NURS FPX 4905 Assessment 3 FREE DOWNLOAD
NURS FPX 4905 Assessment 3 Technology and Professional Standards
Student name
Capella University
NURS-FPX4905 Capstone Project for Nursing
Professor Name
Submission Date
Technology and Professional Standards
Technology and professional standards have a crucial role in the safe and effective care of patients in facilities such as Immersion Residential Center when treating substance use disorders (SUDs). One of the central problems that was revealed during my practicum was that there was no continuity of care post-detox, which raised the risk of relapse. Such tools as the electronic health records (EHRs) and telehealth may serve to enhance coordination and subsequent care. Following the professional standards provided by the Substance Abuse and Mental Health Services Administration (SAMHSA), the American Nurses Association (ANA), and the Joint Commission will guarantee ethical, evidence-based, and patient-centered practices.
Clarifying Role in Change Process
Being a BSN-prepared Registered Nurse (RN), it is my responsibility to recognize any gaps in the system, advance patient-centered care, and evidence-based, ethical practice, especially when making critical decisions such as post-detox discharge. The BSN nurses are advised by the ANA Code of Ethics and standards of practice to influence the quality improvement and patient safety, namely in the case of high-risk groups like individuals with SUDs (Dellasega & Kanaskie, 2021).
As part of my practicum at Immersion Residential Center, I noticed that most of the patients were being discharged without a personal follow-up plan. Though I acted as an observer as a student, I could help by compiling the information and discussing the issues of better continuity of care with supervisors. An example of how I would assist in the implementation of a standardized transition-of-care protocol as an RN in the future would be by collaborating with the case managers, making the referrals and discharges using EHRs, and ensuring the patient would be discharged with a clear and personalized recovery plan.
The Florida Nurse Practice Act (Chapter 464, Florida Statutes) holds that RNs have a domain of observing, assessing, intervening, and evaluating patients and assisting in the enactment and execution of nursing care plans (Butler and Martin, 2023). Another provision of the act is in favor of nurses who are engaged in quality assurance and improvement programs. Therefore, it is the responsibility and the authority of an RN to discover and intervene in the care gaps that affect patient outcomes. This legal framework will enable nurses in Florida not only to adhere to standards but also to take a leading role in process change, particularly in vulnerable groups like people undergoing detox and rehabilitation due to SUDs.
Interprofessional Collaboration Implementation Overview
At the Immersion Residential Center, interprofessional cooperation is essential in the provision of holistic care to individuals in detox and rehabilitation of SUDs. My practicum experience demonstrated teamwork among nurses, physicians, therapists, and case managers regarding the elaboration of individual treatment and discharge plans. Another important aspect of improvement is increased continuity of care after a detox with collaborative work with outpatient clinicians, mental health care workers, and social workers (Ojo et al., 2024). As a student, I contribute to follow-up activities through attending team meetings, recording observations, and conveying patient requirements. In my future RN role, I would enhance interprofessional communication by using shared EHRs, arranging case conferences, and frequent interdisciplinary huddles to discuss gaps in care, goals, and safe and person-centered transitions.
Benefits
The advantages of interprofessional collaboration in this context are enormous. It results in a high level of patient safety, less fragmentation of care, and quality of care due to shared expertise and responsibility. The patients get holistic care that meets both the physical and mental health needs. To the staff, teamwork leads to respect, improved communication, and a lower number of burnout cases because of shared responsibility and inability to solve problems (Tingvold and Munkejord, 2020). This team method eventually promotes long-term recovery and reduces the chances of readmission or treatment failure.
Government Agency Practice Guidelines
There are various government and regulatory bodies that offer important guidelines and standards that may apply to the treatment of SUDs within the setting of detox and residential rehabilitation centers, such as Immersion Residential Center. The example of the Joint Commission accredits behavioral health facilities and focuses on patient safety, continuity of care, and evidence-based practices during addiction treatment (Joint Commission, 2025).
Their suggestions are regular patient evaluation, systematic screening of comorbid mental health conditions, and continuous employee education to maintain the quality of care. On the same note, the National Database of Nursing Quality Indicators (NDNQI) facilitates the monitoring of nursing-sensitive measures, including patient falls, the use of restraints, and nurse satisfaction, which can determine the quality of detox care (Gormley et al., 2024).
Besides, the Centers for Medicare and Medicaid Services (CMS) delivers regulatory and reimbursement criteria for behavioral health services. CMS urges the facilities to implement person-centered care models, participate in coordinated care, and achieve value-based care standards ( Centers for Medicare & Medicaid Services, 2023). Their recommendations also lead to the integration of behavioral health with primary care, enhancement of access to medication-assisted treatment (MAT), and the minimization of unnecessary readmissions. Adherence to the standards of these agencies not only guarantees high-quality care but also assures funding and accreditation that can be essential to the sustainability of such facilities.
Assumptions
The suggestions are premised on some major assumptions. The healthcare organizations will have sufficient resources to implement, their staff will be trained and ready to embrace evidence-based practices, and patients will gain access to coordinated care (Kurpas et al., 2021). The agencies, such as the Joint Commission and CMS, presuppose that adherence to standards enhances safety, results, and efficiency (Centers for Medicare & Medicaid Services, 2023). Another assumption is that the monitoring is based on data, including NDNQI, which detects the discrepancies in performance and assists in the unceasing patient care enhancement.
Clinical Technology Addressing Practice Issues
Immersion Residential Center has a range of technologies employed to contribute to the treatment of clients with SUDs and co-occurring mental health issues. The most important technologies are EHRs, which help to store all client history, treatment plans, and medication records, as well as teletherapy platforms that allow holding individual or group counseling sessions remotely and digital assessment tools to monitor the progress and symptoms of clients (The Immersion Program, 2024). There are also online Cognitive Behavioral Therapy (CBT) modules and mobile apps that may, at times, be extended to use outside of a face-to-face therapy session and assist a client with mindfulness, journaling, and relapse prevention tools.
There are obvious advantages of the technologies; however, several problems have been noticed when they are used. The presence of poor internet connectivity and glitches with platforms is a common cause of breakages in the process of teletherapy, interrupting the continuity of care (The Immersion Program, 2024). Security and privacy of virtual services are a major challenge, as many clients do not have access to a secure and private environment or are not technologically competent to utilize it to the full extent.
The electronic health records (EHRs) and therapy apps are not well integrated, and this lack of integration creates communication gaps between the members of the interdisciplinary team members and slows down care coordination (The Immersion Program, 2024). Also, employees have complained of a lack of proper training on how to use the technology, which reduces the effectiveness and efficiency of delivering care electronically.
Nonetheless, overall, the implementation of the use of technology has benefited the facility. Bennion et al. (2025) suggest that virtual platforms provide more frequent and flexible access to therapy and support to clients and promote retention and engagement in treatment programs. This observation has been supported by the results of the Immersion Residential Center, where more accessibility has resulted in higher attendance in the continued therapy sessions.
EHRs have led to an improvement in communication among health providers and medication safety, and care planning. The mental health monitoring and behavioral therapy, which use digital tools, enable clinicians to recognize the high-risk behaviors earlier and intervene proactively. Consequently, clinical outcomes and patient satisfaction have increased as a result of technology implementation at Immersion, especially because of providing more access and facilitating more personalized and data-driven care.
Summarizing Available Technology with Pros and Cons
The literature on the topic is a firm advocate of using multiple technologies to enhance the outcome in the SUD treatment environment, particularly in detox and residential rehabilitation centers. EHRs promote effective communication, medication safety, and documentation among providers (Hamad and Bah, 2022). Teletherapy and digital CBT interventions can be used to expand access to behavioral interventions, particularly to clients with transportation or scheduling limitations (Gkintoni et al., 2025). Specifically created mHealth applications like reSET can be used as an SUD recovery tool, and they include relapse prevention, check-in, and real-time assistance, which improves client engagement (Businelle et al., 2024). Nonetheless, there are some weaknesses that make it difficult to use technology effectively in clinical settings.
These consist of issues related to patient privacy and confidentiality through the virtual sessions (McGraw & Mandl, 2021). Also, some clients face obstacles due to the variation in the accessibility to good internet or digital devices (Graves et al., 2021). The competency and confidence to provide care using technology-supported services also require additional staffing training to perform effectively with the tools.
EHRs and simple teletherapy are operational at Immersion Residential Center, yet some useful technologies are not used fully. Wearable biosensors (e.g., stress-detecting wristbands) and AI-driven tools to forecast relapse (which is proven to improve early intervention) are not implemented yet (Kapogianni et al., 2025). On the same note, applications that are gamified and peer support systems are encouraged, but are not in place. The combination of these tools may enhance individualized, evidence-based care and ongoing support outside of discharge, particularly outside of working hours, and tackle the problem of digital literacy and access (Gustavson et al., 2024).
Technology Implementation Issue, Challenges, and Solutions
The introduction of technologies, including wearable biosensors, AI-based relapse predictors, and mHealth applications, in facilities like Immersion Residential Center can face various obstacles. The primary problems are cost and funding limitations because of initial investments, maintenance, and training of staff (Nascimento et al., 2023). Employee resistance, which is usually brought about by a lack of familiarity or workload, data privacy concerns, and low digital literacy rates of clients, will also slow adoption.
The facility can seek grants or collaborations with technology firms or government mental health programs in order to overcome these obstacles. Resistance can be eased by a gradual implementation process and extensive training of the staff. The privacy issues must be solved with the help of HIPAA-compliant media and open-door consent. In clients who are digital natives, fostering acceptance can be achieved by supporting clients and emphasizing the advantages of technology, such as 24/7 support and additional signs of early relapse (Chadha et al., 2024). Engaging employees and clients in the planning process will make the technology consistent with the user requirements and clinical objectives.
Conclusion
The interview revealed the problem of the lack of continuity of care in detox and residential rehabilitation facilities, especially in Immersion Residential Center. This issue has a major impact on patient safety, quality of care, and health costs. The role of BSN-prepared nurses was analyzed regarding the norms of professionalism and the most significant process enhancements. The significance of interprofessional teamwork, the recommendations of the government agencies, and the use of technology were highlighted.
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Instructions To Write NURS FPX 4905 Assessment 3
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Instructions File For 4905 Assessment 3
Assessment 3 Technology and Professional Standards
Analyze the application of technology and professional standards related to your health process issue at your practicum site in a 4–6 page paper, and submit your required practicum hours.
In your previous assessment, you defined and analyzed your health process issue in the context of your practicum site. Now that you’ve gained more experience, continue to build on the information you’ve gathered about your practicum site and research your chosen issue. In Assessment 3, you’ll focus on the application of technology and professional standards. Your ultimate goal at the end of the course will be to present a strategy for improving your selected process issue.
Instructions
- Explain aspects of your role in process change and professional standards.
- Explain the aspects of the role of the BSN-prepared RN in process change and professional standards.
- Identify your potential role in process change at your existing practicum. If so, describe that role.
- If your role is limited, explain how you would envision your role in process change if you were a nurse at this site.
- Summarize what your state’s nurse practice act says related to the nurses role and process change. (The Find Your Nurse Practice Act website in your Assessment 3 resources provides a search function to assist you in finding individual state nurse practice acts.)
- Explain what interprofessional collaboration you have and will implement.
- What opportunities for collaboration do you see?
- Are you able to implement some of them in your current role at your practicum site? If not, how would you implement interprofessional collaboration as a nurse at this site?
- Review government agencies associated with your process of concern. Explain the recommendations.
- Examples of agencies include:
- Joint Commission.
- Describe current technology used in your practicum site to address your practice issue.
- What are they currently using? Did you notice any problems or issues with the use of this technology?
- Review the literature to determine technology available and recommended for your practice issue. Summarize the recommendations.
- Do you see new technology that isn’t being used?
- Describe any potential implementation issues you see for using the new technology?
- Examples of agencies include:
Additional Requirements
- Format: Format your paper using APA style. Refer to APA Style Paper Tutorial [DOCX] for guidance in writing and formatting your paper. Be sure to include the following:
- A title page and reference page. An abstract is not required.
- Appropriate section headings.
- Length: Your paper should be approximately 4–6 pages in length, not including the reference page.
- Supporting evidence: Cite at least five sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old. Provide in-text citations and references in APA format.
- Proofreading: Proofread your paper, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on its substance.
Practicum Hours Submission
- Use Capella Academic Portal to submit your practicum hours.
- You must submit a minimum of 20 confirmed hours with this assessment. Your cumulative total should be between 25–35 hours.
- Failure to complete AND submit the required practicum hours will result in a non-performance for this assessment.
Please review the BSN Practicum Campus page for more information and instructions on how to log your hours.
Reflective Journaling
Reflective journaling serves as a powerful tool for self-reflection during your academic journey. Reflective journaling enables you to assess your performance and to develop the regular practice of self-reflection. During your practicum, you’ll complete four reflective journal entries, each aligned with one of the four spheres of care.
Complete your first entry. You can choose any of the four spheres for this entry, but you will need to complete all four by the end of the course. Remember that you’ll need to submit your completed nursing reflection as part of the final assessment for the course.
Instructions
You will complete four reflective journal entries during your practicum, with an emphasis on the integration of professional standards and values in practice. Each entry will align with one of the four spheres of care.
First, review your previous entries on the four spheres of care from NURS-FPX4065, Patient-Centered Care Coordination. Go to the Nursing Reflection Journal home page to review your entries, and select the Course button. Select the down arrow and scroll to NURS-FPX4065.
Once you have reviewed your previous entries, you may begin your new responses for NURS-FPX4905. Use 200–400 words for each of the four required journal entries in the Nursing Reflection Journal: Professional Standards and Values Activity. In this course, remember to respond from a perspective of leadership and professional standards.
You do not need to include scholarly resources or a reference list. Your reflections should be your own original thoughts. Please do not include patient or clinic identifying information.
As you complete your practicum hours (total of 40 hours required), it is good practice to complete a reflection journal entry every 10 hours. Take a moment to review the four spheres of care and the assigned readings for each assessment. This can help you focus your practicum time on specifics of learning and experiencing the courseroom content.
AACN Definition of the Four Spheres of Care
Wellness and Disease Prevention: This sphere emphasizes health promotion, as well as the treatment of minor uncomplicated diseases or injuries for those not experiencing chronic illness or life-limiting conditions. Prenatal care, screenings, immunizations, and health promotion are some examples of care in this sphere (AACN, 2021). Nursing knowledge and competency in disease prevention and addressing social determinants of health are vital to promoting wellness across populations.
Chronic Disease Management: This sphere encompasses caring for those with one or more chronic diseases and preventing adverse outcomes associated with them. Specialized nursing care is often needed for this population due to the complex needs, along with integrated interprofessional team-based care. Four in 10 people in the United States have two or more chronic diseases, and those diagnosed with multiple comorbidities are projected to increase.
Regenerative and Restorative Care: This sphere includes critical and trauma care, complex acute care, acute exacerbations of chronic disease, and care of unstable patients who are typically in acute care hospital settings (AACN, 2021). This sphere includes the acute management of illness, such as a stroke or mental health crisis, and progression through the rehabilitative phase. Nursing skills and management of these populations are resource-intensive and specialized.
Hospice and Palliative Care: The final sphere relates to competencies surrounding palliative care in advanced illness and hospice care at the end of life. All registered nurses provide generalist palliative care in compassionate and patient-centered care while managing pain and other symptoms associated with advanced, progressive illness. The End-of-Life Nursing Education Consortium has mapped its competencies and recommendations for educating nursing students to the new AACN Essentials to assist educators in this endeavor.
Reflection Questions
By the end of your practicum, make sure that you have answered each of these questions as they relate to integrating professional standards and values into practice.
Wellness and Disease Prevention: Reflect on the health promotion disease prevention interventions you witnessed in your practicum site, as it relates to the social determinants of health most prevalent in your community. What did you see? What does this time mean to you as a professional nurse in your role?
Chronic Disease Management: Reflect on the integration of interprofessional team-based care as it relates to chronic disease management in your practicum site. What did you see? What does this time mean to you as a professional nurse in your role?
Regenerative and Restorative Care: Reflect on the acute management of illnesses such as stroke or mental illness that falls in your practicum site. What did you see? What does this time mean to you as a professional nurse in your role?
Hospice and Palliative Care: Reflect on end-of-life nursing and advanced illness and hospice care in your practicum site. What did you see? What does this time mean to you as a professional nurse in your role?
Submission Checklist
Before you submit your assessment, take a moment to complete the following checklist to ensure your work is ready for submission:
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
Competency 1: Lead people and processes to improve patient, systems, and population outcomes.
- Explain aspects of one’s role in process change and professional standards.
Competency 4: Apply health information and patient care technology to improve patient and systems outcomes.
- Explain the recommendations of government agencies that apply to a practice issue or problem at a specific clinical site.
Describe current technology used in a clinical site to address a practice issue, including issues with use of the technology.
- Summarize the technology available and recommended for a clinical practice issue based on the literature.
Competency 5: Collaborate interprofessionally to improve patient and population outcomes.
- Explain what interprofessional collaboration one has and will implement at a specific clinical site.
Competency 6: Implement patient centered care to improve quality of care and the patient experience.
- Describe any potential implementation issues for using the new technology.
Competency 8: Apply professional, scholarly, evidence-based strategies to create effective written and oral communications.
- Organize content so ideas flow logically with smooth transitions.
- Apply APA style and formatting to scholarly writing.
- Complete a minimum 20–25 MORE hours of clinical practicum. Submit clinical hour documentation to CAPS.
Scoring Guide for 4905 Assessment 3
Use the scoring guide to understand how your assessment will be evaluated.
Criterion 1
Explain aspects of one’s role in process change and professional standards.
Distinguished
Explains aspects of one’s role in process change and professional standards, providing examples.
Proficient
Explains aspects of one’s role in process change and professional standards.
Basic
Identifies aspects of one’s role in process change and professional standards.
Non Performance
Does not explain aspects of one’s role in process change and professional standards.
Criterion 2
Explain what interprofessional collaboration one has and will implement at a specific clinical site.
Distinguished
Explains what interprofessional collaboration one has and will implement at a specific clinical site, and includes the benefits of this collaboration.
Proficient
Explains what interprofessional collaboration one has and will implement at a specific clinical site.
Basic
Identifies opportunities for collaboration.
Non Performance
Does not explain what interprofessional collaboration one has and will implement at a specific clinical site.
Criterion 3
Explain the recommendations of government agencies that apply to a practice issue or problem at a specific clinical site.
Distinguished
Explains the recommendations of government agencies that apply to a practice issue or problem at a specific clinical site, explaining the assumptions on which the recommendations are based.
Proficient
Explains the recommendations of government agencies that apply to a practice issue or problem at a specific clinical site.
Basic
Explains the recommendations of government agencies, though it’s unclear how they apply to a practice issue or problem at a specific clinical site.
Non Performance
Does not explain the recommendations of government agencies that apply to a practice issue or problem at a specific clinical site.
Criterion 4
Describe current technology used in a clinical site to address a practice issue, including issues with use of the technology.
Distinguished
Describes current technology used in a clinical site to address a practice issue, including issues with use of the technology, as well as the impact of the technology on outcomes for the site.
Proficient
Describes current technology used in a clinical site to address a practice issue, including issues with use of the technology.
Basic
Describes current technology used in a clinical site to address a practice issue.
Non Performance
Does not describe current technology used in a clinical site to address a practice issue, including issues with use of the technology.
Criterion 5
Summarize the technology available and recommended for a clinical practice issue based on the literature.
Distinguished
Summarizes the technology available and recommended for a clinical practice issue based on the literature, outlining pros and cons.
Proficient
Summarizes the technology available and recommended for a clinical practice issue based on the literature.
Basic
Summarizes technology available for a clinical practice issue, though the recommendation is not based on the literature.
Non Performance
Does not summarize the technology available and recommended for a clinical practice issue based on the literature.
Criterion 6
Describe any potential implementation issues for using the new technology.
Distinguished
Describes any potential implementation issues for using the new technology and how those issues might be addressed.
Proficient
Describes any potential implementation issues for using the new technology.
Basic
Identifies any potential implementation issues for using the new technology.
Non Performance
Does not describe any potential implementation issues for using the new technology.
Criterion 7
Organize content so ideas flow logically with smooth transitions.
Distinguished
Organizes content so clarity is enhanced and all ideas flow logically with smooth transitions.
Proficient
Organizes content so ideas flow logically with smooth transitions.
Basic
Organizes content with some logical flow and smooth transitions.
Non Performance
Does not organize content for ideas to flow logically with smooth transitions.
Criterion 8
Apply APA style and formatting to scholarly writing.
Distinguished
Applies APA style and formatting to scholarly writing. Exhibits strict and nearly flawless adherence to stylistic conventions, document structure, and source attributions.
Proficient
Applies APA style and formatting to scholarly writing.
Basic
Applies APA style and formatting to scholarly writing incorrectly or inconsistently, detracting noticeably from good scholarship.
Non Performance
Does not apply APA style and formatting to scholarly writing.
Criterion 9
Complete a minimum 20–25 MORE hours of clinical practicum. Submit clinical hour documentation to CAPS.
Distinguished
Completes a total of more than 20–25 more hours of clinical practicum. Submits clinical hour documentation to CAPS.
Proficient
Completes a minimum 20–25 MORE hours of clinical practicum. Submits clinical hour documentation to CAPS.
Basic
Completes fewer than 20 more hours of clinical practicum.
Non Performance
Does not complete a minimum of 20 more hours of clinical practicum, and does not submit clinical hour documentation to CAPS.
References For NURS FPX 4905 Assessment 3
Bennion, M., Blakemore, A., Lovell, K., & Bee, P. (2025). Barriers and facilitators to engagement with between-session work for low-intensity cognitive behavioural therapy (CBT)-based interventions: A qualitative exploration of practitioner perceptions. BioMed Central Psychiatry, 25(1), e79. https://doi.org/10.1186/s12888-025-06501-3
Businelle, M. S., Perski, O., Hébert, E. T., & Kendzor, D. E. (2024). Mobile health interventions for substance use disorders. Annual Review of Clinical Psychology, 20(1), 49-76. https://doi.org/10.1146/annurev-clinpsy-080822-042337
Butler, T. J. T., & Martin, R. L. (2023). Florida nursing laws and rules. NIH; StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK532859/
Centers for Medicare & Medicaid Services. (2023, August 14). Value-Based Care. Cms.gov. https://www.cms.gov/priorities/innovation/key-concepts/value-based-care
Chadha, Y., Patil, R., Toshniwal, S., & Sinha, N. (2024). Internet addiction management: A comprehensive review of clinical interventions and modalities. Cureus, 16(3), e55466. https://doi.org/10.7759/cureus.55466
The Immersion Program. (2024, June 4). Technology in mental health support & therapy | The Immersion Program. Immersionrecovery.org. https://www.immersionrecovery.com/role-technology-mental-health-support-therapy/
Dellasega, C., & Kanaskie, M. L. (2021). Nursing ethics in an era of pandemic. Applied Nursing Research, 62(62), 151508. https://doi.org/10.1016/j.apnr.2021.151508
Gkintoni, E., Vassilopoulos, S. P., & Nikolaou, G. (2025). Next-generation cognitive-behavioral therapy for depression: Integrating digital tools, teletherapy, and personalization for enhanced mental health outcomes. Medicina, 61(3), 431. https://doi.org/10.3390/medicina61030431
Graves, J. M., Abshire, D. A., Amiri, S., & Mackelprang, J. L. (2021). Disparities in technology and broadband internet access across rural areas. Family & Community Health, 44(4), 257–265. https://doi.org/10.1097/fch.0000000000000306
Gormley, E., Connolly, M., & Ryder, M. (2024). The development of nursing-sensitive indicators: A critical discussion. International Journal of Nursing Studies Advances, 7(7), e100227. https://doi.org/10.1016/j.ijnsa.2024.100227
Gustavson, A. M., Miller, M. J., Boening, N., Hudson, E. M., Wisdom, J. P., Burke, R. E., & Hagedorn, H. J. (2024). Identifying factors influencing emerging innovations in hospital discharge decision making in response to system stress: A qualitative study. BioMed Central Health Services Research, 24(1), e1293. https://doi.org/10.1186/s12913-024-11784-5
Hamad, M. M. E., & Bah, S. (2022). Impact of implementing electronic health records on medication safety at an HIMSS Stage 6 hospital: The pharmacist’s perspective. Canadian Journal of Hospital Pharmacy, 75(4), 267–275. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9524548/
Joint Commission. (2025). Behavioral Health Care & Human Services Accreditation Program. Jointcommission.org. https://www.jointcommission.org/en-us/accreditation/behavioral-health-care-and-human-services
Kapogianni, N.-A., Sideraki, A., & Anagnostopoulos, C.-N. (2025). Using smartwatches in stress management, mental health, and well-being: A systematic review. Algorithms, 18(7), e419. https://doi.org/10.3390/a18070419
Kurpas, D., Wojtas, D. S., Shpakou, A., Halata, D., Mohos, A., Skarbaliene, A., Dumitra, G., Klimatckaia, L., Bendova, J., & Tkachenko, V. (2021). The advantages and disadvantages of integrated care implementation in central and eastern Europe – perspective from 9 CEE countries. International Journal of Integrated Care, 21(4) e14. https://doi.org/10.5334/ijic.5632
McGraw, D., & Mandl, K. D. (2021). Privacy protections to encourage use of health-relevant digital data in a learning health system. Nature Partner Journal Digital Medicine, 4(1), 1–11. https://doi.org/10.1038/s41746-020-00362-8
Nascimento, I. J. B., Abdulazeem, H., Vasanthan, L. T., Martinez, E. Z., Zucoloto, M. L., Østengaard, L., Muscat, N. A., Zapata, T., & Ortiz, D. N. (2023). Barriers and facilitators to utilizing digital health technologies by healthcare professionals. Nature Partner Journal Digital Medicine, 6(1), 1–28. https://doi.org/10.1038/s41746-023-00899-4
Ojo, S., Okoye, T. O., Olaniyi, S. A., Ofochukwu, V. C., Obi, M. O., Nwokolo, A. S., Okeke-Moffatt, C., Iyun, O. B., Idemudia, E. A., Obodo, O. R., Mokwenye, V. C., & Okobi, O. E. (2024). Ensuring continuity of care: Effective strategies for the post-hospitalization transition of psychiatric patients in a family medicine outpatient clinic. Cureus, 16(1), e52263. https://doi.org/10.7759/cureus.52263
Tingvold, L., & Munkejord, M. C. (2020). Shared goals, communication, and mutual respect in multicultural staff teams: A relational coordination perspective. Nursing Open, 8(2), 957–965. https://doi.org/10.1002/nop2.704
Best Professors To Choose From For 4905 Class
- Buddy Wiltcher, EdD, MSN, APRN, FNP-C
- JacQualine Abbe, DNP, MSN
- Jalelah Abdul-Raheem, PhD, MSN, BSN
- Nicole Aclin, DNP, MSN, BSN
- Pascal Wright, DNP, MSN, BSN
- Joe Amoral, MSN, BSN, AAS.
- Sandra Wise, PhD, MS, BSN.
- Jeannetta Wyche-Williford, DNP, MSN, BSN.
- Ben Yeboah, DNP, MSN.
- Amanda Zemmer, MSN
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