Tag: Clinical-Nursing

What is the 
difference between a DNP and a PhD in nursing
?

Which of 
these would you choose to pursue if you decide
 to continue your education to the doctoral level?

Nursing Informatics competencies

Nursing informatics is a discipline that is still evolving. Yet, there is a set of core skills and knowledge that applies to all individuals who work as nurse informaticists and many competencies that are specific to informatics roles, positions, tasks, and responsibilities. For example, a nurse informaticist who works as a consultant for a health care technology company and a nurse informaticist who works as a professor at a university will share much of the same expertise and knowledge. However, they will also have distinct competencies specific to their unique roles.

In this Discussion, you explore informatics competencies within the informatics functional area you selected for the Week 1 Assignment.

 

To prepare:

Review nursing informatics competencies such as those outlined by the American Nurses Association (ANA), the Technology Informatics Guiding Education Reform (TIGER), and the Quality and Safety Education for Nurses (QSEN).

Review this weeks media presentation 
Competencies for Nurse Informaticists
, and reflect on the competencies outlined by the presenters.

Recall the informatics functional area you identified in the Week 1 Assignment. With this in mind, what competencies would be most important for you to master? How might you go about developing these competencies?

Create a list of competencies you would like to master.

By Day 3

1. 
Post a brief description of the informatics functional area in which you are interested. 
(Leadership in Nursing Informatics)

 

2. Then, identify at least four ANA, TIGER and/or QSEN competencies that you believe to be vital for success in this functional area, and justify your choices.

 

3. Explain how you might successfully develop and master each of these competencies.

APA style with reference, 600 characters minimum

Required Readings

American Nurses Association. (2015).
 Nursing informatics: Scope and standards of practice 
(2nd ed.). Silver Spring, MD: Author.

Read the following chapter: Informatics Competencies: Spanning Careers and Roles In this section, the authors explain the competencies necessary for nurse informaticists to be successful. The section also highlights which competencies are applicable for various informatics roles and functional areas.

Saba, V. K., & McCormick, K. A. (2015). 
Essentials of nursing informatics
 (6th ed.). New York, NY: McGraw-Hill. Chapter 2, Computer Hardware

This chapter discusses introduces the basics of computer hardware used for nursing informatics.

Chapter 4, Computer Software This chapter introduces computer software, as well as the programs that are most relevant to nursing informatics.

Chapter 11, System Life Cycle: A Framework  In this chapter, the authors introduce the systems life cycle (SDLC) and its stages. These stages are often used by organizations for large-scale projects, such as implementing or upgrading health information technology.

Chapter 13, System Life Cycle Tools  Chapter 13 focuses on the tools needed to assist with each phase of the System Life Cycle. Successful implementation projects require clinical expertise as well as technical knowledge from nurse informaticists.

Chapter 9, Computer Interaction This chapter explains the need for nurses to be informed about human-machine interactions to prevent unintended consequences. Increased awareness of these factors can result in improved performance and outcomes in nursing informatics and other technologies. Chapter 30,

The Role of Technology in the Medication-Use Process  In this chapter, the authors discuss how new technologies that can create a safer environment for the patient. This is especially relevant for nurses involved in administering medication and educating patients on its use.

Gooder, V. J. (2011). Nursesperceptions of a (BCMA) bar-coded medication administration system. 
Online Journal of Nursing Informatics
, 
15
(2). Retrieved from the Walden Library databases.

This article explores the outcomes of a bar-coded medication administration (BCMA) system, which included increased patient safety and accuracy of medication. The importance of assessing the impact of a BCMA system on nurses before implementation is also highlighted.

Preheim, G. J., Armstrong, G. E., & Barton, A. J. (2009). The new fundamentals in nursing: Introducing beginning quality and safety education for nurses competencies. 
The Journal of Nursing Education
, 
48
(12), 694 – 697. Retrieved from the Walden Library databases.   This article discusses the Quality and Safety Education for Nurses (QSEN) initiative and its six competencies, including informatics, that are essential for nursing practice. The authors emphasize that nursing education should shift from task-training and development to more current skills and competencies for informatics and patient-centered care.

Quality and Safety Education for Nurses. (2012). Informatics. Retrieved from http://qsen.org/competencies/graduate-ksas/#informatics 
Access this website to explore the knowledge, skills, and attitudes expected of informatics graduates.

Healthcare Information and Management Systems Society. (2015). Informatics competencies for every practicing nurse: Recommendations from the TIGER Collaborative. Retrieved from http://www.himss.org/file/1308906/download?token=zGqfWaqp
‚

This comprehensive report provides you with an overview of the TIGER collaborative as well as informatics competencies. 

Required Media

Laureate Education (Producer). (2012a). 
Competencies for nurse informaticists
 [Video file]. Baltimore, MD: Author.   In this week media presentation, Gail Latimer, Dr. Patricia Button, and Dr. Roy Simpson overview the progress that the ANA and the TIGER initiative have made in outlining key informatics competencies. In addition, each presenter identifies competencies that he or she believes to be vital to working in the informatics field.

 

Laureate Education (Producer). (2012h). 
Selecting new technologies
 [Video file]. Baltimore, MD: Author. Dr. Patricia Button and Dr. Roy Simpson discuss the critical process of selecting the right technology for a health care organization. The presenters discuss the factors to consider, as well as the key skills informaticists should have to successfully lead these processes.

Optional Resources

Kaminski, J. (n.d.). Nursing informatics competencies: Self-assessment. Retrieved August 9, 2012, from http://nursing-informatics.com/niassess/index.html 

Technology Informatics Guiding Educational Reform. (2009). TIGER Informatics Competencies Collaborative (TICC) final report. Retrieved from http://tigercompetencies.pbworks.com/f/TICC_Final.pdf

Comment on The link between nurse education and patient outcomes Essay below…

The link between nurse education and patient outcomes was confirmed in 2011, when Aiken published a study in Medical Care that found that a 10 percent increase in the proportion of BSN-prepared nurses reduced the risk of death by 5 percent. In 2013, Aiken co-authored a study in Health Affairs that found that hospitals that hired more BSN-prepared nurses between 1999 and 2006 experienced greater declines in mortality than hospitals that did not add more BSN-prepared nurses. Patients in hospitals in which 60% of nurses had bachelor’s degrees and nurses cared for an average of six patients would have almost 30% lower mortality than patients in hospitals in which only 30% of nurses had bachelor’s degrees and nurses cared for an average of eight patients (Building the Case for More Highly Educated Nurses, 2017). There have been numerous studies that correlate higher education with better patient safety outcomes. However, studies like these do not account for other variables such as the number of patients each nurse had as mentioned above. In my personal experience, I have worked with many ADN prepared nurses and some LVNs that are outstanding nurses. The first code blue that I ever participated in was ran by an ADN nurse. She had many years of experience and it was amazing to watch her in action. She was calm and knew exactly what to do and how to lead the rest of the team. I believe that experience can in some way make up for lack of school education. However, I feel that even a nurse with years of experience must be willing to evolve with the health care system. Nursing is constantly changing due to evidence based practices and BSN nurses may have a better understanding of how to apply that to every day practice.

Building the Case for More Highly Educated Nurses. (2017, May 16). Retrieved September 17, 2017, from http://www.rwjf.org/en/library/articles-and-news/2014/04/building-the-case-for-more-highly-educated-nurses.html

School Dropout

Long day coming
 
where any corner I turn
 
any door opening
 
any hallway minutecan end up with everyone watching
 
all those eyes seeing
 
and no one is there
 
Later you’ll say “just ignore them”
 
like it would be so easy,
 
like breathing
 
You’ll tell me stories
 
listen to my plans
 
nod and then smile
 
and look at your watch
 
like I’m not even talking
 
like I’m not really there
 
We’ll sit in your office
 
with posters of baby animals
 
on the endangered list(they aren’t the ones who belong on that list)
 
but you’ll pretend, and then we’ll both pretend
 
that our little talks make it better
 
that I will bravely endure
 
that this story has a nice quiet ending
 
and that I will be OK.

What is the main issue for your organization in addressing a solution   to evidence-based nursing practice? Discuss what might be the first   step in addressing and resolving this issue.

One solution would be to stop hiring anybody just to have a warm body available. Maybe advertise job openings in different places, attend career fairs, or visit and recruit from nursing schools. Also, offer better pay rates, benefits, and/or bonuses.

During your practicum, determine what clinical problem or issue the   organization is facing. Discuss two implications for nursing.

The biggest problem or issue is staffing. The turn-over rate is incredibly high and there is never enough staff to provide satisfactory patient care.

Design Thinking Script (This Script will be the beginning of my capstone project)

Reflect
 on the content covered throughout the entire course.

Utilizing what you learned about design thinking this week, 
create
 a script that can be used to create a voice-over presentation or video in Week Six.

Review
 the Capstone rubric and Capstone: It’s Not Scary slide presentation. Your script should include:

During this course, I came across x.

I see opportunity for improvement at my organization in      x.

I might want to focus my capstone on these one to three      areas.

How will this relate to the end user? Consider      consumer-centrism.

Click 
the Assignment Files tab to submit your assignment.

Materials

· Capstone Rubric ATTACHED

· Capstone: It’s Not Scary ATTACHED

THEN

Design Thinking” from the Harvard Business Review (HBR) Explainer

Watch
 the video “Design Thinking” from the HBR Explainer series

( Video Link: https://hbr.org/video/4443548301001/the-explainer-design-thinking )

Post 
a response to the following question on separate sheet of paper

How will you use      design thinking to begin to brainstorm about your capstone?

You can add at the end of paper I will cut and paste on separate sheet

Part Two Due Oct 2nd

Design Presentation (MY Capstone project 

Create
 a 5- to 6-slide voice-over presentation or video using your script from Week Five.

Incorporate feedback from      faculty and any additional new learnings from the course.

Presentation should be 3 to 4      minutes with a clear and professional voice-over presentation of      information.

Cite
 at least 5 peer-reviewed, scholarly, or similar references.

Format
 your citations according to APA guidelines.

Subjects covered throughout this class

system thinking
 
locally and on a national level, 
 
the three C’s (Creativity, chaos and complexity), feedback loops, leverage points, different types of traps and opportunities such as Trap of escalation, tragedy of the commons, success to the successful, Drift to low Performance ,and 
 
he trap of Shifting the Burden to the Intervenor among others Flow, Fulfillment, Creativity, and Respect, Gemba wal
k

HIT Projects and Decision Makers

A nurse leader sought to implement greater security in the children’s wing of the hospital by installing a new alarm and monitoring system. Due to budget constraints, the CNO rejected the proposal, stating that current security methods were sufficient. Shortly after this failed proposal, an individual did in fact breach the children’s wing security and abducted a young child. Thankfully, the child was found and returned to her parents; and the CNO quickly found the money to install the new security system.

Not all HIT projects have such high-profile stakes. The main takeaway from this example is the importance of getting key stakeholders and decision makers on board when planning a new HIT project.

To prepare:

Bring      to mind a HIT project implemented in your organization. Which leaders      identified the project? Which stakeholders and decision makers helped      moved the project forward?

Consider      methods that were used to garner the support of stakeholders and decision      makers to move the project forward.

By tomorrow Wednesday 09/20/17, write a minimum of 550 words essay in APA format with a minimum of 3 references from the list in the instructions area. Include the level one headings as numbered below:

post
 a cohesive response that addresses the following:

1) Describe an example of a HIT project implemented at your organization and analyze how that project was identified and moved forward. (HIT stands for Health Information Technology, pick one that was implemented in the hospital. One project that comes to my mind is when my hospital upgraded their EHR system from MEDITECH to EPIC system).

2) Evaluate the impact of key decision makers on moving the HIT project forward.

Required Readings

Course Text: Ball, M. J., Douglas, J. V., Hinton Walker, P., DuLong, D., Gugerty, B., Hannah, K. J., . . . Troseth, M. R. (Eds.) (2011). 
Nursing informatics: Where technology and caring meet
 (4th ed.). London, England: Springer-Verlag.

Chapter      17, “Disruptive Innovation: Point of Care”

This chapter uses real-world integration examples to illustrate the visions and challenges that characterize Smart Point of Care systems.

Course Text: American Nurses Association. (2008). 
Nursing informatics: Scope and standards of practice.
 Silver Spring, MD: Author.

“Standards      of Nursing Informatics Practice” (pp. 67-79)

This excerpt presents the specific measurement criteria found within each nursing informatics standard.

Madsen, M. (2010). Knowledge and information modeling. 
Studies in Health Technology and Informatics, 151
, 84-103.

Within this article, the overall design models of information systems are linked to the metastructures, data, information, knowledge, and wisdom.

Peleg, M. (2011). The role of modeling in clinical information system development life cycle. Methods of Information in Medicine, 50(1), 7-10.

The author of this article discusses the role of conceptual modeling in health information technology systems and how it has been an effective component of system development.

Philip, A., Afolabi, B., Adeniran, O., Oluwatolani, O., & Ishaya, G. (2010). Towards an efficient information systems development process and management: A review of challenges and proposed strategies. 
Journal of Software Engineering and Applications, 3
(10), 983-989.

This article examines the phases and methodologies found within the Systems Development Life Cycle (SDLC), and proposes a framework for establishing the crucial roles that participants must play during the SDLC.

Szydlowski, S., & Smith, C. (2009). Perspectives from nurse leaders and chief information officers on health information technology implementation. 
Hospital Topics, 87
(1), 3-9.

Qualitative research is used in this article to examine the trends, goals, outcomes, barriers, and mistakes that hospital leaders may experience when implementing health information technology systems.

Required Media

Laureate Education, Inc. (Executive Producer). (2011). 
Transforming nursing and healthcare through technology: Systems analysis.
 Baltimore, MD: Author.

Note: 
The approximate length of this media piece is 11 minutes.

The presenters in this week’s media presentation outline the stages involved when implementing a new technology system.

Optional Resources

Burgess, L., & Sargent, J. (2007). Enhancing user acceptance of mandated mobile health information systems: The ePOC (
electronic
 Point-Of-Care Project) experience. 
Studies in Health Technology and Informatics, 129
(Pt 2), 1088-1092.

Write a 750-1,000 word review of a website about ADD or ADHD. You will write this review for the general public, so you might target a particular publication, such as a student or local newspaper or one of the national magazines. This will help you anticipate what your readers already know, what they value, and what criteria they accept as a basis of evaluation. Complete the following:

1. Develop a set of criteria that the general public would see as acceptable for a website about diseases and disorders (like ADHD).

2. Describe the website you have chosen, and then explain how it does (or does not) perform the criteria you established above.

3. Use at least two scholarly sources outside of class texts to augment your understanding and perspective on these facts and elements. Use the GCU library for sources. Include this research in the paper in an appropriate scholarly manner.

Capstone Synthesis Practicum Assignment

Discussion: Practicum Project Methodology and Evaluation

Consider the following scenario:

With a clear conception of her Practicum Project goal and objectives, Sandra was optimistic that she was on the right track. Then she started to consider the methodology for her project and realized how much she still needed to figure out. She began to think about the theories and concepts she had examined in her program of study and how they might inform her methodology. The biggest challenge, she discovered, was in mapping the strategies that would help her achieve each objective. How would she decide what would be most effective? What barriers were likely to arise? She also realized that she needed to think about evaluation early in order to establish appropriate criteria and make sure she could assess the evidence related to the process, impact, and outcomes of her project. She wondered how she might use formative evaluation to develop and improve the project, as well as how she could use summative evaluation following the implementation of the project to determine if it had been successful.

Consider the models, theories, and concepts you have examined in your program of study as they relate to your project. Which of these can be applied to the development of methodology to help you achieve the project objectives? Which ones can be used to help you establish criteria and methods of evaluation for your project?

In this Discussion, you examine and propose the methodology for your Practicum Project, as well as evaluation methods. The insights you gain through this Discussion should be integrated into your Practicum Project Plan, which is due in Week 5.

To prepare:

Reflect on the Practicum Project goal and objectives you developed in Week 3.

Refer to the Practicum Project Plan (PPP) Overview document as needed for information related to the assignment.

Consider the models, theories, and concepts you have examined in your program of study as they relate to your project. How can this information be applied to the development of the methodology and evaluation for your project?

Review the information on methodology in the Learning Resources, and conduct additional research to facilitate your analysis for your project. Evaluate the who, what, how, where, and when associated with each objective: Who will make what change, by how much, where, and by when? Consider the methods you could use to meet each objective. Devise your methodology in as much detail as possible to identify how you could meet each objective. For example, identify which professional organizations or regulatory bodies you would consult (by viewing their websites or contacting them directly) to gather evidence.

Review the information on formative and summative evaluation in this week’s Learning Resources, and conduct additional research to facilitate your analysis for your project. How could you evaluate achievement of your Practicum Project objectives using formative and/or summative evaluation? Begin to develop an evaluation plan for your Practicum Project.

Post a brief summary of your Practicum Project focus, including the goal and objectives of your Practicum Project (to serve as a reminder for your colleagues). Explain your selected methodology, and justify your selection. Include a detailed explanation of how you could meet each objective using this methodology. Also explain your evaluation plan, noting at which points during your Practicum Project formative and/or summative evaluation will occur.

Respond to at least two of your colleagues Capstone Synthesis Practicum Assignment on two different days, using one or more of the following approaches:

Comment on your colleague’s methodology, offering suggestions for improvement as appropriate.

Suggest an alternative evaluation method for your colleague’s project.

Required Readings

Reminder: Review resources from previous courses as necessary.

Black, P. (2010). Formative assessment. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (3rd ed., pp. 359–364). St. Louis, MO: Elsevier.

Note: Retrieved from the Walden Library databases.

 

This article outlines the history of formative assessment and its application and use as an evaluation tool.

Duers, L. E., & Brown, N. (2009). An exploration of student nurses’ experiences of formative assessment. Nurse Education Today, 29(6), 654–659.

Note: Retrieved from the Walden Library databases.

 

This article compares formative and summative assessment and presents examples of the application of formative assessment in nursing education.

Gantt, L. T. (2013). The effect of preparation on anxiety and performance in summative simulations. Clinical Simulation in Nursing, 9(1), e25–e33.

 

This article provides an example of how formative and summative evaluation is used in a nursing simulation lab. The article discusses strategies for improving nurses’ performance on summative evaluations and explores the use of formative evaluation as a strategy for improving performance on summative evaluations.

Pellegrino, J. W. (2010). Technology and formative assessment. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (3rd ed., pp. 42–47). St. Louis, MO: Elsevier

 

The author discusses the importance of formative assessment and examines how technology can be used to support the assessment process.