NUR 513 Assignment Nursing Roles Graphic Organizer

Nurse informaticists have a moral obligation to respect patient information when integrating patient health information into databases and information system. Exercises autonomy in patient health information by allowing patients to access and have control over their information. NI have ethical duties of not disclosing and sharing patient health information as well as personal information (Reeves, 2020). NI protects information to prevent any harm to patients and potential litigations.

The ACNP delivers compassionate care and listen to patients to offer holistic and moralistic interventions to enhance patient autonomy (Haddad & Geiger,2018).

ACNP follows ethical values based on Watson’s caring model.

ACNP shows concern and commitment to patients and advocates for, protects the rights and safety of patients.

Both roles follow provisions of American Nurses Association’s Code of Ethics derived from the four main principles that include autonomy, non-maleficence, beneficence and justice.

In both roles, nurses use information systems to make critical care decisions and provide medications (Haddad & Geiger, 2018).

Differences

Nurse informaticists may not have personal and therapeutic interactions with patients due to the nature of their work.

ACNPs on their part deal with critical care patients who may require close monitoring and use of technological devices that can be interpreted well by nurse informaticists.

Nurse informaticists require a Bachelor of Science in Nursing (BSN) for their roles with specializing in health information technology or healthcare informatics (McBride et al., 2018). Informatics nurse hold higher degrees like Master of Science in Nursing (MSN) to practice in advanced roles and earn certification from specialty associations. An MSN in nursing informatics gives one a competitive edge in the market.

ACNP need to complete advanced-practice programs to get a MSN or a doctoral degree in nursing (DNP). The implication is that one needs advanced educational qualifications to practice as an ACNP.

In both roles, nurse practitioners require advanced education that includes attainment of at least a Master of Science in Nursing and respective specialization.

In both roles, the practitioners are regarded as advanced care providers with increased ethical and professional duties and responsibilities.

Differences

ACNPs deal with critically ill and emergency patients who require close monitoring while most of informatics nurses do not interact with patients though they develop systems to help integrate patient health information for effective decision making by nurse practitioners.

Nurse informaticists assume leadership positions due to their advanced educational qualifications and ability to use informatics to make quality care decisions for patient treatment interventions (Reeves, 2020). Informatics allow nurse leaders to facilitate and empower health care providers to make better decisions.

Informatics nurses are leaders responsible for data integrity, security, safety and privacy and ensuring compliance to all data security laws and protocols.

ACNPs perceive their leadership roles as fundamental to quality care delivery.

Doctoral-level nurse practitioners with specialties in acute care have leadership skills and attain leadership positions in care settings.

ACNPs are leaders responsible for policy development to enhance quality care in acute settings and patient education in public health.

In both roles, the advanced nurses are regarded as leaders or expected to assume leadership roles.

Nurse informaticists and ACNPs leverage on their advanced educational qualifications to take on leadership roles and provide directions on care interventions for different patient populations.

Differences

NI as leaders focus on data protection and integrity while ACNPs are responsible for a host of patient matters, right from quality care to implementation of advanced directives in acute care cases.

NIs also interpret and provide data from different epidemiological studies for public health consumption.

While the NI is concerned with the interpretation of public health data for effective decisions and approaches, the ACNP implements interventions like patient education to improve public health and patient access to care.

By documentation of healthcare information, NIs help in compiling all the patient health information in one platform for seamless flow of information and administration (McDermott et al., 2018).

The NIs protects data integrity and assists administration in policy formulation and decision making based on the analysis of the existing data (McDermott et al., 2018). However, ACNPs help administration to form policies concerning patient safety, personalized care delivery and advanced patient directives in acute situations.

Nurse informaticists handle informatics in health care organizations while ACNPs as nurses are beneficiaries of the information and technology support systems developed by informatics nurses.

Nurse informatics require at least a BSN to practice. However, ACNPs require a MSN degree to practice in the specialty.

They should also help their organizations comply with Health Insurance Portability and Accountability Act as regulatory frameworks (McBride & Tietze, 2018). They should also adhere to existing professional conduct on data integrity and health care.

Nurse informaticists are regulated by both state boards of nursing and federal agencies with health informatics authority. However, ACNPs are regulated by state boards of nursing.

Demonstrates achievement of scholarly inquiry for professional and academic topics.

• Provides evidence of scholarly inquiry relevant to required TD topic(s).
• Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
• Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
• Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

• Provides evidence of scholarly inquiry relevant to required TD topic(s).
• Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
• Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
• Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

• Provides evidence of scholarly inquiry relevant to required TD topic(s).
• Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
• Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
• Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

Presentation of information is unsatisfactory in one of the following elements:

• Provides evidence of scholarly inquiry relevant to required TD topic(s).
• Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
• Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
• Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

Presentation of information is unsatisfactory in two of the following elements:

• Provides evidence of scholarly inquiry relevant to required TD topic(s).
• Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
• Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
• Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.

• Provides evidence of scholarly inquiry relevant to required TD topic(s).
• Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
• Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
• Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information

Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations

• Applies principles, knowledge and information from scholarly resources to the required topic.
• Applies facts, principles or concepts learned from scholarly resources to a professional experience.
• Application of information is comprehensive and specific to the required topic.

• Applies principles, knowledge and information from scholarly resources to the required topic.
• Applies facts, principles or concepts learned from scholarly resources to a professional experience.
• Application of information is comprehensive and specific to the required topic.

• Applies principles, knowledge and information from scholarly resources to the required topic.
• Applies facts, principles or concepts learned from scholarly resources to a professional experience.
• Application of information is comprehensive and specific to the required topic.

• Applies principles, knowledge and information from scholarly resources to the required topic.
• Applies facts, principles or concepts learned from and scholarly resources to a professional experience.
• Application of information is comprehensive and specific to the required topic.

• Applies principles, knowledge and information from scholarly resources to the required topic.
• Applies facts, principles or concepts learned from scholarly resources to a professional experience.
• Application of information is comprehensive and specific to the required topic.

• Applies principles, knowledge and information and scholarly resources to the required topic.
• Applies facts, principles or concepts learned scholarly resources to a professional experience.
• Application of information is comprehensive and specific to the required topic.

Initial post should be a minimum of 300 words (references do not count toward word count)

The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)

Responses are substantive and relate to the topic.

• Initial post must be a minimum of 300 words.
• The peer and instructor responses must be a minimum of 150 words each.
• Responses are substantive
• Responses are related to the topic of discussion.

• Initial post must be a minimum of 300 words.
• The peer and instructor responses must be a minimum of 150 words each.
• Responses are substantive
• Responses are related to the topic of discussion.

• Initial post must be a minimum of 300 words.
• The peer and instructor responses must be a minimum of 150 words each.
• Responses are substantive
• Responses are related to the topic of discussion.

• Initial post must be a minimum of 300 words.
• The peer and instructor responses must be a minimum of 150 words each.
• Responses are substantive
• Responses are related to the topic of discussion.

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

Error is defined to be a unique APA error. Same type of error is only counted as one error.

• 0-3 errors in APA format

AND

• Responses have 0-3 grammatical, spelling or punctuation errors

AND

• Writing style is generally clear, focused on topic,and facilitates communication.

• 4-6 errors in APA format.

AND/OR

• Responses have 4-5 grammatical, spelling or punctuation errors

AND/OR

• Writing style is somewhat focused on topic.

• 7-9 errors in APA format.

AND/OR

• Responses have 6-7 grammatical, spelling or punctuation errors

AND/OR

• Writing style is slightly focused on topic making discussion difficult to understand.

The following was present:

• 10- 12 errors in APA format

AND/OR

• Responses have 8-9 grammatical, spelling and punctuation errors

AND/OR

• Writing style is not focused on topic, making discussion difficult to understand.

The following was present:

• 13 – 15 errors in APA format

AND/OR

• Responses have 8-10 grammatical, spelling or punctuation errors

AND/OR

• Writing style is not focused on topic, making discussion difficult to understand.

AND/OR

• The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.

• 16 to greater errors in APA format.

AND/OR

• Responses have more than 10 grammatical, spelling or punctuation errors.

AND/OR

• Writing style does not facilitate communication

Requirements

• Initial, peer, and faculty postings were made on 3 separate days

• Initial, peer, and faculty postings were made on 3 separate days

• The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

• The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.