Prepare a 2-page 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 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.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment 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.

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 of the topics, or a combination of several topics, and create the content for a staff update containing a maximum of two content pages. When distributed to interprofessional team members, the update will consist of one double-sided 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 topic(s):

• 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 the 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 usage 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 usage? 
  • 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 that you are able to meet the page length requirement. Include need-to-know information. Leave out 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 2–3 peer-reviewed and 1–2 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 mean 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.

Each thread group has two reports assigned to it provided as links. Review ONE of the two reports assigned to your thread group. You are NOT expected to read the entire report. Just review the report to get a sense of it. (Pretend you are the “executive” who has received many reports. You would not read the entire report, but you should at least read the executive summary, if there is one, and skim the report to get a sense of its main ideas and purpose.)

After reviewing the report, before Thursday midnight, provide your assessment of that report:

1. What type of report is it: formal or informal? How do you know?
2. Who is the audience of the report? 
3. What is the purpose of the report: informational or analytical? Why was it written? Why would the audience need the report? 
4. Was a report needed to accomplish the purpose? Could the information have been presented in another way, such as multiple shorter memos or a presentation, to accomplish the purpose for the audience? Why or why not? 
5. Finally, if YOU were the intended audience, what would you do next based on the report? For instance, would you likely invest in the company, support or not a law related to an issue addressed in the report, recommend company changes, provide additional funding, etc.?

To do and read for this week

Hello! Welcome to week 12. So far, we have discussed interventions at the individual and at the team level. Now, we will look at the organization. As a first step, we will learn what organizational design and what organizational structure is. Therefore, please read chapter 12 starting with the section on “organizational Design and structure” (in Edition 4 that is pages 303-317). The first pages of chapter 12 discuss org. culture but you do not need to read it now, since we will discuss this later. You can also stop reading once the section “directional interventions” starts. This should give you a good overview on what Organizational design and structure is. 

Second, look at the slides this week, where I walk you through the content. NEW: I recorded some audio on the slides, so makes sure to listen to it! 

Third, read the journal article on “The Impact of the Covid-19 Pandemic on Firms’ Organizational Designs”. It is an academic paper, however only 5 pages and written as a commentary. It is very recent and I hope you will like it. 

Last, answer two questions in the discussion forum: 
a. Based on the readings and the videos you read and watched for this week, how would you describe “organizational design” in your own words? 
b. Discuss the journal article. What is the authors view on the potential impact of the Covid-19 pandemic on firms’ organization designs and how will the pandemic may influence organization design research? Do you agree or disagree with his view? 

T‌‍‍‍‌‍‍‌‌‍‍‍‌‍‍‍‍‌‍‍ask: This 4 – 5 full page (not to exceed 6 pages) Philosophical Essay you will be writing due Week 7 is designed to be a thoughtful, reflective work. The 4 – 5 full pages does not include a cover page or a resource page. It will be your premier writing assignment focused on the integration and assessment relating to the course concepts. Your paper should be written based on the outline you submitted during week 4 combined with your additional thoughts and instructor feedback. You will use at least three scholarly/reliable resources with matching in-text citations and a resource page. All essays are double spaced, 12 New Times Roman font, paper title, along with all paragraphs indented five spaces.

Description: You will pick one of the following topics only to do your paper on: According to Socrates, must one heed popular opinion about moral matters? Does Socrates accept the fairness of the laws under which he was tried and convicted? Would Socrates have been wrong to escape (CO3)? Consider the following philosophical puzzle: “If a tree falls in the forest and there’s no one around to hear it, does it make a sound?” (1) How is this philosophical puzzle an epistemological problem? And (2) how would John‌‍‍‍‌‍‍‌‌‍‍‍‌‍‍‍‍‌‍‍ Locke answer it (CO1)? https://intellectualessay.com/ Evaluate the movie, The Matrix, in terms of the philosophical issues raised with (1) skepticism and (2) the mind-body problem.

Explain how the movie raises questions similar to those found in Plato’s and Descartes’ philosophy (CO5 & CO6). Do not give a plot summary of the movie – focus on the philosophical issues raised in the movie as they relate to Plato and Descartes. Socrates asks Euthyphro, “Are morally good acts willed by God because they are morally good, or are they morally good because they are willed by God?” (1) How does this question relate to the Divine Command Theory of morality? (2) What are the philosophical implications associated with each option here (CO4)?

Explain (1) the process by which Descartes uses skepticism to refute skepticism, and (2) what first principle does this lead him to? (3) Explain why this project was important for Descartes to accomplish (CO2). http://educatoressay.com Your paper will be written at a college level with an introduction, body paragraphs, a conclusion, along with in-text citations/resource page in proper formatting. Remember – any resource that is listed on the resource page must have an in-text citation in the paper to match or this is considered plagiari‌‍‍‍‌‍‍‌‌‍‍‍‌‍‍‍‍‌‍‍sm.

There are a wide variety of factors that can influence and/or create distortions of memory. In ‘Individual Differences in Susceptibility to False Memory in the Deese-Roediger-McDermott Paradigm’, Watson et al. (2005) note that false memories specific to the DRM paradigm may result from a failure in attention control that help to differentiate the given words from associated but non-presented words. For example, when given a list of related words to recall, participants often recalled related words that were not part of the original list, resulted in false recall (Watson et al., 2005). This could be alleviated through warnings given regarding the likelihood of false recall; this can aid during the encoding stage as the participants focus more aptly on the specific words given to avoid false recall (Watson et al., 2005).

The salience effect is another influence on a person’s memory. This refers to the degree to which memory is affected by a person’s individual processing that results in particular stimuli becoming more obvious -or salient- than other stimuli (Fine & Minnery, 2009). This goes back to attention again; the more likely an individual is to pay close attention to an object (consciously or unconsciously through bottom-up processing), in this case due to its saliency rather than prior warning, the better memory performance they are likely to have (Fine & Minnery, 2009).

Another factor that may influence memory is age. Rhodes et al. (2021) conducted experiments to determine whether age played a role in the effectiveness of working memory, and if so, at what stage. The determination was that even when the tasks were altered to reflect the individuals abilities, there was a drop in recall abilities in the older adults versus the younger adults (Rhodes et al., 2021). They suggest that further research could indicate that it is the disruption of the “active maintenance in working memory” which requires deeper search and retrieval from secondary memory (Rhodes et al., 2021, p. 210).

Trauma can also affect a person’s memory, however, the exact manner in which this can happen is still debated. ‘Traumatic amnesia’ or ‘dissociated memory’ refers to the concept of an individual having supressed or forgotten traumatic memories (often of abuse/sexual abuse) only to recover them later in life (Loftus & Davis, 2006). This is widely debated as to its verifiability due to studies not being able to meet the full three criteria of verifying whether a) abuse did actually happen, b) this memory was actually forgotten and unreachable for some time and c) this memory was later retrieved (Loftus & Davis, 2006).

Loftus and Davis (2006) also go on to discuss the plasticity of autobiographical memory and the research that has been conducted in this field. The power of suggestion – telling individuals that a (false) event occurred and assuring them they have details from family members has led to instances of false autobiographical memory, later ‘recalled’ when interviewed by the researcher. These implanted memories have been shown to have potential lasting effects, including avoidance of foods that a participant was told once made them sick as a child, which demonstrates the strength of suggestion in creating or distorting memories (Loftus & Davis, 2006).

An example of this is a situation that happened in Florida in 1988. In Stuart, Florida law enforcement officers thought they had found a satanic cult operating out of a children’s school. Evidence came from the victims themselves – the children. However, it was suggested that the abuse was so horrific that the children had repressed it and therefore could only remember it under hypnosis. Though the first accounts of their experiences at this school were pleasant, after some sessions the children began to recall oddities including satanic ceremonies, sexual abuse and torture. Arrests were made, namely the school owner and his wife. Later, it was discovered that a psychologist doing the hypnosis of the children was sued for implanting memories. This, along with the nationwide satanic panic of the 1980s-90s resulted in false memories derived from the power of suggestion. (Vance, 2016).

Memory distortions in the context of eyewitness testimony can lead to false arrests and convictions of innocent people, as exemplified in both this week’s reading example and my given example. If there was a crime that occurred, this then results in the person at fault not being arrested and going free. Further, the implications of distorted memories in eyewitness testimony can implicate any other testimony from that eyewitness, if parts of the memories are proven untrue. It is important to realize that all people are affected by imperfect memories, and this does not change when under oath on a witness stand.

Reference:

Fine, M. S. & Minnery, B. S. (2009). Visual Salience Affects Performance in a Working Memory Task. Journal of Neuroscience, 29(25), 8016-8021. DOI: 10.15323/JNEUROSCI.5503-08.2009

Loftus, E. F., & Davis, D. (2006). Recovered memories. Annual Reviews of Clinical Psychology, 2, 469–498.

Rhodes, S., Doherty, J. M., Jaroslawska, A. J., Forsberg, A., Belletier, C., Naveh-Benjamin, M., Cowan, N., Barrouillet, P., Camos, V., & Logie, R. H. (2021). Exploring the influence of temporal factors on age differences in working memory dual task costs. Psychology and Aging, 36(2), 200–213. https://doi-org.ezp.waldenulibrary.org/10.1037/pag0000531.supp

Vance, E. (2016, November 22). Remembering Childhood Trauma That Never Happened. The Cut. https://www.thecut.com/2016/11/remembering-childhood-trauma-and-abuse-that-never-happened.html.

Watson, J. M., Bunting, M. F., Poole, B. J., & Conway, A. R. (2005). Individual differences in susceptibility to false memory in the Deese-Roediger-McDermott paradigm. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31(1), 76–85.