THE EVOLUTION OF NURSING INFORMATICS PRESENTATION NUR 514

Sample Answer for THE EVOLUTION OF NURSING INFORMATICS PRESENTATION NUR 514 Included After Question

NUR 514 The Evolution of Nursing Informatics Presentation Assignment

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. Using the resources provided in this assignment, prepare a 12-15 PowerPoint presentation. Create speaker notes of 100-250 words for each slide. Include an additional slide for the title and references. For the presentation of your PowerPoint, use Loom to create a voice-over or a video. Refer to the study materials for additional guidance on recording your presentation with Loom. Include an additional slide for the Loom link at the beginning and another at the end for References.

Include the following in your presentation:

Define nursing informatics.
2. Provide a brief history of the field of nursing informatics. Discuss how the specialty has evolved.
3. Discuss how nursing informatics affects nursing leadership, clinical practice, administration, education, and research.
4. Explain how organizational policy on health information systems can be affected or impacted by government regulation.
5. 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.
6. 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.

You are required to cite three to five sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

NUR 514 The Evolution of Nursing Informatics Presentation Assignment

You are required to submit this assignment to Lopes Write. A link to the Lopes Write technical support articles is located in Course Materials if you need assistance.

A Sample Answer For the Assignment: THE EVOLUTION OF NURSING INFORMATICS PRESENTATION NUR 514

Title: THE EVOLUTION OF NURSING INFORMATICS PRESENTATION NUR 514

THE EVOLUTION OF NURSING INFORMATICS PRESENTATION NUR 514

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.

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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.

Innovation remain a critical part of care delivery for nurses in different healthcare settings, especially related to advances in informatics. Nurses and midwives continue to play critical role in leading the digital and informatics to enhance patient care, especially in a COVID-19 environment where quality of digital care delivery is at the forefront of health care (Moore et al., 2020). One led nursing innovation is the automation and streamlining od work processes to improve efficiency and quality care through digitizing all the procedures and aspects of care delivery. Through the innovation, nurses get more time to interact with patients and enhance quality care outcomes, especially during discharges and in coordinating the care complexities after the discharge for effective recovery (Knox, 2019). The innovation focuses on patient care and delivery model that is cost-effective. The increased role identification and patient interaction allow providers to develop patient-centered care interventions for better outcomes.

Informatics innovation enhance the quality of patient care through increased digitization of patient data and information to assist providers develop effective mechanisms and interventions for better outcomes. The use of electronic health records as an effective way to deliver quality care demonstrates the important role of informatics innovation among health care providers. Interoperability entails seamless data exchange between two or more clinical information system with the aim of delivering timely, safe, and patient-centered care and in an efficient manner (Farokhzadian et al., 2020). Providers can also use patient education technologies emanating from informatics to enhance patient awareness about disease conditions and the most appropriate interventions to enhance quality of care.

Nurses, especially nurse leaders, are transformational agents who seek to enhance quality care in their different care settings and practices for better outcomes. The transformation of healthcare data into knowledge depends on the need to enhance inter-professional collaborations and leveraging existing patient education technologies to deliver quality care. In this case, the nurse as a transformational agent considers the different tools that can be available to them in their care settings to enhance knowledge among their teams and patients getting care from them (Kelley, 2019). The nurse’s main role is to coordinate care and seamless flow of information through increased interoperability.

Nursing informatics remain a fundamental aspect of effective care delivery as an innovative model. Nurses, especially nurse leaders, should embrace informatics as an innovative model to enhance care delivery and attain better patient outcomes in a host of care settings. The presentation shows that they can use different approaches to enhancing seamless exchange of information and ways to disseminate knowledge to patients in different care environments.

THE EVOLUTION OF NURSING INFORMATICS PRESENTATION NUR 514

REFERENCES

Farokhzadian, J., Khajouei, R., Hasman, A., & Ahmadian, L. (2020). Nurses’

experiences and viewpoints about the benefits of adopting information

technology in health care: a qualitative study in Iran. BMC Medical

Informatics and Decision Making, 20(1), 1-12. https://doi.org/10.1186/s12911-020-01260- 5

Kelley, T. (2019). Emergence of Nursing Innovation Influenced by Advances in Informatics

and Health IT. Nurse Leader, 17(6): 531-536. https://doi.org/10.1016/j.mnl.2019.09.012

Knox, A. (2019). Informatics in Nursing Education: What Do We Do Next? Canadian Journal

of Nursing Informatics, 14(4). https://cjni.net/journal/?p=6351

Moore, E. C., Tolley, C. L., Bates, D. W. & Slight, S. P. (2020). A systematic review of the

impact of health information technology on nurses’ time. Journal of the American

Medical Informatics Association, 27(5): 798-807. https://doi.org/10.1093/jamia/ocz231

Yen, P. Y., McAlearney, A. S., Sieck, C. J., Hefner, J. L., & Huerta, T. R. (2017). Health

information technology (HIT) adaptation: refocusing on the journey to successful HIT

implementation. JMIR medical informatics, 5(3), e28. doi: 10.2196/medinform.7476

One role of the nurse leader in implementing innovative care models is learning what data is important to the organization so that it can successfully deliver quality care to its patients. This requires the nurse leader to be proficient in understanding how to find the data, operate the data system, and translate the data into practice. The nurse leader needs to strategically analyze the data to develop priorities and goals related to quality outcomes. The nurse leader needs to develop evidence-based policies and procedures for implementing and improving nursing practice. Then the nurse leader needs to educate and train staff on how to manage the data and implement new nursing practices.

Innovative modes of care, such as telehealth, require the advanced practice nurse (APN) to learn how to utilize these new technological modalities and create safe, evidenced-based procedures and policies to protect patients and employees. Since the COVID-19 pandemic, telehealth technology has been readily adopted and has “[improved patient] accessibility to care and [has provided] affordable, high-quality health care to those who have been outside the reachable areas” (DeNisco, 2024). Through advance care planning such as telehealth pre-op assessments or telecommunications that monitor clinical signs of chronic medical conditions such has hypertension and diabetes, telehealth systems increase collaboration of the primary care team and surgical teams. These teams work more efficiently and have consistent clinical information that allows for physicians and NPs to make accurate, medical decisions.

Grading Rubric

Performance Category	100% or highest level of performance 100% 16 points	Very good or high level of performance 88% 14 points	Acceptable level of performance 81% 13 points	Inadequate demonstration of expectations 68% 11 points	Deficient level of performance 56% 9 points	Failing level of performance 55% or less 0 points
Total Points Possible= 50	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic topics.	Presentation of information was exceptional and included all 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 was good, but was superficial in places and included all 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 was minimally demonstrated in all 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 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.	Presentation of information is unsatisfactory in three or more 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
	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Application of Course Knowledge Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations	Presentation of information was exceptional and included all of the following elements: 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.	Presentation of information was good, but was superficial in places and included all of the following elements: 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.	Presentation of information was minimally demonstrated in the all of the following elements: 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.	Presentation of information is unsatisfactory in one of the following elements: 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.	Presentation of information is unsatisfactory in two of the following elements: 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.	Presentation of information is unsatisfactory in three of the following elements 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.
	10 Points	9 Points			6 Points	0 Points
Interactive Dialogue 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.	Demonstrated all of the following: 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.	Demonstrated 3 of the following: 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.			Demonstrated 2 of the following: 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.	Demonstrated 1 or less of the following: 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.
	8 Points	7 Points	6 Points	5 Points	4 Points	0 Points
Grammar, Syntax, APA 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.	The following was present: 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.	The following was present: 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.	The following was present: 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.	The following was present: 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
	0 Points Deducted					5 Points Lost
Participation Requirements	Demonstrated the following: Initial, peer, and faculty postings were made on 3 separate days					Failed to demonstrate the following: Initial, peer, and faculty postings were made on 3 separate days
	0 Points Lost					5 Points Lost
Due Date Requirements	Demonstrated all of the following: 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.					Demonstrates one or less of the following. 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.