The document outlines an in-depth analysis of Janet's educational progress and the effectiveness of tier 2 instruction in improving her reading comprehension skills. It details the disagreements among the support team regarding the next steps for her instruction based on collected data, highlighting the importance of data-driven decisions in educational interventions. Additionally, it emphasizes the significance of proper health informatics in public health through the use of various technologies to address community health needs.

1. Student Progress Explanation
15.0
Analysis proficiently summarizes Janet’s progress monitoring
data.
Analysis
20.0
Analysis insightfully and professionally explains whether Janet
is responding adequately to Tier 2 instruction, citing
appropriate student data.
Team Member Evaluation
Analysis substantially explains support team members
disagreement about what tier of instruction would best meet
Janet’s needs. A thorough rationale is provided, citing
appropriate student data.
Tier Recommendation and Explanation
20.0
Analysis definitively recommends a tier of instruction for Janet.
for Janet. A convincing explanation is provided, citing
appropriate data.
Argument Logic and Construction
Clear and convincing argument presents a persuasive claim in a
distinctive and compelling manner. All sources are
authoritative.
Mechanics of Writing (includes spelling, punctuation, grammar,
language use)
5.0
Submission is virtually free of mechanical errors. Word choice
reflects well-developed use of practice and content-related
language. Sentence structures are varied and engaging.
Organization
5.0
The content is well organized and logical. There is a sequential
progression of ideas related to each other. The content is
presented as a cohesive unit and the audience is provided with a

2. clear sense of the main idea.
Documentation of Sources (citations, footnotes, references,
bibliography, etc., as appropriate to assignment and style)
5.0
Sources are completely and correctly documented, as
appropriate to assignment and style, and format is free of error.
Public Health Informatics
©2018 Laureate Education, Inc 1
Public Health Informatics
Program Transcript
[MUSIC PLAYING]
RONNA GOTTHAINER: The health department uses a lot of
different information
technology. And among the things we use is geographic
information systems.
We use that to plot where our health issues are within the
county, so that if we do
a health survey and we can take the data by zip code, determine
where the
hotspots are for health issues, and address those health issues in
the right
places in the community.
MAURA ROSSMAN: Twenty years ago, the public health
model was, we know
that cardiovascular disease is a problem, so we are going to
educate everyone
about salt intake. Well, maybe I don't need to be educated on

3. salt intake, but
there's 10 people that really need intensive education and we're
learning that
that's much more cost effective than sort of educating the
300,000 who it may not
be relevant to.
RONNA GOTTHAINER: We also use other information
technology. For example,
document management, which ties everything together in one
place so that you
can access all your information, not in paper with lots of file
cabinets, but
electronically. And electronic health records is another place
where we use
information technology. Our health department is going to have
all our clinical
services on one electronic health record system. So everything
from the intake
forms to the billing and all the medical charts will happen
within the electronic
health record.
MAURA ROSSMAN: We're currently undergoing our second
Howard County
health assessment survey.
NARRATOR: Is your organization focused on improving the
health of Howard
County residents? Then there is a great free resource for you,
the results of the
Howard County Health Assessment Survey can help you direct
your resources to
be as effective as possible. Using health data, you can decide
what is needed,
and which members of the community to assist.

4. MAURA ROSSMAN: And from that statistical analysis, we
created maps, and
we're able to tell in which geographic zip codes, for instance,
folks were having
difficulty with accessing a primary care provider. Zip codes
where there were
higher smoking rates than other zip codes. Zip codes where
folks were feeling
more stressed than other zip codes, and then developing an
intervention.
RONNA GOTTHAINER: We have used health informatics to
look at health
disparities in the community. That's by looking by zip code at
where the people
are less healthy, and what types of people use the demographic
information, to
Public Health Informatics
©2018 Laureate Education, Inc 2
determine what types of people are having the most health
issues. So whether
that's by age, by race, by gender, we can figure that out through
the demographic
information that we collect when we survey. We try to do health
impact
assessments. It takes a long time to determine what the actual
impact of your
programs have on the community. So it's hard to start
considering what to

5. evaluate when you start a program and then be able to see it
change over time. i
MAURA ROSSMAN: What we're required to do or we should be
required to do, is
have health outcome or evaluation of what we do. To be able to
say, did we have
an impact? Did it make a difference on the community?
Otherwise, we've spent
money, we've spent time, we've spent effort, and we're not so
sure whether or
not we've made any difference.
Public Health Informatics
Additional Content Attribution
Howard County Health Department. (n.d.). Howard County
Health Assessment
Survey - Health Resource Data for Your Use! [Video file].
Retrieved from
http://youtu.be/hbcoU9m5H2E
Howard County Health Department. (n.d.). Access to Affordable
Health Care
[Digital Image].
Howard County Health Department. (n.d.). Chronic Diseases
[Digital Image].
Howard County Health Department. (n.d.). Health and Aging in
Howard
County [Digital Image].
Howard County Health Department. (n.d.). Healthy Weight
Exercise and

6. Nutrition [Digital Image].
Howard County Health Department. (n.d.). Mental Health and
Addictions [Digital
Image].
Howard County Health Department. (n.d.). Tobacco Usage
[Digital Image].
Creative Support Services
Los Angeles, CA
Dimension Sound Effects Library
Newnan, GA
Narrator Tracks Music Library
Stevens Point, WI
Signature Music, Inc
http://youtu.be/hbcoU9m5H2E
Public Health Informatics
©2018 Laureate Education, Inc 3
Chesterton, IN
Studio Cutz Music Library
Carrollton, TX

7. Wk 6 ASSIGNMENT RESOURCES MATERIALS For NI
McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics
and the foundation of knowledge (4th ed.). Burlington, MA:
Jones & Bartlett Learning.
· Chapter 14, “The Electronic Health Record and Clinical
Informatics” (pp. 267–287)
· Chapter 15, “Informatics Tools to Promote Patient Safety and
Quality Outcomes” (pp. 293–317)
· Chapter 16, “Patient Engagement and Connected Health” (pp.
323–338)
· Chapter 17, “Using Informatics to Promote
Community/Population Health” (pp. 341–355)
· Chapter 18, “Telenursing and Remote Access Telehealth” (pp.
359–388)
https://class.waldenu.edu/bbcswebdav/institution/USW1/202010
_27/MS_NURS/NURS_5051_WC/artifacts/USW1_NURS_5051_
Dykes.pdf
https://www.healthit.gov/faq/what-electronic-health-record-ehr
https://www.himss.org/library/ehr/
Rao-Gupta, S., Kruger, D. Leak, L. D., Tieman, L. A., &
Manworren, R. C. B. (2018). Leveraging interactive patient care
technology to Improve pain management engagement. Pain
Management Nursing, 19(3), 212–221.
doi:10.1016/j.pmn.2017.11.002
Skiba, D. (2017). Evaluation tools to appraise social media and
mobile applications. Informatics, 4(3), 32–40.
doi:10.3390/informatics4030032
Wk 6 ASSIGNMENT RESOURCES MATERIALS
for NI RUBRIC TO FOLLOW

8. Excellent
Good
Fair
Poor
Main Posting
45 (45%) - 50 (50%)
Answers all parts of the discussion question(s) expectations
with reflective critical analysis and synthesis of knowledge
gained from the course readings for the module and current
credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling
errors and fully adheres to current APA manual writing rules
and style.
40 (40%) - 44 (44%)
Responds to the discussion question(s) and is reflective with
critical analysis and synthesis of knowledge gained from the
course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or
spelling errors and fully adheres to current APA manual writing
rules and style.
35 (35%) - 39 (39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially
addressed.
Is somewhat lacking reflection and critical analysis and

9. synthesis.
Somewhat represents knowledge gained from the course
readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two
spelling or grammatical errors.
Contains some APA formatting errors.
0 (0%) - 34 (34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings
for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness
10 (10%) - 10 (10%)
Posts main post by day 3.
0 (0%) - 0 (0%)
0 (0%) - 0 (0%)
0 (0%) - 0 (0%)
Does not post by day 3.
First Response

10. 17 (17%) - 18 (18%)
Response exhibits synthesis, critical thinking, and application
to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by
at least two scholarly sources.
Demonstrates synthesis and understanding of learning
objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English.
15 (15%) - 16 (16%)
Response exhibits critical thinking and application to practice
settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by
two or more credible sources.
Response is effectively written in standard, edited English.
13 (13%) - 14 (14%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective
professional communication.
Responses to faculty questions are somewhat answered, if

11. posed.
Response may lack clear, concise opinions and ideas, and a few
or no credible sources are cited.
0 (0%) - 12 (12%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional
communication.
Responses to faculty questions are missing.
No credible sources are cited.
Second Response
16 (16%) - 17 (17%)
Response exhibits synthesis, critical thinking, and application
to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by
at least two scholarly sources.
Demonstrates synthesis and understanding of learning
objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English.
14 (14%) - 15 (15%)
Response exhibits critical thinking and application to practice
settings.
Communication is professional and respectful to colleagues.

12. Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by
two or more credible sources.
Response is effectively written in standard, edited English.
12 (12%) - 13 (13%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective
professional communication.
Responses to faculty questions are somewhat answered, if
posed.
Response may lack clear, concise opinions and ideas, and a few
or no credible sources are cited.
0 (0%) - 11 (11%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional
communication.
Responses to faculty questions are missing.
No credible sources are cited.
Participation
5 (5%) - 5 (5%)
Meets requirements for participation by posting on three
different days.
0 (0%) - 0 (0%)
0 (0%) - 0 (0%)
0 (0%) - 0 (0%)
Does not meet requirements for participation by posting on 3
different days.

13. Total Points: 100
Nursing informatic Discussion question week 6
Discussion: Healthcare Information Technology Trends
Throughout history, technological advancements have appeared
for one purpose before finding applications elsewhere that lead
to spikes in its usage and development. The internet, for
example, was originally developed to share research before
becoming a staple of work and entertainment. But technology—
new and repurposed—will undoubtedly continue to be a driver
of healthcare information. Informaticists often stay tuned to
trends to monitor what the next new technology will be or how
the next new idea for applying existing technology can benefit
outcomes.
In this Discussion, you will reflect on your healthcare
organization’s use of technology and offer a technology trend
you observe in your environment.
To Prepare:
· Reflect on the Resources related to digital information tools
and technologies.
· Consider your healthcare organization’s use of healthcare
technologies to manage and distribute information.
· Reflect on current and potential future trends, such as use of
social media and mobile applications/telehealth, Internet of
Things (IoT)-enabled asset tracking, or expert systems/artificial
intelligence, and how they may impact nursing practice and
healthcare delivery.
By Day 3 of Week 6
Post a brief description of general healthcare technology trends,
particularly related to data/information you have observed in
use in your healthcare organization or nursing practice.
Describe any potential challenges or risks that may be inherent
in the technologies associated with these trends you described.
Then, describe at least one potential benefit and one potential
risk associated with data safety, legislation, and patient care for

14. the technologies you described. Next, explain which healthcare
technology trends you believe are most promising for impacting
healthcare technology in nursing practice and explain why.
Describe whether this promise will contribute to improvements
in patient care outcomes, efficiencies, or data management. Be
specific and provide examples.
Analyzing Student Data:
RTI Model Student Progress Monitoring Scenario
Student Name: Janet
Age: 9
Grade: 4
Janet is currently a fourth grader at Bellmont Elementary
School. Janet’s teacher, Ms. Clay, began adding Tier 2
instruction for her after Janet’s Lexile reader measure level was
545L in the seventh week of the school year compared to the
average peer Lexile level of 790 in her class. This score
confirmed the concerns of Ms. Clay regarding Janet’s difficulty
with reading comprehension. Ms. Clay has been monitoring her
progress using district-wide curriculum-based measurements.
After 10 weeks of Tier 2 instruction (mid-school year), Janet’s
Lexile Stretch goal is 605L and her expected rate of growth
(slope) is 5.0.
The school-based student support team met last week to review
Janet’s progress following the Tier 2 instruction that had been
implemented. The purpose of the meeting was to determine what
tier of instruction would best meet Janet’s current educational

15. needs in reading comprehension based on the progress
monitoring data that was collected. The team analyzed progress
and compared Janet’s current reading levels to those of same-
age peers to determine if she has been responding to the
targeted Tier 2 instruction. After reviewing the results, the
school-based student support team members disagree about what
tier of instruction should now be used to further develop Janet’s
reading comprehension skills and help her reach grade level on
the Lexile assessment.
Target Lexile Scores
GRADE
College and Career Ready
“Stretch” Lexile Bands
1
190L to 530L
2
420L to 650L
3
520L to 820L
4
740L to 940L
5
830L to 1010L
6
925L to 1070L
7
970L to 1120L
8
1010L to 1185L
Janet’s Lexile Scores:
Week of Tier 2 instruction
Janet’s Current Assessed Level
Janet’s Goal

16. Janet’s Initial Base score
545
-----
1
(Tier 2 instruction began)
545
550
2
545
555
3
550
560
4
550
560
5
555
570
6
560
570
7
555
580
8
560
585
9
570
590
10
580
590

17. Using the slope calculator or calculating on paper to determine
rate of progress (slope) for Janet, it is determined that her slope
is 4.44 with a goal of 5.0.
Subtract first and last score: 590-550 = 40
Subtract the week of instructions: Week 10-Week 1 = 9
Divide the score by the result of the week of instruction: 40/9 =
4.44
Janet’s slope is 4.44
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