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NURS 6051 Portfolio Assignment The Role of the Nurse Informaticist in Systems Development and Implementation Sample

NURS 6051 Portfolio Assignment: The Role of the Nurse Informaticist in Systems Development and Implementation Sample

There is no restricted scope for the usage of information and communication technology (ICT) in health care. The “systems development life cycle” (SDLC) is an iterative method or a set of steps utilized by an enterprise to schedule and execute improvements. For project management and the implementation of the modern Health Information Technology (HIT) system, this conceptual model is especially helpful (Mustaquim & Nystrom, 2015). This paper explains the graduate nurse’s role to lead influence in the execution team throughout the new “nursing documentation” system’s implementation. Also, this paper explicitly describes how each person should take part in and affect each of the following five phases in the SDLC. To order to ensure the current program is functional and appropriate to the informers involved, it is necessary to recognize both the opportunities and the difficulties associated with including a healthcare representative in a HIT implementation Group (Weckman & Janzen, 2009). Nurse leaders have a vital role in simplifying the SDLC in healthcare IT that comprises synthesizing information on how technology can increase the quality of care.

Role Description

Planning

The first and most important phase of the SDLC processes offers guidelines for the project in its entirety, eventually providing an effect on the outcomes of the subsequent step. At this phase, the position of the graduate nurse interacts with team leaders to conduct the following tasks; determines the nature and issues, examines and chooses possible solutions; assimilates the required resources; identifies the timeline of the project, and initiates the project (Kassam & Nagle, 2017). In combination with strategic thought abilities through the professional understanding of workflows and procedures, nurses may help define priorities, meet mission targets, and establish reasonable standards. Nurse participation in this phase is essential to deliver a clinical nursing viewpoint to contribute to the growth of safe and effective systems. NURS 6051 Portfolio Assignment: The Role of the Nurse Informaticist in Systems Development and Implementation Sample

Analysis

During the analysis stage, the role of the nurse is to help organize project prerequisites, create and assess potential other options, and make proposals for the management. The failure to finish these tasks proficiently and meet organizational and client needs could bring about project delays, information misfortune, mistakes, and breakdown of communication forms. An inside piece of the analysis process incorporates breaking down the work process procedures, communication, and decision-making tools (Verma & Gupta, 2017). Another significant segment of the analysis stage is to break down specialized necessities and extra requests, for example, software, staffing, hardware, and space needs. The involvement of a nurse in this stage is simple to review relevant organizational approaches and alterations obligatory to suit new work forms and inventions.

Design

In the design process, the nurse is a key aspect of the SDLC. It assures that the overall design of the device is accurately described and

specifies the layout and function of the system for systems, equipment, applications, networking, data recuperation, archiving and service, and the user interface. Nurses have a crucial role in supporting the primary drive of the system to increase patient safety (Mustaquim & Nystrom, 2015). The nurse tends to personalize the program and facilitate professional decision-making in different specialties. NURS 6051 Portfolio Assignment: The Role of the Nurse Informaticist in Systems Development and Implementation Sample

NURS 6051 Portfolio Assignment The Role of the Nurse Informaticist in Systems Development and Implementation Sample

NURS 6051 Portfolio Assignment The Role of the Nurse Informaticist in Systems Development and Implementation Sample

Implementation

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The nurse works directly with the staff to help design, evaluate, and set up the program in the implementation phase. During this process, the role of the nurse is vital as it includes staff planning, program management, and results evaluation. The nurse also provides two-way communication with employees and supervisors to seek suggestions, which may be useful when redesigning the program in order to produce improved performance (Wilson, 2015). The feedback provided by consumers is important to SDLC’s optimization and optimization phase. Making safety rounds to distinguish the work process and system issues have been seen as a powerful system. The nurse can connect with it.

NURS 6051 Portfolio Assignment: The Role of the Nurse Informaticist in Systems Development and Implementation Sample

Post-implementation Support

During this phase, the nurse offers continuous support and adequate training, including awareness of the technology and the implications to ensure that the latest program is understood and adhered to by its staff. It also leads to better productivity and alignment with best practices. As such, all potential adverse consequences arising from technological problems should be minimized (McGonigle & Mastrian, 2011). In this stage, the involvement of nurses is essential to identify vulnerabilities and hence to reinforce the need to upgrade and retain databases continuously. NURS 6051 Portfolio Assignment: The Role of the Nurse Informaticist in Systems Development and Implementation Sample

Conclusion

It concludes that nurse leaders are major individuals from the implementation team. They assume an important role in boosting the SDLC for informatics in healthcare; their role includes integrating data on how technology can recover the quality of care. Nurses boost this chance to team up with technologists and informaticists to make productive and viable programs that positively affect persistent consideration and populace management.

References

Kassam, I., & Nagle, L. (2017). Informatics competencies for nurse leaders: protocol for a scoping review. BMJ Open, 7(12). doi:10.1136/bmjopen-2017-018855

McGonigle, D., & Mastrian, K. (2011). Nursing Informatics and the Foundation of Knowledge. Jones & Bartlett Publishers. Retrieved from https://books.google.co.in/books/about/Nursing_Informatics_and_the_Foundation_o.html?id=a08RiG7J61YC&printsec=frontcover&source=kp_read_button&redir_esc=y#v=onepage&q&f=false

Mustaquim, M., & Nystrom, T. (2015). A System Development Life Cycle for Persuasive Design for Sustainability. Persuasive Technology: 10th International Conference Conference, PERSUASIVE 2015, (pp. 217-228). doi:10.1007/978-3-319-20306-5_20

Verma, M. P., & Gupta, D. S. (2017). Software Development for Nursing: Role of Nursing Informatics. International Journal of Nursing Education and Research. doi:10.5958/2454-2660.2017.00044.8

Weckman, H. N., & Janzen, S. K. (2009). The Critical Nature of Early Nursing Involvement for Introducing New Technologies. OJIN: The Online Journal of Issues in Nursing, 14(2). doi:10.3912/OJIN.Vol14No02Man02

Wilson, C. (2015). The Role of Nursing Professional Development in the Future of Nursing. Journal for Nurses in Professional Development, 31(1), 56-57. doi:10.1097/NND.0000000000000144. NURS 6051 Portfolio Assignment: The Role of the Nurse Informaticist in Systems Development and Implementation Sample

Portfolio Assignment: The Nurse Informaticist’s Role in System Development and Implementation

Assume you are a nurse manager on a unit that is about to implement a new nursing documentation system. You want to make sure that the system is usable and acceptable to the nurses who will be affected by it. You recognize that a nurse leader must be part of the implementation team.

 

To Get Ready:

 

Examine the steps of the Systems Development Life Cycle (SDLC) and consider the scenario.

Consider the advantages and disadvantages of including a nurse leader on a health information technology implementation team.

 

The Project: (2-3 pages not including the title and reference page)

 

Create a 2- to 3-page role description for a graduate-level nurse to guide his/her participation on the implementation team in advance of filling this role. The role description should be based on the SDLC stages and tasks, and it should clearly define how this person will participate in and impact each of the following steps:

 

Planning and specification of requirements

Analysis

The new system’s design

Implementation

Post-implementation assistance

Include a title page and a reference page in APA format.

Before submitting your work, use the Safe Assign Drafts to check your match percentage.

Name:  Discussion Rubric

  Excellent

90–100

Good

80–89

Fair

70–79

Poor

0–69

Main Posting:

Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

40 (40%) – 44 (44%)

Thoroughly responds to the Discussion question(s).

Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

No less than 75% of post has exceptional depth and breadth.

Supported by at least three current credible sources.

35 (35%) – 39 (39%)

Responds to most of the Discussion question(s).

Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.

50% of the post has exceptional depth and breadth.

Supported by at least three credible references.

31 (31%) – 34 (34%)

Responds to some of the Discussion question(s).

One to 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.

Cited with fewer than two credible references.

0 (0%) – 30 (30%)

Does not respond to the Discussion question(s).

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 references.

Main Posting:

Writing

6 (6%) – 6 (6%)

Written clearly and concisely.

Contains no grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

5 (5%) – 5 (5%)

Written concisely.

May contain one to two grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

4 (4%) – 4 (4%)

Written somewhat concisely.

May contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

0 (0%) – 3 (3%)

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 Posting:

Timely and full participation

9 (9%) – 10 (10%)

Meets requirements for timely, full, and active participation.

Posts main Discussion by due date.

8 (8%) – 8 (8%)

Meets requirements for full participation.

Posts main Discussion by due date.

7 (7%) – 7 (7%)

Posts main Discussion by due date.

0 (0%) – 6 (6%)

Does not meet requirements for full participation.

Does not post main Discussion by due date.

First Response:

Post to colleague’s main post that is reflective and justified with credible sources.

9 (9%) – 9 (9%)

Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

8 (8%) – 8 (8%)

Response has some depth and may exhibit critical thinking or application to practice setting.

7 (7%) – 7 (7%)

Response is on topic and may have some depth.

0 (0%) – 6 (6%)

Response may not be on topic and lacks depth.

First Response:

Writing

6 (6%) – 6 (6%)

Communication is professional and respectful to colleagues.

Response to faculty questions are fully 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.

5 (5%) – 5 (5%)

Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in standard, edited English.

4 (4%) – 4 (4%)

Response posed in the Discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

0 (0%) – 3 (3%)

Responses posted in the Discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.

First Response:

Timely and full participation

5 (5%) – 5 (5%)

Meets requirements for timely, full, and active participation.

Posts by due date.

4 (4%) – 4 (4%)

Meets requirements for full participation.

Posts by due date.

3 (3%) – 3 (3%)

Posts by due date.

0 (0%) – 2 (2%)

Does not meet requirements for full participation.

Does not post by due date.

Second Response:
Post to colleague’s main post that is reflective and justified with credible sources.
9 (9%) – 9 (9%)

Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

8 (8%) – 8 (8%)

Response has some depth and may exhibit critical thinking or application to practice setting.

7 (7%) – 7 (7%)

Response is on topic and may have some depth.

0 (0%) – 6 (6%)

Response may not be on topic and lacks depth.

Second Response:
Writing
6 (6%) – 6 (6%)

Communication is professional and respectful to colleagues.

Response to faculty questions are fully 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.

5 (5%) – 5 (5%)

Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in standard, edited English.

4 (4%) – 4 (4%)

Response posed in the Discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

0 (0%) – 3 (3%)

Responses posted in the Discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.

Second Response:
Timely and full participation
5 (5%) – 5 (5%)

Meets requirements for timely, full, and active participation.

Posts by due date.

4 (4%) – 4 (4%)

Meets requirements for full participation.

Posts by due date.

3 (3%) – 3 (3%)

Posts by due date.

0 (0%) – 2 (2%)

Does not meet requirements for full participation.

Does not post by due date.

Total Points: 100

Name:  Discussion Rubric

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