NR 512 Week 1 Discussion: Integration of Nursing Informatics Skills and Competencies -

NR 512 Week 1 Discussion Integration of Nursing Informatics Skills and Competencies

Sample Answer for NR 512 Week 1 Discussion: Integration of Nursing Informatics Skills and Competencies Included After Question

The Scavenger Hunt assignment must be completed during Weeks 3 & 4 in Second Life

NR 512 Week 1 Discussion Integration of Nursing Informatics Skills and Competencies

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Week 1: Integration of Nursing Informatics Skills and Competencies

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Reflect on your own practice. Discuss how informatics is used in your practice. What is your primary area where you would use informatics?

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Feb 25, 2018Feb 25 at 8:07am

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A Sample Answer For the Assignment: NR 512 Week 1 Discussion: Integration of Nursing Informatics Skills and Competencies

Title: NR 512 Week 1 Discussion: Integration of Nursing Informatics Skills and Competencies

Professor and Class,

Informatics is used in my personal practice through several ways. The first, is obviously through a computer. I work in the operating room, and our charting must be thorough and in-depth so that we are able to describe every event that happened during the patient’s surgery. The charting in the operating room is different than any other charting I have done. We do not do a full head to toe assessment, in fact we do not usually have time! We must be able to realize what happened in that surgery through our charting if it were too appear in court one day.

In the cognitive aspect of informatics, it is a little different in the operating room for nurses. I only get a few minutes to allow my patient to trust me with their care. They are asleep during their entire surgery and I am their advocate. I must use my cognitive intuition to call the shots regarding what this patient may or may not want. I must use my cognitive informatics to collect enough data or information about this patient to learn their needs and wants. Usually I only have about 3-5 minutes to do this. This then puts into effect my work that I do as a nurse and my decision-making skills. I believe that the primary area I use

NR 512 Week 1 Discussion Integration of Nursing Informatics Skills and Competencies

informatics would be my initial interview with my patient.

Before the patient comes to the operating room, I am to interview them, check their health record, check their history, make sure both an anesthesiologist and the surgeon have seen the patient, and find out as much information as I can to learn everything about this patient. In the interview, I ask them questions that pertain to them, what I have learned about them through their record, and any questions I may have, or they may have regarding their surgery.

I believe that both the computer side to informatics and the cognitive side to informatics allow us to ensure patient safety. By viewing my patient’s electronic health record, I am ensuring that everything matches what the patient says. Yes, they had hip surgery back in 2004 and need extra padding, or no they did not have hip surgery back in 2004 and can go in stirrups. As a nurse, I am using informatics to ensure that all benefits to the patient are realized (Strudwick et al., 2016).

Reference: The Scavenger Hunt assignment must be completed during Weeks 3 & 4 in Second Life

Strudwick, G., Booth, R., & Mistry, K. (2016). Can Social Cognitive Theories Help Us Understand Nurses’ Use of Electronic Health Records?CIN: Computers, Informatics, Nursing,34(4), 169-174. doi:10.1097/cin.000000000000022

Feb 25, 2018Feb 25 at 8:17pm

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Thanks for your post Hailey and highlighting how nursing informatics is incorporated within your practice in the operating room.

Mar 1, 2018Mar 1 at 1:20am

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Hello Hailey!

I enjoyed reading your post about how informatics allows and ensures for patient safety and I could not agree more. My top three during admission database is going over the patients medication list, if the patient has fallen within the past six months, and if the patient has been readmitted within the past thirty days or ninety days. It is extremely important to ask patients what medications they are currently taken, what medications have been discontinued, and what medications are new. I make sure that their medication list is updated so that physicians are able to see what medications patients are currently taking, what may need to be re-ordered, or if any medications or dosages may need to be readjusted while they are in the hospital. My second question is about falls because too many times I have patients whom are extremely independent and stubborn (my cute elderly patients in the 80s and 90s) about getting up alone and may think that they do not need any help. It is our duty to ask when the last time patients have fallen and even if patients have never fallen, we still have to use our best judgments to consider if they are high risk for falls. If patients are considered to be high risk for falls, they get a high risk falls band, bed alarm on, and a sign outside their room letting everyone know. Sometimes older patients may be forgetful and confused when they wake up and I like to be safe and prevent a fall when possible. In every room, when patients are lying flat in their beds, there is a huge sign attached to the ceiling that says “CALL, DON’T FALL.” We take falls very serious on our unit and charting and collecting these data is very useful. Asking patients if they have been readmitted within the past 30 days or 90 days is also very important. Informatics help in this department seeing that we are able to look back at the chart to see if it’s the same diagnosis, what kind of treatments were done, and when patients were discharged. This type of informatics also prevents any kind of treatments that may be needed to be repeated and it prevents errors as well. To prevent errors from occurring, there is a need for a set of performance indicators and metrics related to patient safety for classifying and measuring mistakes (Karami and Hafizi, 2017).

Reference: The Scavenger Hunt assignment must be completed during Weeks 3 & 4 in Second Life

Karami, M., & Hafizi, N. (2017). Enhancing Patient Safety Using Medical Imaging Informatics. Radiology Management, 39(2), 27-35.

Mar 3, 2018Mar 3 at 11:41am

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To Hailey and Classmates,

Nursing informatics and critical thinking is an important component in the delivery of safe patient care and must be used simultaneously to ensure patient outcomes are positive. Nursing informatics is important to all nursing specialty areas; therefore, it is important for nurses to understand the relevance of incorporating nursing and informatics to the clinical practice, patient tracking, data trending, assessing workload, & appropriate and timely documentation (McGonigle, Hunter, Sipes, and Hebda, 2014). Nursing informatics is such an important concept to safe patient delivery that in 2004, an execute order from President Bush outlined a plan focused to ensuring that every American would have an electronic health record (EHR) by 2014; this executive order brought together a national conference in July 2004, called the Cornerstones for Electronic Health Record that included leaders across healthcare to discuss the technological infrastructure of technology into the healthcare arena (Shaw, Sensmeier, and Anderson, 2017). The Tiger initiative was established because of this conference in 2006, to engage and prepare nurses for the proper use and development of informatics in nursing practice. Therefore, the need for nurses and nurse leaders to understand the significant of informatics in

nursing is very important to practice that lead to positive patient outcomes when documentation is detailed, timely, accurate, and within the unit and facility guidelines.

References: The Scavenger Hunt assignment must be completed during Weeks 3 & 4 in Second Life

McGonigle, D., Hunter, K., Sipes, C., & Hebda, T. (2014). Why Nurses Need to Understand Nursing Informatics. AORN Journal, 100(3), 324.

Shaw, T., Sensmeier, J., and Anderson, C. (2017). The Evolution of the TIGER Initiative. Computers, Informatics, Nursing, 35(6), 278-280.

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The Scavenger Hunt assignment must be completed during Weeks 3 & 4 in Second Life Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. *(5 points possible per graded thread)*	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements *per discussion thread*	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement *per discussion thread*	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.