NR 512 Week Assignment 1
Sample Answer for NR 512 Week Assignment 1 Included After Question
NR 512 Week Assignment 1
The Self-Assessment of TIGER Nursing Informatics Competencies must be submitted by Sunday, 11:59 p.m. (MT) at the end of Week 1. The guidelines are listed below and a copy of the guidelines and grading rubric are also located in the Course Resource section.
Purpose
Each student will assess their Nursing Informatics competencies.
Course Outcomes
CO 1: Define key terms in informatics, healthcare informatics, and nursing informatics to achieve quality health outcomes. (PO 1)
CO 2: Demonstrate synthesis of nursing and non-nursing science with information and computer technologies through collaborative advanced nursing practice. (PO 3, 5)
CO 8: Discuss the value of using standardized terminology while supporting the nursing profession in all of its practice settings. (PO 2, 5)
Due Date
Sunday, 11:59 p.m. MT at the end of Wks. 1 and 7 .
Points
This assignment is worth 25 points Wk1; 25 points Wk7.
A Sample Answer For the Assignment: NR 512 Week Assignment 1
Title: NR 512 Week Assignment 1
Directions
Understanding one’s own competencies in nursing informatics enables the planning of strategies to enhance knowledge and skills. A graded, online self-evaluation of your informatics competencies is required. The grade, however, is only for completing the assignment. No grade is assessed for any individual responses or any summation regarding your level of competence in any area of the tool.
The self-evaluation is based on the TIGER competencies, developed as part of a large-scale endeavor entitled Technology Informatics Guiding Education Reform (TIGER). The focus is on the minimum informatics competencies for all nurses and students graduating from pre-licensure programs. There are no incorrect answers.
The tool addresses three areas, listed below.
- Basic Computer Competencies
- Information Literacy
- Information Management (including use of an electronic health record)
More information on these competencies and the TIGER Initiative may be found in the resources found within the course LibGuide (your link for the LibGuide is located within the Introduction and Resources module). Please note that some students may encounter the “user limit” message when trying to access an article; this is temporary and should be available to try again after waiting a few minutes.
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Rubric
NR512 Week 1 (Pre-TANIC) Self-assessment
| NR512 Week 1 (Pre-TANIC) Self-assessment | |||||||
| Criteria | Ratings | Pts | |||||
| This criterion is linked to a Learning OutcomeSelf-assesment |
|
25.0 pts | |||||
| Total Points: 25.0 | |||||||
1.1 History and Definition
Nurses has been working in the field of informatics near four decades, the term “nursing informatics” has been considered a specialization in nursing resources since 1984 (Guenther & Peters, 2006). Many aspects such as data recovery, ethics, patient care, decision support systems, human-computer interaction, information systems, imaging informatics, computer science, information science, security, electronic patient records, intelligent systems, e-learning and telenursing have been added to the field. Hana has defined Nursing Informatics as the application of IT in the nursing duties including education, management & practice in 1985. Integration of information science, computer science and nursing science to support nursing practice and knowledge management was the definition offered in 1989 by Graves and Corcoran. The American Nurses Association (ANA) published its aim and standards in 1994-1995 and presented the Nursing Informatics as a specialty that integrates nursing science, computer and information science to provide data communication management, knowledge and nursing work in 2001. Now most of nursing professionals believe that it is defined as the integration of information technology and all aspects of nursing such as clinical nursing, management, research or education (Guenther & Peters, 2006).
1.2 Competencies
The competency of nursing informatics specialists was determined through studying three categories including computer skills, informatics knowledge and informatics skills. It investigates four levels of nursing practice: beginning nurse, experienced nurse, informatics specialist, and informatics innovator.
The following competencies were rejected: diagnostic coding, desktop publishing, managing central facilities to enable data sharing and writing an original computer program (Staggers et al., 2002). Some components of accepted competencies are shown below in brief.
1.2.1 Computer Skills
Selected computer skill competencies contain computerized searches and retrieving patient demographics data, the use of telecommunication devices, the documentation of patient care, the use of information technologies for improving nursing care, and the use of networks and computer technology safely.
1.2.2 Informatics Knowledge
Selected informatics knowledge competencies are the recognition of the use or importance of nursing data for improving practice, and the recognition of the fact that the computer can only facilitate nursing care and that there are human functions that cannot be performed by computers, the formulation of ethical decisions in computing, the recognition of the value of clinicians’ involvement in the design, selection, implementation, and evaluation of systems in health care, the description of the present manual systems, the definition of the impact of computerized information management on the role of the nurse and the determination of the limitations and the reliability of computerized patient monitoring systems.
1.2.3 Informatics Skills
Informatics skills competencies includes the interpretation of information flow within the organization, the preparation of process information flow charts for all aspects of clinical systems, the development of standards and database structures to facilitate clinical care, education, administration or research. It also includes the development of innovative and analytic techniques for scientific inquiry in nursing informatics and new data organizing methods and research designs with the aim of examining the impacts of computer technology on nursing, and the conducting of basic science research to support the theoretical development of informatics. Information literacy skills, competencies, and knowledge are investigated among educators, administrators and clinicians of nursing groups nationally.
1.3 The Importance of Nursing Informatics
The history, definition and competencies of nursing informatics indicate the importance of this field. It shows nurses are integrated into the field of IT automatically. So they should be able to deal with it successfully to improve quality of care outcome. In this regard it is required to study the influence of nursing informatics on health care and make bold the appropriate information technology educational needs for nurses.
2. Method
An extensive literature search was performed by using databases Pubmed, Google Scholar, Ovid, Science Direct and SID. Search terms were “education, nursing”; “quality of health care”; “nursing informatics” and technology. The study was carried out from January to April, 2014. A library search was also performed. As many as 135 articles were retrieved. With a critical point of view, 40 articles in English were selected that specifically focused on nursing informatics education and its influence on nursing outcomes and the quality of health care (Staggers et al., 2002).
3. Results
The study mentions the followings as the key elements of nursing informatics implementation:
3.1 Health Care Promotion
The advantages of applying information technology in all aspects of nursing, including clinical areas, management, education and research and its influence on health care have been reviewed. Today, the subjects of clinical nursing information systems, decision support systems and medical diagnostic systems are associated with collecting patient information. Regarding the technology-rich environment, health care and hospital information systems developers, the quality of care is improving. For increasing patient safety and its leading to an evidence-based nursing, nursing informatics has been enhanced for students and graduates by Columbia school of nursing. The study has proved that informatics competence is a prerequisite to improving patient care (Bakken et al., 2003). Technology and using multimedia integrated into nursing curriculum can promote the use of informatics tools as an integral practice component and increase patient safety (Norton et al., 2006). Managers can improve efficiency and performance through information systems and new technologies.
In addition, several studies have confirmed the impact of careful shift planning and efficient management on nurse’s work and the quality of health care. Information is the source of all management activities. Nursing care is an industry service and its product is patient care. Information technology can promote the nursing management outcome. Internet-based nurse scheduling systems are mostly designed according to the self-scheduling model and need refining by the manager who overviews proper distribution, it causes uniform resource allocation in scheduling and increases patient direct care time (Pierce et al., 2003). Implementing information systems can provide better access to evidence; it can affect the patient care quality and support evidence-based nursing. Software tools to facilitate research are available in all medical fields (Kardan & Darvish, 2008). Nursing information system had an influence on clinical patterns and decreased the time nurses spent on indirect care (Darvish & Salsali, 2010). This is critical to the health care professionals to assess, apply, report and manage data by the help of new tools of the information age (Hall, 1995).
3.2 Advanced Systems
Although using decision support systems can lead to a safer care, it may impair critical thinking. The need for excessive working time could cause some delay in the nursing job and reduce the quality of health care (Norton, 2006). Researchers recommended considering the following:
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-Involving nurse managers in the system selection and designing process
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-Designing a simple and efficient process
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-Recording a system-compatible guideline
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-Improving the system speed
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-Selecting hardware which can encourage nurses to use them
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-Upgrading the system through innovation in information technology
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Decision support systems have been defined to assist physicians to solve problems that require specific decisions since 30 years ago. It is replacing the role of human knowledge by formulating the knowledge in the system (Ting et al., 2008). Expert systems are the most common types of clinical decision support systems and have applications in show notes, diagnostic support, critical treatment plans, decision support, prescriptions, recovery and the identification and the interpretation of pictures, however, as stand-alone tools, are not able to replace human expertise.
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These systems should be integrated with knowledge management. Several studies have shown that the integration of implicit and explicit knowledge and management of different types of knowledge will help to determine the best treatment plan. Logical design is required for the success of these systems and seems to hardly have been considered. The application of guides and easy access to up-to-date clinical evidence and the cutting of duplicate tests could reduce medical mistakes and improve quality of care, but there are some limitations (Montani & Bellazzi, 2002). To increase the usefulness and acceptability of such systems, the ease of use, support and maintenance combined with the ability of systems hardware, software applications, integration with hospital information systems and patient records should be considered (Holbrook et al., 2003). Including smart and intelligent tools in diagnosis and treatment methods can reduce medical errors and harm as well as financial loss for humans. Artificial intelligence and expert systems are used to help the diagnosis.
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