A hospital is looking to implement an EHR. It has been suggested that an INS be hired. This position does not involve direct patient care and the administration is struggling with how to justify the position. How can this position be justified?
Using reference:
McGonigle, D., & Mastrian, K. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones & Bartlett. (ISBN 978-1-284-04351-8)
> 300 words, will be check for plagiarism by Turniton
HERE IS THE RESOURCES GIVEN:
Course Title: B404 Nursing Informatics
Learning Goals/Outcomes
Upon completion, the student will be able to:
Analyze the sciences underpinning nursing informatics and their relationship to nursing informatics practice.
Discuss the evolving roles and competencies of nursing informatics practice.
Describe how clinical information technologies are and will impact nursing practice.
Explore how nurses can create and derive clinical knowledge from information systems.
Speculate on the future of nursing in the context of health informatics.
Required Resources
Read chapter 6, 7, 8 of your McGonigle and Mastrian textbook.
View Youtube video: Interview with a Nurse Informatics Specialists (Links to an external site.)
Read Nursing Informaticist (Links to an external site.)
RECOMMENDED RESOURCES- WEBQUESTS
http://www.allianceni.org/ (Links to an external site.)
http://www.ahima.org/ (Links to an external site.)
https://www.amia.org/ (Links to an external site.)
https://www.ania.org/ (Links to an external site.)
http://www.himss.org/ (Links to an external site.)
http://www.imia-medinfo.org/new2/ (Links to an external site.)
http://www.imia.org/ni/ (Links to an external site.)
Mini Lecture
The IMIA-NI (Nursing Informatics: Special Interest Group of International Medical Informatics Association)definition, agreed at their General Assembly in Stockholm in 1997, and amended for clarity at the General Assembly in Seoul, 1998 defined Nursing Informatics as the integration of nursing, its information, and information management with information processing and communication technology, to support the health of people world-wide.
Evolution
The term “medical informatics” has its foundation with the French term “informatique” which concerns all the aspects of the computer as a tool for use in processing of information. The term “medical informatics” was used before “nursing informatics” and “health informatics”. Medical informatics is the use of computers for classification and retrieval of data and for the management health care information, enabling use to explore and better understand the informational and cognitive foundations of medicine3 (Blois, 1986).
In 1985 Hannah defined nursing informatics as the use of information technology by nurses carrying out their duties and which are in relation in relation to any function in the purview of nursing (as cited in Ball et al, 2000).
Graves and Corcoran (1989) state that nursing informatics is a “combination of computer science, information science, and nursing designed to assist in the management and processing of nursing data, information, and knowledge to support the practice of nursing and the delivery of nursing care.”
Romano (as cited in Ball et al., 2000) adds a further dimension to this definition by asserting that nursing informatics is “the application of the principles of information science and theory to the study, scientific analysis, and management of nursing information for the purpose of establishing a body of nursing knowledge”.
The ANA definition of nursing informatics. Nursing informatics is a specialty that integrates nursing science, computer science, and information science to manage and communicate data, information, knowledge and wisdom in nursing practice.(ANA, 2008) Nursing informatics facilitates the integration of data, information, and knowledge to support patients, nurses, and other providers in their decision-making all roles and settings (ANA, 2008 p. 1). Aiding in their roles is what makes this definition role-oriented. Role oriented definitions seem to be the most complete of these NI definitions. They describe how the NI specialty functions under the broader scope of health informatics yet has specific components such as: differentiated practice, defined research, organizational representation, educational development, and credentialing (2008). As the definition has evolved, it has become more specific to nursing.
In summary, several definitions of nursing informatics have been proposed. The definition can be categorized as:
- Technology-focused (Ball)
- Conceptual-focused (Graves and Corcoran)
- Role-orientated (ANA)
While the specialty of Nursing Informatics typically requires master’s level preparation, it is important for every nurse to have a good understanding and awareness of the concepts underlying nursing informatics. Both the ANA and the Essentials for Baccalaureate Education from AACN state that nursing students must have an understanding of nursing informatics.
According to ANA (2008), Nursing Informatics is a discipline-specific practice within the broader perspective of health informatics. NI has been recognized as a specialty for registered nurses in 1992. The focus of NI is on representation of nursing data, information, and knowledge; and the management and communication of nursing information within the broader context of health informatics.
Nursing informatics:
is nursing practice
adheres nursing values and beliefs
provides a practice base of the specialty of NI
produces new nursing knowledge
distinguishes a group of nursing practitioners
focuses on the phenomena of interest to nursing (patient, environment, health, nursing)
provide a domain-specific language, terminology and knowledge representation system.
Nursing Informatics is a specialty in nursing through it’s:
differentiated practice. In addition to the four phenomena of interest to the discipline of nursing, NI focuses on structure and algorithm of data, information, and knowledge used by nurses.
defined research program. Priorities for NI research are development of nursing languages and terminologies, databases for clinical information, patient as users of information technology, Telehealth, and issues of data privacy and confidentially.
organizational representation in international (e.g., IMIA) national (e.g., AMIA), regional, local level organizations providing opportunities for networking and professional development.
educational programs such as emerging NI graduate programs.
credentialing through ANCC
In addition the differentiation of NI as a specialty in nursing is also supported by:
NI’s own scientific nursing underpinnings
integration of concepts and tools from information science and computer science
application of Human computer Interaction (HCI) and ergonomics principles
The goals of Nursing Informatics are to improve health worldwide by optimizing nursing information management and communication.
The Informatics Nurse Specialist has at least a master’s degree in nursing informatics (system degree) and functions in the role of project manager, consultant, educator, researcher, development support, policy development or entrepreneurs related to nursing information technology application.
Although NI is considered a specialty practice within the discipline of nursing, some informatics competencies are required for all nurses. So is expected that a beginning nurse has fundamental computer literacy skills and information literacy skills related to patient care; the experienced nurse has proficiency in information management and communications in their area of practice such as community health, patient education, etc. The informatics Nurse Specialist is expected to have all the competencies outlined in the beginning and experienced nurse, and to demonstrate the competencies enumerated in the Standard of Practice (ANA, 2001), collaborate with other informaticists, and function within interdisciplinary environments such as health care, HCI, information science, and computer science.
Standards of Informatics
The American Nurses Association published the third iteration of its nursing informatics scope and standards of practice in 2008. This work reflects the significant evolution of the specialty from the original scope of practice statement published in 1994 and the first nursing informatics standards of practice in 1995. Although the definition of nursing informatics remains essentially unchanged from that presented in 2001, the inclusion of “wisdom” reflects today’s emerging mandate for evidence-based practice and decision support resources for the knowledge worker and emphasizes nursing informatics competencies and functional areas. Overall, it articulates the essentials of nursing informatics, its accountabilities and activities for both nursing informatics specialists and generalists. Its standards are those by which all nurses practice nursing informatics, and reflect and specify practice priorities and perspectives.
References
American Nurses Association. (2008). Scope and Standards of Nursing Informatics Practice. Washington, DC: American Nurses Publishing.
Ball, M. J., Hanna, K. J., Newbold, S. K., Douglas, J. V., & Donaldson, S. K. (Eds.). (2000). Nursing informatics: Where caring and technology meet (3rd ed.). New York, NY: Springer. Chapter 1
Graves, J. R., & Corcoran, S. (1989). The study of nursing informatics. Journal of Nursing Scholarship, 21(4), 227–231.
Hannah, K. J., Ball, M. J., & Edwards, M. J. A. (1994). Introduction to nursing informatics. New York, NY: Springer.
Course content is taken from NURS I630 developed by Josette Jones, Indiana University Indianapolis.
Learning Activities
Activities for This Lesson
Forum #3.
A hospital is looking to implement an EHR. It has been suggested that an INS be hired. This position does not involve direct patient care and the administration is struggling with how to justify the position. How can this position be justified?
SUBMIT Assignment “Database Retrieval” in the Assignments tool.
Self-Assessment
Lesson Evaluation Graded Assessments
Forum 3 (20 points)
Database Retrieval Assignment (
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
