NUR 514 Topic 6 DQ 1: Informatics

NUR 514 Topic 6 DQ 1: Informatics

Sample Answer for NUR 514 Topic 6 DQ 1: Informatics Included After Question

NUR 514 Topic 6 DQ 1 Informatics

Healthcare providers may engage in the use of Informatics to overcome current or emerging barriers to care. This may be achieved by optimizing and streamlining the services provided using CPOE and CDSS (McGonigle & Mastrain, 2018). Nursing informatics uses different approaches, such as new technologies, to manage health concerns better. It determines the possibilities of having a better collection of data and record-keeping for the information by minimizing challenges related to medical errors and offering services safely. 

Clinical Provider Order Entry (CPOE) refers to all digital systems that may help electronically enter medications and other diagnostic tests. This can be crucial in regulating errors and controlling misinterpretation and accuracy. This enhances patient safety by alerting any possible medical errors, drug interactions, and allergies. Upon implementation, there are challenges in the workflow, such as the possibility of failure because of organizational impact on successful health informatics. Failure to have proper human cooperation may result in affected technology. 

Clinical Decision Support Systems (CDSS) refer to computerized algorithms or databases that support analyzing patient information to offer quality care and make money-informed decisions. These are helpful to reduce errors and influence dispensing stages of drug administration to enhance safety. It is vital to provide possible drug interactions and recommendations for diagnostic tests. They offer reminders on making follow-ups by providing care to the patients and having informed decision-making in the form of evidence-based guidelines. Challenges to CDSS include being complex, individuals feeling fatigued, and ignoring alerts (Hayavi-haghighi et al., 2021). 

Heuristic principles are essential for efficient clinical information systems, including CPOE and CDSS. This includes human factors, the use of a centered design, and usability. All these factors can be significant, making it easier to use enhancing structures that are likely useful in navigating and understanding. Support on workflow within the clinic may be through technologies supporting the best patient care services. In supporting the user-centered design principle, different recommendations can target specific patient needs (CDC, 2021). 

References 

CDC Website. (2021). Implementing Clinical Decision Support Systems. https://www.cdc.gov/dhdsp/pubs/guides/best-practices/clinical-decision-support.htm 

Hayavi-haghighi, M. H., Alipour, J., & Dehghani, M. (2021). Nursing errors and Computerized Provider Order Entry (CPOE). Informatics in medicine unlocked, 25,100648. https://doi.org/10.1016/j.imu.2021.100648 

McGonigle, D. & Mastrian, K. (2018). Nursing Informatics and the Foundation of Knowledge. (Fourth Edition). Jones & Bartlett.

 

NUR 514 Topic 6 DQ 1 Informatics

In what ways can informatics help health care providers overcome current or emerging barriers to care and increase access to safe, quality health care? Include a discussion of the value and challenges of clinical provider order entry (CPOE) and clinical decision support systems (CDSS) in providing safe patient care in your response. Why are heuristic principles (human factors/usability/user centered design) important for efficient clinical information systems such as CPOE and CDSS? 

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A Sample Answer For the Assignment: NUR 514 Topic 6 DQ 1: Informatics

Title: NUR 514 Topic 6 DQ 1: Informatics

NUR 514 Topic 6 DQ 1: Informatics

Technology is an indispensable part of today’s health practice, with many procedures giving way to machines and programmed software. Amid this, the evolutionary impacts of informatics are far-reaching, with the overall health practice outcomes improving immensely. Informatics reduces wastage, increases patient participation in health care delivery, and enhances coordination, among other significant outcomes. It is an evolution that will be critical in health care delivery for a long time as health care providers continue to seek ways of improving patient outcomes.

Concerning informatics’ role in overcoming barriers to care and increasing access to safe, quality health care, medication errors have been greatly reduced through informatics. With the consequences of misdiagnosing a patient or the wrong drug prescription being regretful, informatics prevents harmful treatment and prescription errors. Doing so prevents incomplete treatment of diseases and other medical-related harms such as improper use of medical equipment and incorrectly reading patient data (Stanhope & Matthews, 2019). In medication error reduction, clinical provider order entry (CPOE) systems are usually integrated with clinical decision support systems (CDSS) to enhance patient safety. Here, errors related to medical ordering and dispensing are avoided to improve safety. A typical CDSS identifies the values of drug doses and administration routes, among other sophisticated features (Patient Safety Network, 2019). However, the process also experiences some challenges. For instance, higher rates of adverse drug events are experienced in some hospitals despite using computerized order entry systems. In other cases, usability testing reveals that CPOE systems and CDSS still allow the entry and processing of some unsafe orders.

Generally, informatics is vital in enhancing safety and quality of care by reducing medication errors. Skochelak (2020) described informatics as a way to patients’ knowledge since it improves understanding of patients’ problems through knowledge sharing. It also helps to personalize care and increase coordination. Such outcomes are instrumental in the provision of safe and quality care. 

References NUR 514 Topic 6 DQ 1: Informatics

Patient Safety Network. (2019, Sep 7) Computerized provider order entry. https://psnet.ahrq.gov/primer/computerized-provider-order-entry

Skochelak, S. E. (Ed.). (2020). Health systems science e-book. Elsevier Health Sciences.

Stanhope, V., & Matthews, E. B. (2019). Delivering person-centered care with an electronic health record. BMC Medical Informatics and Decision Making, 19(1), 1-9. https://bmcmedinformdecismak.biomedcentral.com/articles/10.1186/s12911-019-0897-6

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NUR 514 Topic 6 DQ 1: Informatics 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.

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