CIS 505 Strayer University Wk 8 St Luke Health Care System Case Study

  

St. Luke’s Health Care System

Overview

Read the case study,

St. Luke’s Health Care System

.

Instructions

Write a fully developed paper in which you:

Assess the probable difficulties of the St. Luke’s IT executives’ view of wireless networking as a key lever in their quest to increase clinician productivity and improved patient care.

Analyze how the Mobility XE enables the IT department to centrally manage all wireless devices used by clinicians.

Critique the Mobility works solution and recommend one change to the solution to provide better productivity and improved patient care.

Use at least three quality resources in this assignment. Note: Wikipedia and similar websites do not qualify as quality resources.

This course requires the use of Strayer Writing Standards. For assistance and information, please refer to the Strayer Writing Standards link in the left-hand menu of your course. Check with your professor for any additional instructions.The specific course learning outcome associated with this assignment is:

Construct a comprehensive analysis of the challenges and benefits related to a communication technology solution to improve an organization’s efficiency and quality.

CASE STUDY
9
ST. LUKE’S HEALTH CARE SYSTEM
Hospitals have been some of the earliest adopters of wireless local area
networks (WLANs). The clinician user population is typically mobile and
spread out across a number of buildings, with a need to enter and access
data in real time. St. Luke’s Episcopal Health System in Houston, Texas
(www.stlukestexas.com) is a good example of a hospital that has made
effective use wireless technologies to streamline clinical work processes.
Their wireless network is distributed throughout several hospital buildings
and is used in many different applications. The majority of the St. Luke’s
staff uses wireless devices to access data in real-time, 24 hours a day.
Examples include the following:
• Diagnosing patients and charting their progress: Doctors and
nurses use wireless laptops and tablet PCs to track and chart patient
care data.
• Prescriptions: Medications are dispensed from a cart that is wheeled
from room to room. Clinician uses a wireless scanner to scan the
patient’s ID bracelet. If a prescription order has been changed or
cancelled, the clinician will know immediately because the mobile device
displays current patient data.
C9-1
• Critical care units: These areas use the WLAN because running hard
wires would mean moving ceiling panels. The dust and microbes that
such work stirs up would pose a threat to patients.
• Case management: The case managers in the Utilization Management
Department use the WLAN to document patient reviews, insurance
calls/authorization information, and denial information. The wireless
session enables real time access to information that ensures the correct
level of care for a patient and/or timely discharge.
• Blood management: Blood management is a complex process that
involves monitoring both patients and blood products during all stages of
a treatment process. To ensure that blood products and patients are
matched correctly, St. Luke’s uses a wireless bar code scanning process
that involves scanning both patient and blood product bar codes during
the infusion process. This enables clinicians to confirm patient and blood
product identification before proceeding with treatment.
• Nutrition and diet: Dietary service representatives collect patient
menus at each nursing unit and enter them as they go. This allows more
menus to be submitted before the cutoff time, giving more patients
more choice. The dietitian can also see current patient information, such
as supplement or tube feeding data, and view what the patient actually
received for a certain meal.
• Mobile x-ray and neurologic units: St. Luke’s has implemented the
wireless network infrastructure necessary to enable doctors and
clinicians to use mobile x-ray and neurologic scanning units. This makes
it possible to take x-rays or to perform neurological studies in patient
rooms. This minimizes the need to schedule patients for neurology or
radiology lab visits. The mobile units also enable equipment to be
brought to the bedside of patients that cannot be easily moved. The
wireless neurology and x-ray units have also helped to reduce the time
between diagnosis and the beginning patient care.
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Original WLAN
St. Luke’s first WLAN was deployed in January 1998 and made the hospital
an early pioneer in wireless health care applications. St. Luke’s first wireless
LAN was implemented in a single building using access points (APs) made by
Proxim (www.proxim.com).
A principal goal of this initial installation was to improve efficiency.
However, sometimes the WLAN had the opposite effect. The main problem
was dropped connections. As a user moved about the building, there was a
tendency for the WLAN to drop the connection rather than performing the
desired handoff to another access point. As a result, a user had to
reestablish the connection, log into the application again, and reenter
whatever data might have been lost.
There were physical problems as well. The walls in part of the building
were constructed around chicken wire, which interfered with radio waves.
Some patients’ rooms were located in pockets with weak radio signals. For
these rooms, a nurse or doctor would sometimes lose a connection and have
to step out into the hallway to reconnect. Microwave ovens in the
kitchenettes on each floor were also a source of interference.
Finally, as more users were added to the system, the Proxim APs, with a
capacity of 1.2 Mbps, became increasingly inadequate, causing ongoing
performance issues.
Enhanced LAN
To overcome the problems with their original WLAN and reap the potential
benefits listed earlier in this case study, St. Luke’s made two changes
[CONR03, NETM03]. First, the hospital phased out the Proxim APs and
replaced them with Cisco Aironet (www.cisco.com) APs. The Cisco APs, using
IEEE 802.11b, operated at 11 Mbps. Also, the Cisco APs used direct
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sequence spread spectrum (DSSS), which is more reliable than the
frequency-hopping technique used in the Proxim APs.
The second measure taken by St Luke’s was to acquire a software
solution from NetMotion Wireless (netmotionwireless.com) called Mobility.
The basic layout of the Mobility solution is shown in Figure C9.1. Mobility
software is installed in each wireless client device (typically a laptop,
handheld, or tablet PC) and in two NetMotion servers whose task is to
maintain connections. The two servers provide a backup capability in case
C9-4
one server fails. The Mobility software maintains the state of an application
even if a wireless device moves out of range, experiences interference, or
switches to standby mode. When a user comes back into range or switches
into active mode, the user’s application resumes where it left off.
In essence, Mobility works as follows: Upon connecting, each Mobility
client is assigned a virtual IP address by the Mobility server on the wired
network. The Mobility server manages network traffic on behalf of the client,
intercepting packets destined for the client’s virtual address and forwarding
them to the client’s current POP (point of presence) address. While the POP
address may change when the device moves to a different subnet, from one
coverage area to another, or even from one network to another, the virtual
address remains constant while any connections are active. Thus, the
Mobility server is a proxy device inserted between a client device and an
application server.
Enhancing WLAN Security
In 2007, St. Luke’s upgraded to Mobility XE mobile VPN solution [NETM07].
This migration was undertaken to enhance security and compliance with
HIPPA data transmission and privacy requirements. Mobility XE server
software was deployed in the IT department’s data center and client
software was installed on laptops, handheld devices, and tablet PCs.
With Mobility XE running on both clients and servers, all transmitted
data passed between them is encrypted using AES (Advanced Encryption
Standard) 128-bit encryption. Mobility XE also serves as an additional
firewall; devices that are not recognized by the Mobility XE server are not
allowed to access the network. This arrangement helped St. Luke’s achieve
its IT goal of having encryption for all wireless data communications.
Mobility XE also enables the IT department to centrally manage all
wireless devices used by clinicians. This allows them to monitor the
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applications currently being used by any device or user, the amount of data
being transmitted, and even the remaining battery life of the wireless device.
If a Mobility XE device is stolen or lost, it can be immediately quarantined by
network managers.
IT executives at St. Luke’s view wireless networking as key lever in their
quest to increase clinician productivity and improved patient care. Mobile
EKG units have been deployed bringing the total of wireless devices in use to
nearly a 1,000.
Discussion Questions
1. Visit the NetMotion Web site (www.netmotionwireless.com) and access
and read other Mobility XE success stories. Discuss the patterns that
can be observed in the benefits that Mobility XE users have realized via
its deployment and use.
2. Do some Internet research on the security implications of HIPPA
requirements for hospital networks. Discuss the major types of
security mechanisms that must be in place to ensure hospital
compliance with HIPPA requirements.
3. Do some Internet research on the use of VLANs in hospitals.
Summarize the benefits of using VLANs in hospitals and identify
examples of how St. Luke’s could further enhance its wireless network
by implementing VLANs.
Sources
[CONR03] Conery-Murray, A. “Hospital Cures Wireless LAN of Dropped
Connections.” Network Magazine, January 2003.
[NETM03] Netmotion Wireless, Inc. “NetMotion Mobility: Curing the
Wireless LAN at St. Luke’s Episcopal Hospital. Case Study, 2003.
Netmotionwireless.com/resources/case_studies.aspx.
[NETM07] Netmotion Wireless, Inc. “St. Luke’s Episcopal Health System: A
Case Study in Healthcare Productivity.” 2007. Retrieved online at:
http://www.netmotionwireless.com/st-lukes-case-study.aspx
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Number all sources in the order they appear.

Examples
For more information on building a Source List Entry, see
Source List section.
If you pulled information from more than one source,
continue to number the additional sources in the order that
they appear in your post.
SAMPLE POST:
SAMPLE POST:
The work is the important part of any writing
assignment. According to Smith, “writing things
down is the biggest challenge” (1). This is significant
because…
The work is the important part of any writing
assignment. According to Smith, “writing things
down is the biggest challenge” (1). This is significant
because…
Sources
1. William Smith. 2018. The Way Things Are. http://
www.samplesite.com/writing
The other side of this is also important. It is noted
that “the act of writing isn’t important as much as
putting ideas somewhere useful” (2).
Sources
1. William Smith. 2018. The Way Things Are. http://
www.samplesite.com/writing
2. Patricia Smith. 2018. The Way Things Really Are.
http://www.betterthansample.com/tiger
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Credit to Authors and Sources
Use these rules for using evidence and creating in-text citations!
General Credit
·· Credit quoted or paraphrased sources using an in-text citation. An in-text citation includes the primary author’s last name
and the number of the source from the Source List.
·· Before using any source, first determine its credibility. Then decide if the source is appropriate and relevant for your
project. Find tips here.
·· Well-researched assignments have at least as many sources as pages (see assignment instructions).
Option #1: Paraphrasing

Rewording Source Information in Your Own Words
ORIGINAL SOURCE
·· Rephrase source information in your own words. Avoid
repeating the same words of the author.
“Writing at a college level requires informed
research.”
·· Remember, you cannot just replace words from the
original sentence.
·· Add the author’s last name and a number to the end of
your paraphrase as a citation (which will be the same on
your Source List).
Examples
PARAPHRASING
As Harvey wrote, when writing a paper for higher
education, it is critical to research and cite
sources (1).
When writing a paper for higher education, it is
imperative to research and cite sources (Harvey, 1).
Option #2: Quoting

Citing Another Person’s Work Word-for-Word
ORIGINAL SOURCE
·· Place quotation marks at the beginning and end of
quoted information.
“Writing at a college level requires informed
research.”
·· Limit quotes to two or fewer sentences (approximately 25
words) at a time.
·· Do not start a sentence with a quotation.
·· Introduce and explain quotes within the context of your
paper.
·· Add the author’s last name and a number to the end of
the quote as a citation (which will be the same on your
Source List).
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Examples
QUOTING
Harvey wrote in his book, “Writing at a college level
requires informed research” (1).
Many authors agree, “Writing at a college level
requires informed research” (Harvey, 1).
6
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Find Tips Here.
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If using any web page other than the home page, include the specific page title and direct link (when possible) in the Source
List entry.
If the assignment used multiple web pages from the same source, create separate Source List entries (if the title and/or web
address is different).
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When sharing a link to an article with your instructor and classmates, start with a brief summary of the article and why you chose to
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Cutting and pasting the URL (web address) from your browser may not allow others to view your source. This makes it hard for
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To avoid this problem, look for a “share” option and choose that when possible. Always test your link(s) before submitting.
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reference the article shared as an attachment. Find tips here.
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On your Source List, provide the following details of the visual:
·· Author’s name (if created by you, provide your name).
·· Date (if created by you, provide the year).
·· Type (Chart, Image, or Table).
·· How to find it (link or other information; see Source List section for additional details).
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Advanced Methods
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case scenarios.
Multiple Sources (Synthesizing)
Synthesizing is the use of multiple sources in one
paraphrased sentence or paragraph to make a strong point.
While this is normally done in advanced writing, it could be
useful for any writing where you use more than one source.
Find tips here.
The key is clarity. If you paraphrase multiple sources
in the same sentence (or paragraph if most of the
information contained in the paragraph is paraphrased),
you should include each source in the citation. Separate
sources using semi-colons (;) and create the citation in
the normal style that you would for using only one source
(Name, Source Number).

Example
SYNTHESIZED IN-TEXT CITATION
(Harvey, 1; Buchanan, 2)
In the example, the authors Harvey and Buchanan were
paraphrased to help the student make a strong point.
Harvey is the first source on the Source List, and Buchanan
is the second source on the Source List.
Traditional Sources

Page Numbers
IN-TEXT CITATION
When referencing multiple pages in a textbook or other
print book, consider adding page numbers to help the
audience understand where the information is found. You
can do this in three ways:
(Harvey, 1, p. 16)
a. by including it in the body of your assignment; or
Example
In the example, the author is Harvey, the source list number
is 1, and the page number where this information can be
found is page 16.
or b. by using an in-text citation;
or c. by listing page numbers in the order used in your
assignment on the Source List.
Check with your instructor or the assignment guidelines to
see if there is a preference based on your course.
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Substitution and Ellipsis
Omitting unnecessary information from a direct quotation
is often required. To omit information, delete the
unnecessary information and replace it with an ellipsis
inside of square brackets, like this: […]. Find tips here.
There are times when a quality source has made a mistake,
but you still value the information that the source provides.
To solve this issue, change elements of the source (noting
what additions or changes were required). When changing
elements within a direct quotation, delete the original
information and surround the new wording or spelling with
square brackets, like this: “[W]riting”.
The bracket here shows that the original source may have
misspelled “writing” or that the “W” has been capitalized
and was lowercase in the source material.  

Example
ORIGINAL SOURCE
“Writing at a college level requires informed
research.”
ELLIPSIS
Harvey wrote that writing “at a college level
requires […] research” (1).
SUBSTITUTION
Many authors agree that “[w]riting at an [undergraduate] college level requires informed research” (1).
NOTE: Ellipsis and square brackets cannot be used in
paraphrased source material.
Footnotes and Additional Content
Written assignments may benefit from including relevant
background information that is not necessarily important
for the main body of the assignment.
To include extra secondary evidence or authorial
commentary, insert a numeral superscript into the text of
the assignment and add the extra evidence or commentary
in the footer of the page as a footnote. (Note: Microsoft
Word’s “Insert Footnote” function is the preferred method.)

Example
When writing a paper for higher education,4 it is
imperative to research and cite sources (Harvey,
1). This suggestion applies to both undergraduate
and graduate students, and it is the first thing that
beginning students must internalize.
Mathews has pointed out that this suggestion is
appropriate for all levels of education, even those outside
of university, and is in fact best practices for any form
of professional writing (2). However, this paper focuses
specifically on writing in college-level education.
4
Appendices
An assignment may require an appendix following the Source List. The appendix is meant to declutter the assignment body
or provide relevant supplemental information for the audience.
If there is only one appendix, it is labeled, Appendix. More than one appendix may be required. Label the first appendix
Appendix A, the second Appendix B, and so on. Each chart, graphic, or photograph referred to in the body of the
assignment requires its own listing in the appendices.
Use descriptive labels in the body of your written assignment to link each chart, graphic, or photograph to its place in the
appendices. For example, when referring to a chart found in Appendix B, a student would include (see Appendix B, Cost of
Tuition in Secondary Education, 2010-2019) after referring to data drawn from that chart.
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9
Source List
Clear All Checkboxes
The Source List includes all sources used in your assignment. It is a new page added at the end of your
assignment. The list gives credit to authors whose work supported your own and should provide enough
information so that others can find the source(s) without your help.
Build your Source List as you write.
Setting Up the
Source List Page
Type “Sources” at the top of a new page.
Include a numbered list of the sources you used in your paper (the numbers indicate the
order in which you used them).
1. Use the number one (1) for the first source used in the paper, the number two (2) for
the second source, and so on.
2. Use the same number for a source if you use it multiple times.
Creating a
Source List Entry
Ensure each source includes five parts: author or organization, publication date, title,
page number (if needed), and how to find it. If you have trouble finding these details, then
re-evaluate the credibility of your source.
Use the browser link for a public webpage.
Use a permalink for a webpage when possible. Find tips here.
Instruct your readers on how to find all sources that do not have a browser link or a
permalink.
Separate each Source List element with a period on your Source List.
Source List Elements
AUTHOR
PUBLICATION DATE
TITLE
PAGE NO.
HOW TO FIND
The person(s) who
published the source. This
can be a single person,
a group of people, or an
organization. If the source
has no author, use “No
author” where you would
list the author.
The date the source was
published. If the source
has no publication date,
use “No date” where you
would list the date.
The title of the
source. If the
source has no title,
use “No title”
where you would
list the title.
The page
number(s) used. If
the source has no
page numbers,
omit this section
from your Source
List Entry.
Instruct readers how to find
all sources. Keep explanations
simple and concise, but
provide enough information
so the source can be located.
Note: It is your responsibility
to make sure the source can
be found.
Michael Harvey
2013
p. 1
In the case of multiple
authors, only list the first.
This is not the same as
copyright date, which is
denoted by ©
The Nuts &
Bolts of College
Writing
http://libdatab.strayer.edu/
login?url=http://search.
ebscohost.com/login.aspx

Examples
Strayer University Writing Standards
Include p. and
the page(s) used.
10
NOTE: For the example, Harvey is the first source used in the assignment.

How It Will Look in Your Source List
1. Michael Harvey. 2013. The Nuts & Bolts of College Writing. p. 1. http://libdatab.strayer.edu/
login?url=http://search.ebscohost.com/login.aspx

Sample Source List
Sources
1.
Michael Harvey. 2013. The Nuts & Bolts of College Writing. p. 1. http://libdatab.strayer.edu/login?url=http://search.
ebscohost.com/login.aspx?direct=true&db=nlebk&AN=590706&site=eds-live&scope=site
2.
William R. Stanek. 2010. Storyboarding Techniques chapter in Effective Writing for Business, College and Life. http://
libdatab.strayer.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=359141&site=eds-li
ve&scope=site&ebv=EB&ppid=pp_23
3.
Zyad Hicham. 2017. Vocabulary Growth in College-Level Students’ Narrative Writing. http://libdatab.strayer.edu/
login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsdoj&AN=edsdoj.9b7fad40e529462bafe3a936aaf
81420&site=eds-live&scope=site
4.
Anya Kamenetz. July 10, 2015. The Writing Assignment That Changes Lives. https://www.npr.org/sections/
ed/2015/07/10/419202925/the-writing-assignment-that-changes-lives
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