NURS 6051 Discussion Big Data Risks and Rewards

NURS 6051 Discussion: Big Data Risks and Rewards

Sample Answer for NURS 6051 Discussion: Big Data Risks and Rewards Included After Question

When you wake in the morning, you may reach for your cell phone to reply to a few text or email messages that you missed overnight. On your drive to work, you may stop to refuel your car. Upon your arrival, you might swipe a key card at the door to gain entrance to the facility. And before finally reaching your workstation, you may stop by the cafeteria to purchase a coffee.

From the moment you wake, you are in fact a data-generation machine. Each use of your phone, every transaction you make using a debit or credit card, even your entrance to your place of work, creates data. It begs the question: How much data do you generate each day? Many studies have been conducted on this, and the numbers are staggering: Estimates suggest that nearly 1 million bytes of data are generated every second for every person on earth.

As the volume of data increases, information professionals have looked for ways to use big data—large, complex sets of data that require specialized approaches to use effectively. Big data has the potential for significant rewards—and significant risks—to healthcare. In this Discussion, you will consider these risks and rewards.

RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCES

To Prepare:

  • Review the Resources and reflect on the web article Big Data Means Big Potential, Challenges for Nurse Execs.
  • Reflect on your own experience with complex health information access and management and consider potential challenges and risks you may have experienced or observed.

BY DAY 3 OF WEEK 5

Post a description of at least one potential benefit of using big data as part of a clinical system and explain why. Then, describe at least one potential challenge or risk of using big data as part of a clinical system and explain why. Propose at least one strategy you have experienced, observed, or researched that may effectively mitigate the challenges or risks of using big data you described. Be specific and provide examples.

BY DAY 6 OF WEEK 5

Respond to at least two of your colleagues* on two different days, by offering one or more additional mitigation strategies or further insight into your colleagues’ assessment of big data opportunities and risks.

*Note: Throughout this program, your fellow students are referred to as colleagues.

A Sample Answer For the Assignment: NURS 6051 Discussion: Big Data Risks and Rewards

Title: NURS 6051 Discussion: Big Data Risks and Rewards

As technology advances, so does the ability to obtain and analyze large sets of data from numerous differing sources.  The result of this voluminous information is called big data.  Big data is the name given to the vast amount of datasets within the organization that are difficult to manage due to their lack of structure (McGonigle & Mastrian, 2018).  The universal move from paper charting to the electronic health record (EHR) has allowed more efficient access to all aspects of current healthcare documentation along with older data via backup and storage media. 

The daily use of an EHR provides a continual data set that can easily be probed and assimilated to produce information that can then be used to influence positive patient outcomes.  Trends in the documentation found to be useful during the monitoring and management of patient care can be examined and used to direct change in future policies and procedures.  Due to the universal language of most charting modules within a health system, the data can easily be searched and mined for a specific metric.  An issue arises when a query wishes to retrieve charting details from an unstructured area, such as narrative charting entries. 

As long as EHRs allow custom narrative entries, the ability to pull organized system-wide search results will be time and labor-intensive.  The unformatted information must then be manually viewed, read, and sorted.  Lack of integration is a prime example of how big data mining can be overwhelming and cumbersome within a clinical system (Wang et al., 2018). 

One strategy used to mitigate the challenge of big data is using a checkbox flowsheet method of universal charting.  The structured format of this technique provides organized, easily accessible, and easily interpreted results to the informaticist (Glassman, 2017).  Although using the narrative approach can be more efficient at times by grouping together multiple assessment categories in one location, the information could be invisible and, therefore, unavailable for the requested project at hand. 

 

References 

 Glassman, K. S. (2017). Using data in nursing practice. American Nurse Today, 12(11), 45–47. Retrieved from https://www.americannursetoday.com/wp-content/uploads/2017/11/ant11-Data-1030.pdf 

McGonigle, D., & Mastrian, K. (2018). Nursing Informatics and the Foundation of Knowledge (4th ed.). Jones and Bartlett Learning. 

Wang, Y., Kung, L., & Byrd, T. (2018). Big data analytics: Understanding its capabilities and potential benefits for healthcare organizations. Technological Forecasting and Social Change, 126, 3-13. https://doi.org/10.1016/j.techfore.2015.12.019 

A Sample Answer 2 For the Assignment: NURS 6051 Discussion: Big Data Risks and Rewards

Title: NURS 6051 Discussion: Big Data Risks and Rewards

When you wake in the morning, you may reach for your cell phone to reply to a few text or email messages that you missed overnight. On your drive to work, you may stop to refuel your car. Upon your arrival, you might swipe a key card at the door to gain entrance to the facility. And before finally reaching your workstation, you may stop by the cafeteria to purchase a coffee.

From the moment you wake, you are in fact a data-generation machine. Each use of your phone, every transaction you make using a debit or credit card, even your entrance to your place of work, creates data. It begs the question: How much data do you generate each day? Many studies have been conducted on this, and the numbers are staggering: Estimates suggest that nearly 1 million bytes of data are generated every second for every person on earth.

As the volume of data increases, information professionals have looked for ways to use big data—large, complex sets of data that

require specialized approaches to use effectively. Big data has the potential for significant rewards—and significant risks—to healthcare. In this Discussion, you will consider these risks and rewards.

NURS 6051 Discussion Big Data Risks and Rewards
NURS 6051 Discussion Big Data Risks and Rewards

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A Sample Answer 3 For the Assignment: NURS 6051 Discussion: Big Data Risks and Rewards

Title: NURS 6051 Discussion: Big Data Risks and Rewards

Hi Shanea. Over the past decade, there has been a greater emphasis on the involvement of registered nurses in the development and implementation of health information technology systems to maintain patient safety and improve the quality of care services. Today, electronic health records remain a great source of protected health information and clinical documentation during the provision of care services by registered nurses and other healthcare professionals (Reid et al., 2021). The rapid deployment of EHR by healthcare organizations has created room for registered nurses to create digital versions of patient medical records and transform them into valuable clinical knowledge for preventing adverse events like patient falls and nosocomial infections, among many others. One of the greatest risks of utilizing big data from the digital versions of patient medical records is to maintain the integrity and quality of information system output (McGonigle & Mastrian, 2022). For instance, the digital versions of patient medical records are prone to manipulation and misinterpretation due to weak information security measures and the lack of relevant knowledge and skills for maintaining data integrity and quality. Through regular education and training, registered nurses and other healthcare professionals develop the required nursing informatics competencies, like maintaining strong access credentials for clinical information systems and data encryption to prevent manipulation and unauthorized access.

A Sample Answer 4 For the Assignment: NURS 6051 Discussion: Big Data Risks and Rewards

Title: NURS 6051 Discussion: Big Data Risks and Rewards

Addressing big data risks requires a comprehensive approach that involves implementing various measures to mitigate potential threats and ensure data security and privacy. Establishing strong data governance practices is essential for managing big data risks (Favaretto et al., 2020). This includes defining clear data policies, procedures, and standards that govern data collection, storage, access, and usage. Data governance frameworks help ensure accountability, compliance, and risk management throughout the data lifecycle. Robust security measures are crucial to protect data from unauthorized access, breaches, or cyber-attacks. This includes employing encryption techniques, implementing firewalls and intrusion detection systems, conducting regular security audits, and adopting secure coding practices. Data should be protected at rest and in transit to prevent unauthorized disclosure or tampering (Luan et al., 2020). With the growing concerns around privacy, organizations must prioritize protecting individuals’ personal information. This involves compliance with relevant data protection laws and regulations, such as the General Data Protection Regulation (GDPR). Implementing privacy-enhancing technologies, anonymization techniques, and obtaining informed consent from data subjects are crucial aspects of privacy protection.

References

Favaretto, M., De Clercq, E., Schneble, C. O., & Elger, B. S. (2020). What is your definition of Big Data? Researchers’ understanding of the phenomenon of the decade. Plos One15(2). https://doi.org/10.1371/journal.pone.0228987Links to an external site.

Luan, H., Geczy, P., Lai, H., Gobert, J., Yang, S. J. H., Ogata, H., Baltes, J., Guerra, R., Li, P., & Tsai, C.-C. (2020). Challenges and future directions of big data and artificial intelligence in education. Frontiers in Psychology11https://doi.org/10.3389/fpsyg.2020.580820Links to an external site.

A Sample Answer 5 For the Assignment: NURS 6051 Discussion: Big Data Risks and Rewards

Title: NURS 6051 Discussion: Big Data Risks and Rewards

“Big data analytics has grown and evolved to enable healthcare organizations to analyze an immense volume, variety and velocity of data across a wide range of healthcare networks to support evidence-based decision making and action taking”, (Wang et.al., 2018).  Clinical systems will be able to benefit largely from the continuous growth and usage with big data analytics. According to Mcongigle & Mastrian (2022), one of the greater benefits of using data mining and big data is that this gathered data can be used as predictive and proactive data. This means that clinical systems can create predictions on patient care,economics, financing, and essentially any other important topic. With the ability to make predicitions using big data, clinical systems will be able to make beneficial decisions for their success.

A potential challenge to the use of big data analytics as part of the clinical system is the lack of understanding of how to properly use and interpret this data. Without understanding the proper use of big data, incorrect interpretation can lead to errors of judgment and questionable decisions made within the clinical systems (Wang et. al., 2018). Because of this, thorough training and education will be important to provide to the individuals who will be working directly with the incoming data the clinical systems plan to utilize.

According to coursera.org (2023), electronic health records (EHR’s)  are the most commonly seen use of big data in healthcare. This is something that I have frequently experienced or observed, and believe that it is one of the benefits of big data analytics in clinical systems. “Pairing the big data produced by EHRs with advanced analytics techniques like machine learning, medical researchers can create predictive models with various applications, such as predicting post-surgical complications, heart failure, or substance abuse”, (coursera.org, 2023). I have seen  and used these predictive applications during my practice, and have seen them be beneficial.  These systems assist the healthcare provider in quick identification of issues, and allow them to make sound decisions based on factual data to improve outcomes.

coursera.org. (2023). Big data in health care: What it is, benefits, and jobs. https://www.coursera.org/articles/big-data-in-healthcare

McGonigle, D., & Mastrian, K. G. (2022). Nursing informatics and the foundation of knowledge (5th ed.). Jones & Bartlett Learning

Wang, Y., Kung, L., & Byrd, T. A. (2018). Big data analytics: Understanding its capabilities and potential benefits for healthcare organizationsLinks to an external site.Technological Forecasting and Social Change, 126(1), 3–13.

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.