INFORMATION SYSTEMS AND CHANGING ORGANIZATIONAL CULTURE NURS 8210

INFORMATION SYSTEMS AND CHANGING ORGANIZATIONAL CULTURE NURS 8210

Sample Answer for INFORMATION SYSTEMS AND CHANGING ORGANIZATIONAL CULTURE NURS 8210 Included After Question

The Committee on the Robert Wood Johnson Foundation Initiative on the Future of Nursing, at the Institute of Medicine (2011) notes that “the nursing profession is the largest segment of the nation’s health care workforce.” Nursing’s three million–plus members are known for their ability to react quickly and efficiently on the front lines of patient care. This agility is lost, however, when the nursing profession fails to evolve with the field of information technology. Have you witnessed any unintentional barriers that have excluded nurses from quickly adopting and accepting informatics systems?

Those nurses who apply strategies developed by change management experts can help expedite the adoption process by positively addressing staff concerns and implementation challenges. In this Discussion, you explore change leadership strategies through a role playing activity.

Reference:
Committee on the Robert Wood Johnson Foundation Initiative on the Future of Nursing, at the Institute of Medicine. (2011). The future of nursing: Leading change, advancing health [Consensus report]. Retrieved from the Institute of Medicine of the National Academies website: http://www.iom.edu/Reports/2010/The-Future-of-Nursing-Leading-Change-Advancing-Health.aspx

To prepare:

  • Review the Learning Resources, focusing on the findings of the TIGER Leadership Collaborative.
  • Consider the TIGER Nursing Informatics Competencies model from a leadership standpoint.
  • Engage in the following role play: Your practice setting has appointed you to lead the implementation of a new information technology initiative. As you plan for this undertaking, you consider the various challenges that this implementation may bring to your practice.
    • Select an information technology initiative that your practice could benefit from (i.e., a new information system, point-of-care service, robotics machinery, mobile devices, etc.).
    • What change management strategies might you utilize to facilitate a quick and successful implementation?
    • What potential barriers might the initiative bring to the practice? What leadership strategies could shift the culture toward a smooth transition?

By Day 3 post a cohesive response that addresses the following:

  • Briefly identify your practice setting and the information technology initiative you selected. Provide a rationale for your selection.
  • Evaluate the potential barriers to implementing your hypothetical initiative.
  • Identify the change management strategies that you would use to facilitate a successful implementation. Identify key resources that you would need to promptly overcome potential barriers.
  • Appraise the leadership strategies that you would employ to establish a culture that supports the new information technology initiative. Reference the TIGER Informatics Competencies where appropriate.

Read a selection of your colleagues’ postings.

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INFORMATION SYSTEMS AND CHANGING ORGANIZATIONAL CULTURE NURS 8210
INFORMATION SYSTEMS AND CHANGING ORGANIZATIONAL CULTURE NURS 8210

By Day 6 respond to at least two of your colleagues in one or more of the following ways:

  • Ask a probing question, substantiated with additional background information, evidence, or research.
  • Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
  • Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.
  • Validate an idea with your own experience and additional research.
  • Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.
  • Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

Return to this Discussion in a few days to read the responses to your initial posting. Note what you learned and/or any insights you gained as a result of the comments made by your colleagues.

Be sure to support your work with specific citations from this week’s Learning Resources and any additional sources.

A Sample Answer For the Assignment: INFORMATION SYSTEMS AND CHANGING ORGANIZATIONAL CULTURE NURS 8210

Title: INFORMATION SYSTEMS AND CHANGING ORGANIZATIONAL CULTURE NURS 8210

Sault Area Hospital is an organization that supports the district of Algoma in Sault Ste Marie, Ontario. Recently, the organization has made progress in implementing a variety of health information technology to increase quality of care. Gamification of health care is an emerging trend which includes the use of game features, mechanisms, and designs to support patient care issues as well as well-being (El Morr, 2018). Gamification can be utilized within Sault Area Hospital to increase compliance and concordance with health teaching and discharge instructions. This can be beneficial to both patients and staff. With gamification, patients are challenged to complete a variety of modules and to demonstrate comprehension and understanding regarding discharge instructions. For staff members, gamification can be utilized to enhance the appeal to ensure all discharge information and education is provided to patients in a timely manner.

When implementing change, one must consider barriers which may be present. With the implementation of gamification, technology availability could be a barrier. Each room at Sault Area Hospital should be equipped with a bedside computer, however, often these computers are needing information technology (IT) support as they are not functional. Without appropriate bedside technology, the health care staff may be unable to complete gamification as required. It will be important to ensure adequate IT availability to ensure all workstations are functioning. Application and usability may be a barrier as staff may not be willing to apply gamification within their practice. A strategy to overcome this barrier would be to ensure that staff received appropriate education and training regarding gamification (Caballero & Cossio, 2010). Further barriers surround health literacy of patients. Gamification is only effective if patients understand the concept and obtain knowledge from it. This will be based upon health literacy of the patient which can vary between age and gender.  With this initiative, it will be important to create strategies to engage minority populations. Keselman et al., (2008) note that those who do not access Internet health resources are financially unstable, less educated, over the age of 65, disabled, or ethnic minorities. These populations may require increased time with the staff completing the gamification.

With this proposed change, it would be beneficial to utilize change management strategies to ensure implementation is successful. With the addition of gamification, it would be beneficial to involve all staff who would be affected by this change within the design and implementation of the technology. Staff should be involved when designs are being made regarding gamification and could be involved within design, technology usage, as well as implementation plan (Ball et al., 2011). Engaging individuals is attributed to success within health informatics technology implementation (Caballero & Cossio, 2010). Although, it is difficult to involve all individuals within decision making, it would be wise to sought out suggestions from staff (Ball et al., 2011).

During implementation, it will be important to ensure support and commitment of this initiative by the leadership group (T.I.G.E.R. Technology Informatics Guiding Education Reform (2011). When implementation occurs, it will be preferable for the leader to engage with individuals and model understanding and application of the technology.  Furthermore, leaders should ensure that individuals are aware of resources and assistance they provide during navigation of the new technology (T.I.G.E.R. Technology Informatics Guiding Education Reform (2011).

References

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.

Caballero Munoz, E., & Hullin Lucay Cossio, C.M. (2010). Engaging clinicians in health

informatics projects. Students in Health Technology and Informatics, 151. 195-206.

El Morr, C. (2018). Introduction to Health Informatics. Toronto: Canadian Scholars.

Keselman, A., Logan, R., Smith, C., Leroy, G., & Zeng-Treitler, Q. (2008). Developing

informatics tools and strategies for consumer-centered health communication, Journal

of the American Medical Informatics Association, (15), 4, 473– 483,

https://doi-org.ezp.waldenulibrary.org/10.1197/jamia.M2744

T.I.G.E.R Technology Informatics Guiding Education Reform. (2011). Informatics competencies

collaborative team. Retrieved from https://web.archive.org/web/20150910131244/http://www.thetigerinitiative.org/docs/tigerreport_informaticscompetencies.pdf

A Sample Answer 2 For the Assignment: INFORMATION SYSTEMS AND CHANGING ORGANIZATIONAL CULTURE NURS 8210

Title: INFORMATION SYSTEMS AND CHANGING ORGANIZATIONAL CULTURE NURS 8210

The TIGER initiative was developed to bring together nursing stakeholders to brainstorm on issues that matter in the profession. TIGER addresses actions such as medication delivery of healthcare and H.I.T. (TIGER, 2011). According to TIGER initiatives, nursing stakeholders who commit to implementing improvement plans should stick to the plans to develop them as agreed.

I.T. initiative

To implement a successful information system, some steps need to be followed. The initial step would be creating a solid team to work on the project. Through forming, storming, norming, and performing, and a dynamic team can be created. The multidisciplinary team members (including I.T.) will initially get to know one another, familiarizing themselves with the project’s goal. Interprofessional collaboration practice models can be used to assist in building high-performing teams (Chaney, 2021). An effective team is one that also displays effective communication. One has clear objectives, and every member has a clear understanding of the said objectives (Kim et al., 2019). Input from end-users is very important as they can provide pointers to a successful system.

In the computer patient records system (C.P.R.S.) I noticed that there is no availability in recording continuous bladder irrigation (C.B.I.) input and output.

Change management for successful implementation

To be successful in this project, I would have to act as a mediator between end-users, management, and I.T. developers. Internal mediation is then carried out with organization leaders and nurse managers. Computer literacy is essential; therefore, a few employees will be trained as superusers to help educate fellow staff members on using the systems and troubleshooting issues should they arise. The superusers will, in turn, provide feedback and will be the change agents for implementation. Members of the help desk will be trained as well in case their services are needed. In addition, external contractors can be hired to act as backup services to the system; therefore, there should always be someone available to help.

Potential barriers

Not every employee accepts change; to ease this, it is important to include and keep stakeholder members well informed on the progress of the implementation. Effective communication is vital, let everyone be heard and ideas acted on.  Security is important in H.I.T. All barriers to breaches should be set in place. The superusers would continue to track the progress of the system. Keep communication transparent. Costs and estimates are some factors that I would need to investigate since funding is equally important. Any proposed changes should be rectified promptly. I.T. also informed me that C.P.R.S. has no more space to accommodate a flow sheet, so I must rethink and currently am in the process.

References

Chaney, A. (2021). Building your team and talent. Journal of the American Association of Nurse Practitioners, 33 (10), 761-762. doi: 10.1097/JXX.0000000000000649.

Kim, L. Y., Giannitrapani, K. F., Huynh, A. K., Ganz, D. A., Hamilton, A. B., Yano, E. M., Rubenstein, L. V., & Stockdale, S. E. (2019). What makes team communication effective: a qualitative analysis of interprofessional primary care team members’ perspectives. In Journal of Interprofessional Care (Vol. 33, Issue 6, pp. 836–838). https://doi-org.ezp.waldenulibrary.org/10.1080/13561820.2019.1577809

T.I.G.E.R. Information Technology Guiding Education Reform. (2011). Informatics Competencies collaborative team. Retrieved from https://web.archive.org/web/20150910131244/http://www.thetigerinitiative.org/docs/tigerreport_informaticscompetencies.pdf

Umstead, C. N., Unertl, K. M., Lorenzi, N. M., & Novak, L. L. (2021). Enabling adoption and use of new health information technology during implementation: Roles and strategies for internal and external support personnel. Journal of the American Medical Informatics Association28(7), 1543–1547. https://doi-org.ezp.waldenulibrary.org/10.1093/jamia/ocab044

INFORMATION SYSTEMS AND CHANGING ORGANIZATIONAL CULTURE NURS 8210

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Name: NURS_8210_Week10_Discussion_Rubric

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RESPONSIVENESS TO DISCUSSION QUESTION

Discussion post minimum requirements:

*The original posting must be completed by Wednesday, Day 3, at 11:59pm MST. Two response postings to two different peer original posts, on two different days, are required by Saturday, Day 6, at 11:59pm MST. Faculty member inquiries require responses, which are not included in the minimum number of posts. Your Discussion Board postings should be written in standard edited English and follow APA 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 online databases. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct.

Points Range: 8 (26.67%) – 8 (26.67%)

Discussion postings and responses exceed the requirements of the Discussion instructions. They: Respond to the question being asked or the prompt provided; – Go beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated); -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. – Demonstrate significant ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning -Resources as well as additional resources and has read, viewed, or considered a sampling of colleagues’ postings; -Exceed the minimum requirements for discussion posts*.

Points Range: 7 (23.33%) – 7 (23.33%)

Discussion postings and responses meet the requirements of the Discussion instructions. They: -Respond to the question being asked or the prompt provided; -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence.re -Demonstrate ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning Resources and has read, viewed, or considered a sampling of colleagues’ postings -Meet the minimum requirements for discussion posts*.

Points Range: 6 (20%) – 6 (20%)

Discussion postings and responses are minimally responsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or -May (lack) lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence; and/or -Do not adequately demonstrate that the student has read, viewed, and considered the Learning -Resources and/or a sampling of colleagues’ postings; and/or has posted by the due date at least in part. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not meet the minimum requirements for discussion posts*.

Points Range: 0 (0%) – 5 (16.67%)

Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or – Lack in substance, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not demonstrate that the student has read, viewed, and considered the Learning Resources and/or a sampling of colleagues’ postings; and/or does not meet the minimum requirements for discussion posts*.

CONTENT KNOWLEDGE Points Range: 8 (26.67%) – 8 (26.67%)

Discussion postings and responses: -demonstrate in-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; – are well supported by pertinent research/evidence from a variety of and multiple peer- reviewed books and journals, where appropriate; -Demonstrate significant mastery and thoughtful/accurate application of content, applicable skills or strategies presented in the course.

Points Range: 7 (23.33%) – 7 (23.33%)

Discussion postings and responses: -demonstrate understanding and application of the concepts and issues presented in the course, presented with some understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; -are supported by research/evidence from peer-reviewed books and journals, where appropriate; and · demonstrate some mastery and application of content, applicable skills, or strategies presented in the course.

Points Range: 6 (20%) – 6 (20%)

Discussion postings and responses: – demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors; –lack support by research/evidence and/or the research/evidence is inappropriate or marginal in quality; and/or lack of analysis, synthesis or evaluation of topic – demonstrate minimal content, skills or strategies presented in the course. ——-Contain numerous errors when using the skills or strategies presented in the course

Points Range: 0 (0%) – 5 (16.67%)

Discussion postings and responses demonstrate: -A lack of understanding of the concepts and issues presented in the course; and/or are inaccurate, contain many omissions and/or errors; and/or are not supported by research/evidence; and/or lack of analysis, synthesis or evaluation of topic -Many critical errors when discussing content, applicable skills or strategies presented in the course.

CONTRIBUTION TO THE DISCUSSION Points Range: 8 (26.67%) – 8 (26.67%)

Discussion postings and responses significantly contribute to the quality of the discussion/interaction and thinking and learning by: -providing Rich and relevant examples; discerning and thought-provoking ideas; and stimulating thoughts and probes; – -demonstrating original thinking, new perspectives, and extensive synthesis of ideas supported by the literature.

Points Range: 7 (23.33%) – 7 (23.33%)

Discussion postings and responses contribute to the quality of the discussion/interaction and thinking and learning by -providing relevant examples; thought-provoking ideas – Demonstrating synthesis of ideas supported by the literature

Points Range: 6 (20%) – 6 (20%)

Discussion postings and responses minimally contribute to the quality of discussion/interaction and thinking and learning by: – providing few and/or irrelevant examples; and/or – providing few if any thought- provoking ideas; and/or -. Information that is restated from the literature with no/little demonstration of critical thinking or synthesis of ideas.

Points Range: 0 (0%) – 5 (16.67%)

Discussion postings and responses do not contribute to the quality of interaction/discussion and thinking and learning as they do not: -Provide examples (or examples are irrelevant); and/or -Include interesting thoughts or ideas; and/or – Demonstrate of critical thinking or synthesis of ideas

QUALITY OF WRITING Points Range: 6 (20%) – 6 (20%)

Discussion postings and responses exceed doctoral -level writing expectations. They: · Use grammar and syntax that is clear, concise, and appropriate to doctoral level writing; · Make few if any errors in spelling, grammar, and syntax; · Use original language and refrain from directly quoting original source materials; -provide correct APA · Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints.

Points Range: 5 (16.67%) – 5 (16.67%)

Discussion postings and responses meet doctoral -level writing expectations. They: ·Use grammar and syntax that is clear and appropriate to doctoral level writing; ; · Make a few errors in spelling, grammar, and syntax; · paraphrase but refrain from directly quoting original source materials; Provide correct APA format · Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints;.

Points Range: 4 (13.33%) – 4 (13.33%)

Discussion postings and responses are minimally below doctoral-level writing expectations. They: · Make more than occasional errors in spelling, grammar, and syntax; · Directly quote from original source materials and/or paraphrase rather than use original language; lack correct APA format; and/or · Are less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.

Points Range: 0 (0%) – 3 (10%)

Discussion postings and responses are well below doctoral -level writing expectations. They: · Use grammar and syntax that is that is unclear · Make many errors in spelling, grammar, and syntax; and –use incorrect APA format · Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints.

Total Points: 30

Name: NURS_8210_Week10_Discussion_Rubric