NEW DISCUSSION

REQUIRED RESOURCES:

· Devi, D. H., Duraisamy, K., Armghan, A., Alsharari, M., Aliqab, K., Sorathiya, V., Das, S., & Rashid, N. (2023).  5G technology in healthcare and wearable devices: A reviewLinks to an external site. .  Sensors (14248220) ,  23 (5), 2519. https://doi.org/10.3390/s23052519

· Lavallee, Lori. (2023).  The Importance of a communication plan in project management Links to an external site. . Southern New Hampshire University. https://www.snhu.edu/about-us/newsroom/business/communication-plan-in-project-management

· Raza, M. M., Venkatesh, K. P., & Kvedar, J. C. (2023).  Promoting racial equity in Digital Health: Applying a cross-disciplinary equity frameworkLinks to an external site. .  Npj Digital Medicine, 6(1). https://doi.org/10.1038/s41746-023-00747-5 

· Yang, X., Wang, X., Li, X., Gu, D., Liang, C., Li, K., Zhang, G., & Zhong, J. (2020).  Exploring emerging IoT technologies in smart health research: A knowledge graph analysisLinks to an external site. .  BMC Medical Informatics and Decision Making, 20 , 260. https://doi.org/10.1186/s12911-020-01278-9

· Wu, M., & Luo, J. (2019).  Wearable technology applications in healthcare: A literature review   Links to an external site. . HIMSS.  https://www.himss.org/resources/wearable-technology-applications-healthcare-literature-reviewLinks to an external site.

· Sipes, C. (2024).  Table 4.4. Responsibility matrix: RACI-EBP V Download Table 4.4. Responsibility matrix: RACI-EBP V [Table]. In  Project Management for the Advanced Practice Nurse, (3rd ed., p. 112). Springer Publishing Company. 

· Credit Line: Project Management for the Advanced Practice Nurse, 3rd Edition by Sipes, C. Copyright 2024 by Springer Publishing Company. Reprinted by permission of PUBLISHER via the Copyright Clearance Center. Licensed in 2025.

· Sipes, C. (2024).  Table 4.5. Sample: Risk analysis document and plan Download Table 4.5. Sample: Risk analysis document and plan [Table]. In  Project Management for the Advanced Practice Nurse, (3rd ed., p. 114). Springer Publishing Company. 

· Credit Line: Project Management for the Advanced Practice Nurse, 3rd Edition by Sipes, C. Copyright 2024 by Springer Publishing Company. Reprinted by permission of PUBLISHER via the Copyright Clearance Center. Licensed in 2025

· Document:   Sample Presentation Template (PowerPoint)

INSTRUCTIONS:

· Review the Learning Resources associated with digital health.

· Consider the use, implementation, and barriers of digital health for healthcare organizations and nursing practice.

Post a cohesive response to the following:

· Choose one digital innovation (examples: telehealth, wearables, digital devices).

· What challenges and opportunities have arisen in your healthcare organization or nursing practice while adopting a digital innovation? Please share your experiences and any key insights from these implementations.

· Read a selection of your classmates’ responses and respond to at least two of your classmates on two different days. Expand upon your classmate’s posting or offer an alternative perspective on the use of digital health.

· Note: Your responses to classmates should be substantial (250 words minimum), supported with scholarly evidence from your research and/or the Learning Resources, and properly cited using APA Style. Personal anecdotes are acceptable as part of a meaningful response, but cannot stand alone as a response. Your responses should enrich the initial post by supporting and/or offering a fresh viewpoint, and be constructive, thereby enhancing the learning experience for all students.

POST 1:

Telehealth in Psychiatric-Mental Health setting                                                                                                                Digital health technologies have transformed healthcare delivery by improving patient engagement, increasing access to care, and supporting continuous monitoring of health conditions. One digital innovation that has significantly influenced nursing practice is telehealth. Telehealth enables healthcare providers to deliver assessment, follow-up care, patient education, and care coordination remotely through secure video, telephone, and digital communication platforms (Gajarawala & Pelkowski, 2021). In psychiatric nursing practice, telehealth has expanded access to mental health services for patients who experience transportation difficulties, geographic barriers, or limited availability of behavioral health providers (Haleem et al., 2021).

The adoption of telehealth has created several opportunities within healthcare organizations. One significant advantage is improved access to timely mental health services, particularly for underserved and rural populations. Telehealth has also reduced missed appointments by providing patients with a more convenient method of receiving care while allowing clinicians to maintain continuity of treatment (Gajarawala & Pelkowski, 2021). Additionally, remote visits facilitate more frequent follow-up appointments, medication management, and patient education, which may improve treatment adherence and reduce psychiatric hospital readmissions (Ezeamii et al., 2024). During the COVID-19 pandemic, many healthcare organizations rapidly expanded telehealth services, demonstrating their effectiveness as a sustainable model for delivering behavioral healthcare beyond emergency situations (Ezeamii et al., 2024).

Despite these benefits, implementing telehealth has presented several challenges in nursing practice. Many patients experience barriers related to limited digital literacy, unreliable internet access, lack of appropriate technology, or concerns regarding privacy and confidentiality (Whitehead et al., 2023). In psychiatric settings, comprehensive mental status examinations remotely can also be more difficult because subtle nonverbal cues and aspects of the patient's environment may not be fully observable. Healthcare organizations have addressed some of these challenges by providing staff training, strengthening cybersecurity measures, offering technical support to patients, and developing standardized telehealth protocols. These experiences demonstrate that successful implementation requires not only technological infrastructure but also organizational support, staff education, and patient-centered strategies that promote equitable access to digital healthcare services.

References

Ezeamii, V. C., Okobi, O. E., Wambai-Sani, H., Perera, G. S., Zaynieva, S., Okonkwo, C. C., Ohaiba, M. M., William-Enemali, P. C., Obodo, O. R., & Obiefuna, N. G. (2024). Revolutionizing Healthcare: How Telemedicine Is Improving Patient Outcomes and Expanding Access to Care.  Cureus,  16(7), e63881. https://doi.org/10.7759/cureus.63881

Gajarawala, S. N., & Pelkowski, J. N. (2021). Telehealth Benefits and Barriers.  The journal for nurse practitioners : JNP,  17(2), 218–221.  https://doi.org/10.1016/j.nurpra.2020.09.013Links to an external site.

Haleem, A., Javaid, M., Singh, R. P., & Suman, R. (2021). Telemedicine for healthcare: Capabilities, features, barriers, and

applications.  Sensors international,  2, 100117.  https://doi.org/10.1016/j.sintl.2021.100117Links to an external site.

Whitehead, L., Talevski, J., Fatehi, F., & Beauchamp, A. (2023). Barriers to and Facilitators of Digital Health Among Culturally and Linguistically Diverse Populations: Qualitative Systematic Review.  Journal of medical Internet research,  25, e42719. https://doi.org/10.2196/42719

POST 2:

Initial Discussion Post

Digital Health Innovation in Labor and Delivery: Telehealth

Telehealth as a Digital Innovation

Digital health technologies have significantly transformed healthcare delivery by improving access to care, strengthening communication, and promoting continuity across the healthcare continuum. Among these innovations, telehealth has become one of the most widely adopted technologies because, it allows healthcare providers to deliver patient-centered care regardless of geographic location. Telehealth includes virtual visits, remote consultations, and electronic communication that facilitate timely assessment, education, follow-up, and coordination of care (Haleem et al., 2021). As healthcare organizations continue to integrate digital technologies into everyday practice, telehealth has emerged as an effective strategy for improving healthcare accessibility while supporting quality and patient safety initiatives (Booth et al., 2021).

Opportunities in Labor and Delivery Nursing Practice

In my Labor and Delivery practice, telehealth has created meaningful opportunities to improve maternal care before and after delivery. Many pregnant and postpartum women face barriers to attending in-person appointments because, of transportation limitations, childcare responsibilities, work obligations, or long travel distances. Telehealth has helped reduce many of these barriers by allowing providers and nurses to conduct postpartum follow-up visits, assess recovery, review blood pressure readings, evaluate breastfeeding concerns, and screen for postpartum depression remotely (Haleem et al., 2021). These virtual encounters promote continuity of care while allowing nurses to reinforce discharge education, answer patient questions, and encourage adherence to recommended follow-up care.

Telehealth has also strengthened collaboration among obstetric providers, maternal-fetal medicine specialists, lactation consultants, behavioral health professionals, and nursing staff. Improved communication among interdisciplinary team members has enhanced care coordination and facilitated earlier identification of maternal concerns that may require additional evaluation or intervention. From my experience, telehealth has become an important extension of nursing practice that allows nurses to remain engaged with patients beyond hospitalization while promoting safer transitions of care (Booth et al., 2021).

Challenges Associated With Telehealth Implementation

Despite these advantages, implementing telehealth has presented several challenges for healthcare organizations. One of the most significant barriers is that not every patient has equal access to or confidence using digital technology. Older adults, individuals with limited digital literacy, and patients without reliable internet access or appropriate devices may struggle to participate in virtual visits. These challenges may limit the effectiveness of telehealth and contribute to healthcare disparities if organizations do not provide adequate technological support and education (Odebunmi et al., 2024).

Another challenge has involved adapting clinical workflows to incorporate virtual care while maintaining quality, privacy, and documentation standards. Nurses and providers have needed additional education to become proficient with telehealth platforms while ensuring that virtual encounters remain therapeutic, efficient, and patient-centered. Telehealth cannot replace all aspects of maternal care because, physical examinations, fetal assessments, laboratory testing, and obstetric emergencies continue to require in-person evaluation (Haleem et al., 2021).

Implications for Healthcare Organizations and Nursing Practice

The expansion of telehealth has reshaped nursing practice by extending the nurse’s role beyond direct bedside care. Nurses increasingly function as care coordinators, patient educators, technology facilitators, and advocates who help patients navigate digital healthcare services while maintaining therapeutic relationships (Booth et al., 2021). These expanded responsibilities require nurses to develop competencies in digital communication, informatics, and patient education while ensuring that technology supports rather than replaces compassionate, individualized care.

As telehealth continues to evolve, healthcare organizations have opportunities to further integrate virtual care into maternal health services. Future applications may include expanded postpartum monitoring, remote management of chronic conditions during pregnancy, and increased collaboration across specialties. However, successful implementation will depend on addressing barriers related to technology access, patient confidence, digital literacy, and equitable availability of telehealth services (Odebunmi et al., 2024). By investing in digital infrastructure and ongoing workforce education, healthcare organizations can maximize the benefits of telehealth while continuing to improve patient outcomes and healthcare accessibility.

Conclusion

Telehealth has become an important digital innovation that continues to reshape healthcare delivery and nursing practice. In Labor and Delivery, telehealth has improved access to prenatal and postpartum care, strengthened interdisciplinary collaboration, and enhanced continuity of care for many women. Although challenges related to technology access, digital literacy, and workflow integration remain, telehealth offers significant opportunities to improve maternal outcomes and patient satisfaction. As digital health continues to advance, nurses will play an essential role in ensuring that telehealth is implemented in ways that promote safe, equitable, and patient-centered care (Booth et al., 2021; Haleem et al., 2021).

References 

Booth, R. G., Strudwick, G., McBride, S., O’Connor, S., & Solano López, A. L. (2021). How the nursing profession should adapt for a digital future. The BMJ, 373, n1190. https://doi.org/10.1136/bmj.n1190

Haleem, A., Javaid, M., Singh, R. P., & Suman, R. (2021). Telemedicine for healthcare: Capabilities, features, barriers, and applications. Sensors international, 2, 100117. https://doi.org/10.1016/j.sintl.2021.100117

Odebunmi, O. O., Hughes, T. D., Waters, A. R., Urick, B. Y., Herron, C., Wangen, M., Rohweder, C., Ferrari, R. M., Marciniak, M. W., Wheeler, S. B., Brenner, A. T., & Shah, P. D. (2024). Findings From a National Survey of Older US Adults on Patient Willingness to Use Telehealth Services: Cross-Sectional Survey.  Journal of medical Internet research,  26, e50205. https://doi.org/10.2196/50205

RUBRIC:

NURS_8210_Week6_Discussion_Rubric

NURS_8210_Week6_Discussion_Rubric
Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeRESPONSIVENESS TO DISCUSSION QUESTION (20 possible points): Discussion posts minimum requirements: The original posting must be completed by Day 3 at 11:59pm ET. Two response postings to two different peer original posts, on two different days, are required by Day 6 at 11:59pm ET. Faculty member inquiries require responses, which are not included in the peer posts. Your Discussion Board postings should be written in Standard Academic English and follow APA 7 style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week's learning resources as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.)	20 to >19.0 ptsExcellent• Discussion postings and responses are responsive to and exceed the requirements of the Discussion instructions. • The student responds to the question/s being asked or the prompt/s provided. Goes beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated) • Demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Detailed response to faculty. 19 to >15.0 ptsGood• Discussion postings and responses are responsive to and meet the requirements of the Discussion instructions. • The student responds to the question/s being asked or the prompt/s provided. • Demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Appropriate reply to faculty. 15 to >12.0 ptsFair• Discussion postings and responses are somewhat responsive to the requirements of the Discussion instructions. • The student may not clearly address the objectives of the discussion or the question/s or prompt/s. • Minimally demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Brief response to faculty with minimal effort. 12 to >0 ptsPoor• Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. • Does not clearly address the objectives of the discussion or the question/s or prompt/s. • Does not demonstrate that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Fails to respond to faculty inquiries.	20 pts
This criterion is linked to a Learning OutcomeCONTENT REFLECTION and MASTERY: Initial Post (30 possible points)	30 to >29.0 ptsExcellentInitial Discussion posting: • Post demonstrates mastery and thoughtful/accurate application of content and/or strategies presented in the course. • Posts are substantive and reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. • Initial post is supported by 3 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. 29 to >23.0 ptsGoodInitial Discussion posting: • Posts demonstrate some mastery and application of content, applicable skills, or strategies presented in the course. • Posts are substantive and reflective, with analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. • Initial post is supported by 3 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. 23 to >18.0 ptsFairInitial Discussion posting: • Post may lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. • Posts demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors. • There is a lack of support from relevant scholarly research/evidence. 18 to >0 ptsPoorInitial Discussion posting: • Post lacks in substance, reflection, analysis, or synthesis. • Posts do not generalize, extend thinking or evaluate concepts and issues within the topic or context of the discussion. • Relevant examples and scholarly resources are not provided.	30 pts
This criterion is linked to a Learning OutcomeCONTRIBUTION TO THE DISCUSSION: First Response (20 possible points)	20 to >19.0 ptsExcellentDiscussion response: • Significantly contributes to the quality of the discussion/interaction and thinking and learning. • Provides rich and relevant examples and thought-provoking ideas that demonstrates new perspectives, and synthesis of ideas supported by the literature. • Scholarly sources are correctly cited and formatted. • First response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Posts on separate day. 19 to >15.0 ptsGoodDiscussion response: • Contributes to the quality of the interaction/discussion and learning. • Provides relevant examples and/or thought-provoking ideas • Scholarly sources are correctly cited and formatted. • First response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Posts on separate day. 15 to >12.0 ptsFairDiscussion response: • Minimally contributes to the quality of the interaction/discussion and learning. • Provides few examples to support thoughts. • Information provided lacks evidence of critical thinking or synthesis of ideas. • There is a lack of support from relevant scholarly research/evidence. • Posts on separate day. 12 to >0 ptsPoorDiscussion response: • Does not contribute to the quality of the interaction/discussion and learning. • Lacks relevant examples or ideas. • There is a lack of support from relevant scholarly research/evidence. • Posts on same day.	20 pts
This criterion is linked to a Learning OutcomeCONTRIBUTION TO THE DISCUSSION: Second Response (20 possible points)	20 to >19.0 ptsExcellentDiscussion response: • Significantly contributes to the quality of the discussion/interaction and thinking and learning. • Provides relevant examples and thought-provoking ideas that demonstrates new perspectives, and extensive synthesis of ideas supported by the literature. • Second response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Scholarly sources are correctly cited and formatted. • Posts on separate day. 19 to >15.0 ptsGoodDiscussion response: • Contributes to the quality of the interaction/discussion and learning. • Provides relevant examples and/or thought-provoking ideas • Second response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Scholarly sources are correctly cited and formatted. • Posts on separate day. 15 to >12.0 ptsFairDiscussion response: • Minimally contributes to the quality of the interaction/discussion and learning. • Provides few examples to support thoughts. • Information provided lacks evidence of critical thinking or synthesis of ideas. • Minimal scholarly sources provided to support post. • Posts on separate day. 12 to >0 ptsPoorDiscussion response: • Does not contribute to the quality of the interaction/discussion and learning. • Lacks relevant examples or ideas. • No sources provided. • Posts on same day.	20 pts
This criterion is linked to a Learning OutcomeQUALITY OF WRITING (10 possible points)	10 to >9.0 ptsExcellentDiscussion postings and responses exceed doctoral level writing expectations: • Use Standard Academic English that is clear, concise, and appropriate to doctoral level writing. • Make few if any errors in spelling, grammar, that does not affect clear communication. • Uses correct APA 7 format as closely as possible given the constraints of the online platform. • Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints. 9 to >8.0 ptsGoodDiscussion postings and responses meet doctoral level writing expectations: • Use Standard Academic English that is clear and appropriate to doctoral level writing • Makes a few errors in spelling, grammar, that does not affect clear communication. • Uses correct APA 7 format as closely as possible given the constraints of the online platform. • Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints. 8 to >6.0 ptsFairDiscussion postings and responses are somewhat below doctoral level writing expectations: • Posts contains multiple spelling, grammar, and/or punctuation deviations from Standard Academic English that affect clear communication. • Numerous errors in APA 7 format • May be less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints. 6 to >0 ptsPoorDiscussion postings and responses are well below doctoral level writing expectations: • Posts contains multiple spelling, grammar, and/or punctuation deviations from Standard Academic English that affect clear communication. • Uses incorrect APA 7 format • Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints.	10 pts

Total Points: 100