5.13 Proceedings of meetings and symposiums, conference papers 60

5.14 Systematic reviews 60

5.15 Audio recording 60

5.16 Australian Bureau of Statistics (AusStats) 61

5.17 Brochure 61

5.18 Government report (online) 61

5.19 Image on the Internet 62

5.20 Lecture (unpublished) / personal communication 62

5.21 Podcast (from the Internet) 62

5.22 Thesis 63

5.23 Video Recording, television broadcast or episode in a series 63

5.24 Video (from the Internet) 63

5.25 Web page / document on the internet 64

5.26 Abbreviations in Citations 65

SUBMISSION AND DEGREE COMPLETION REQUIREMENTS 66

6.0 DEADLINES FOR SUBMISSION PROCESSES 66

6.1.0 Final Thesis/Dissertation/Project Submission Deadlines 66

6.1.1 Planning to Meet April Congregation 66

6.1.3 Planning to Meet November Congregation 67

6.1.5 Submitting for External/Internal Examiners’ Evaluation 68

6.2.0 The Oral Defense 69

6.2.1 Helpful Hints: Prior to the Oral Defense 69

6.2.2 During the Oral Defense 71

6.2.3 After the Oral Defense 73

6.2.4 A Typical Oral Defense Programme Outline 73

6.3.0 Oral Examination Grade and Report 75

6.3.1 Oral Defense Grading 75

6.3.2 Final Oral Defense Examination Report and Thesis Revisions 75

6.3.3 Clearance to Bind the Final Hard Bound Copy 76

6.3.4 Post-Defense Hard Bound Copy Submission 77

6.3.5 Submitting the Thesis/Dissertation/Project to the University Library 77

6.3.6 Thesis/dissertation/project Embargo 78

REFERENCES 79

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SGS Thesis/Dissertation/Project Handbook

APPENDICES 81

APPENDIX A 81

PARO Forms and Information Sheet 81

APPENDIX B 82

Sample Thesis/Dissertation Gantt chart for Masters and Doctoral Programmes 82

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SGS Thesis/Dissertation/Project Handbook

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

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Protected Health Information (PHI): Privacy, Security, and Confidentiality Best Practices

Assessment 2 Instructions: Protected Health Information (PHI): Privacy, Security, and Confidentiality Best Practices

Content

  • Prepare a 2-page interprofessional staff update on HIPAA and appropriate social media use in health care.

Introduction

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.

Preparation

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.

Instructions

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?
Notes
  • 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.
Additional Requirements
  • 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.

Competencies Measured

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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Managing Health Information and Technology

Welcome to your Capella University online course, NURS-FPX4040 – Managing Health Information and Technology

Nursing informatics (NI) is a growing specialty due to its increasing impact on health care. NI incorporates nursing science with information management and analytics “to identify, define, manage, and communicate data” and information to inform nursing practice as well as organizational and health care policy (Healthcare Information and Management Systems Society, n.d.). NI’s impact is expansive and can serve to assist health care professionals, patients, and organizations in making decisions that positively impact patient care.

Baccalaureate-prepared nurses leverage technology to effectively and efficiently achieve desired patient, systems, and population outcomes. This course focuses on the development of generalist nursing practice competencies for the management of health information and patient care technologies.

Audiovisual Equipment Setup and Testing

In Assessment 4, you will be asked to prepare a recorded presentation that includes audio and, if you choose, video, using Kaltura or similar software. To create your audio recording, you will need a built-in or external microphone and, for optional video, a webcam or video recording device. It is a good idea to check that your recording equipment and software are working properly and that you know how to record and upload your audio presentation.

Note: If you require assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu to request accommodations.

Your Online ePortfolio

Creating an ePortfolio is not required in the BSN program, but you may find it helpful to create one to attach to your professional resume while job hunting. Online ePortfolios serve two key purposes: 1) to support learning and reflection, and 2) to be used as a showcase tool. Your learning journey can be documented, and ePortfolios contribute to lifelong learning and growth through reflection and sharing. Online ePortfolios can also be shared with employers and peers to present artifacts that demonstrate your accomplishments at Capella.

Using ePortfolio to Build Your Career

As you are preparing to tell your story in the professional world, leverage your ePortfolio artifacts to demonstrate the knowledge and competencies you have gained through your program in professional conversations, performance reviews, and interviews. To do that, reflect on the knowledge and skills you have gained from your courses and the elements you have put in your portfolio, along with how you have already applied these things to your professional life or how you might apply them in the future. Next, create your story or talking points to tell your professional story.

Privacy Statement

Capella complies with privacy laws designed to protect the privacy of personal information. While you may voluntarily share your own information publicly, you are obligated to protect the personal information of others that may be associated with your academic or professional development. Before sharing information and material in any ePortfolio that is set up to be shared externally to your program at Capella, please consider privacy obligations in relation to protected populations who may be included or referenced in your academic or clinical work. Refer to the Family Educational Rights and Privacy Act (FERPA) and/or the Health Insurance Portability and Accountability Act (HIPAA) if you have specific questions or concerns about your choices.

Reference

Healthcare Information and Management Systems Society (n.d.). What is nursing informatics? https://www.himss.org/what-nursing-informatics

Course Competencies

To successfully complete this course, you will be expected to:

  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.
  2. Implement evidence-based strategies to effectively manage protected health information.
  3. Evaluate the impact of patient care technologies on desired outcomes.
  4. Recommend the use of a technology to enhance quality and safety standards for patients.
  5. Apply professional, scholarly communication to facilitate use of health information and patient care technologies.