NURS 514 MDC Evolution Of Nursing Informatics Presentation
Sample Answer for NURS 514 MDC Evolution Of Nursing Informatics Presentation Included After Question
Description
As an advanced registered nurse leader, you have an opportunity effect change through the practice of nursing health informatics. Informatics has evolved over time to become what it is today.
Prepare a PowerPoint presentation. Create speaker notes for each and EVERY slide.
Include the following in your presentation:
- Define nursing informatics.
- Provide a brief history of the field of nursing informatics. Discuss how the specialty has evolved.
- Discuss how nursing informatics affects nursing leadership, clinical practice, administration, education, and research.
- Explain how organizational policy on health information systems can be affected or impacted by government regulation.
- Discuss nurse-led innovation as it relates to the advances in informatics and how informatics innovation can be used to improve the quality of patient care.
- Provide an example of the role of the nurse in transforming health care data into knowledge that can improve patient care using nursing informatics practice.
Sample Answer for NURS 514 MDC Evolution Of Nursing Informatics Presentation Included After Question
Nursing informatics is a critical part of modern practice for advanced registered nurses, especially those who assume leadership positions in their care environment. Nursing informatics allow nurses to analyze data to enhance patient care and assist organizations to implement new patient care technology and models. Advanced registered nurse leaders have a critical role in implementing informatics in their practice for better patient outcomes (Yen et al., 2020). Informatics is a core aspect of quality care delivery in healthcare facilities. As such, this presentation discusses the evolution of nursing informatics as an innovative health care delivery model for advanced practice nurse leaders.
The objectives of the presentation include defining nursing informatics and its history, the impact of nursing informatics on nursing leadership, clinical practice, education and research in the profession. The presentation delves into the effects of regulations by government on health information systems’ policies and the role of nurse-led innovation models as well as the relationships due to the advances in informatics. The presentation also looks at the use of informatics to enhance quality of patient care. Lastly, the presentation provides an example of nurse’s role in health care data transformation and knowledge to enhance patient care by deploying informatics in their practice.
The American Nurses Association (ANA) asserts that nursing informatics is a specialty in the profession which integrates nursing science and different information and analytical sciences aimed at identifying, defining, managing and communicating information, data, knowledge and wisdom in nursing practice. The implication is that nursing informatics play critical roles in health care. Those seeking to join the specialty should possess a bachelor’s degree in nursing (BSN) as the minimum. However, those seeking leadership as advanced practice nurses should have a master’s degree and certification. They should also possess experience and strong technical skills and project management capabilities alongside experience in leadership (Kelley, 2019). Nursing informatics specialists are the translators that have transformed into health technology innovators to improve overall quality of care.
Informatics nurses are distinct professionals and hybrid heroes in healthcare who advocate for impactful innovations to keep patients safe and at the focus of care provision. Their contributions and guidance lead to improved workflow for healthcare staff and allow them to develop best practices through effective management of informatics structures processes and use of technology (Kelley, 2019). Through this approach, nursing informatics has an evolving value to health care for better quality care.
From the start of modern nursing, data emanating from standardized patient records were considered as essential resources in assessing and enhancing the quality of care. Nursing informatics began to evolve in the second part of the last century but did not have a standardized language. The attributes of computability and semantic interoperability affected the realization of the specialty until 1980s when it emerged as an essential part of enhancing patient care quality. The American Nursing Informatics Association (ANIA) was established in 1992 after the ANA recognized the specialty as a critical component of healthcare provision. The 1980s is considered as the growth-spurt decade which enabled the profession to be what it is today (Knox, 2019). The implication is that to realize the potential of nurses to transform and enhance health care and outcomes through informatics will need fundamental changes among individuals, organizations and systems.
Nursing informatics impacts nursing leadership as it implores nurse leaders and those in the management of organizations to develop innovative care models by leveraging on information technology. Nurse leadership focus on enhancing quality care and through informatics, nurse leaders can improve patient care and outcomes. Nursing informatics affects clinical practice through the collection and analysis of, and leveraging data to make more effective care decisions and choices. Informatics influences the nursing practice through the management of resources and development of multidisciplinary teams to improve care delivery. Nursing informatics has impacted documentation as nurses no longer need paper charts that had to be updated meticulously using handwritten notes and comments (Moore et al., 2019). Nurses are more likely to use electronic health records and other forms of documentation to input patient’s health information and medical history. Informatics impact healthcare administration through leveraging data to make staff schedules, care plans and use evidence-based practice interventions in healthcare delivery.
Nursing informatics is an essential component of quality care delivery and affects education and research in nursing. Due to increased use of informatics nursing, nurses can enhance their competence in using health information technology. Faculty nurses can integrate the aspects of health information into curriculum at all levels of nursing training. A core aspect of nursing informatics is the value-addition that it has on health care outcomes and increased need for more research on using effective documentation for delivery (Farokhzadian et al., 2020). The increased integration of health information technology with artificial intelligence underscores the critical approach to better documentation and outcomes as well as effective decision making and IT training for nurse practitioners.
Organizational policies create goals that technical mechanisms serve, highlight appropriate uses and release of information, create avenues for prevention and detection of breaches and set rules to discipline offenders. Organizational policies must create a balance between the need to access appropriate and relevant health information for care provision and the protection of patients’ rights to privacy and compliance to existing legal frameworks. Imperatively, government regulations on patient safety and data security are critical aspects when designing organizational policies in nursing informatics and other aspects of health information technology (Moore et al., 2019). Patients can only reveal their information when they know that their privacy and confidentiality rights are guaranteed by the health care providers or system. This means that government regulations like HIPAA, HITECH, and Affordable Care Act 2010 provisions are upheld by a healthcare provider.
The creation of a health care organization which is fully committed and focused on safeguarding personal health information is complex. However, privacy protections of patient health information and data is critical to overall care delivery and effective engagement and interactions with patients. Privacy protections in health care must adhere to the government regulations like Health Insurance Portability and Accountability Act (HIPAA) that implores organizations to develop data standards concerning electronic healthcare information. The Health Information Technology for Economic and Clinical Health (HITECH) Act of 2009 gives the federal government authority to oversee the promotion of Health IT that comprises of quality, safety, and security and secure exchange of
information (Moore et al., 2019). The implication is that healthcare organizations should adhere to these provisions to protect patient’s data and its privacy (Yen et al., 2019). The provisions of the Affordable Care Act also implore organizations to have effective protocols on patient health information for increased privacy.
Description
As an advanced registered nurse leader, you have an opportunity effect change through the practice of nursing health informatics. Informatics has evolved over time to become what it is today.
Prepare a PowerPoint presentation. Create speaker notes for each and EVERY slide.
Include the following in your presentation:
- Define nursing informatics.
- Provide a brief history of the field of nursing informatics. Discuss how the specialty has evolved.
- Discuss how nursing informatics affects nursing leadership, clinical practice, administration, education, and research.
- Explain how organizational policy on health information systems can be affected or impacted by government regulation.
- Discuss nurse-led innovation as it relates to the advances in informatics and how informatics innovation can be used to improve the quality of patient care.
- Provide an example of the role of the nurse in transforming health care data into knowledge that can improve patient care using nursing informatics practice.
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Excellent Good Fair Poor Main Postinga 45 (45%) – 50 (50%) Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
40 (40%) – 44 (44%) Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
35 (35%) – 39 (39%) Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors.
0 (0%) – 34 (34%) Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness 10 (10%) – 10 (10%) Posts main post by day 3.
0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) Does not post by day 3.
First Response 17 (17%) – 18 (18%) Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English.
15 (15%) – 16 (16%) Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English.
13 (13%) – 14 (14%) Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
0 (0%) – 12 (12%) Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited.
Second Response 16 (16%) – 17 (17%) Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English.
14 (14%) – 15 (15%) Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English.
12 (12%) – 13 (13%) Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
0 (0%) – 11 (11%) Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited.
Participation 5 (5%) – 5 (5%) Meets requirements for participation by posting on three different days.
0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) Does not meet requirements for participation by posting on 3 different days.
Total Points: 100