NURS 8210N-1 Week 1 Assignment: Application 1 – Nursing Informatics Pioneers
NURS 8210N-1 Week 1 Assignment: Application 1 – Nursing Informatics Pioneers
Introduction to Health Information Technology Systems and Nursing Informatics
Application 1: Nursing Informatics Pioneers – One of the major drivers in recent health care reform legislation is the American Reinvestment and Recovery Act’s (ARRA) HiTech Incentive. This act, passed in 2009, earmarked $22 billion for the adoption of electronic health records (EHRs), with a goal of 100% adoption in all practice settings by the year 2014. The HiTech Act provides an example of the pivotal role that health information technology plays in the delivery of quality health care services. Yet, health information technology is a relatively new field. This Application Assignment provides an opportunity for you to examine the contributions of pioneers in this arena and consider how their contributions have influenced health informatics and nursing practice today.
To prepare FOR NURS 8210N-1 Week 1 Assignment: Application 1 – Nursing Informatics Pioneers:
- Visit the AMIA Video Library 1: Nursing Informatics Pioneers webpage listed in the Learning Resources.
- Review the biographies and video presentations of pioneers who are of interest to you, or may hold a position that you aspire to achieve.
- Select two nursing informatics pioneers and conduct further research on their contributions.
- Consider how their contributions have influenced health information technology and nursing practice today.
By Day 7 of Week 2 OF NURS 8210N-1 Week 1 Assignment: Application 1 – Nursing Informatics Pioneers
Write a scholarly 3- to 4-page paper comparing two nursing informatics pioneers. Synthesize your thoughts using the bullets below as a guide:
- What are the professional accomplishments of each individual?
- How have their contributions influenced nursing practice?
- How have their contributions shaped the field of nursing informatics?
- What lessons can you take away from their experiences?
- What skills or ideas demonstrated by these leaders might you apply to your professional practice?
| NURS8210 Grading Rubric: Application 1: Nursing Informatics Pioneers | |||
| Week 2 Application 1: Nursing Informatics Pioneers | Points Possible | Points Earned | |
| You described the professional accomplishments of each individual. | 3 | ||
| You have explained how their contributions influenced nursing practice. | 3 | ||
| You offered how their contributions have shaped the field of nursing informatics. | 3 | ||
| You included what lessons you can take away from their experience. | 3 | ||
| You described what skills or ideas demonstrated by these leaders might apply to your professional practice. | 3 | ||
| Spelling, grammar and APA | |||
| Note: Points may be deducted for grammar, spelling, and/or APA errors. | |||
| Total Points | 15 | ||
| Comments: | |||
NURS 8210N-1 Discussion: Welcome to the Week 1 Small Group Discussion area!
Post your responses to the Small Group Discussion based on the course requirements.
Your Discussion postings should be written in standard edited English and follow APA guidelines as closely as possible given the constraints of the online platform. Be sure to support your work with specific citations from this week’s Learning Resources and additional scholarly sources as appropriate. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct. Initial postings must be 250–350 words (not including references).
NURS 8210N-1 Week 1: Staying Current
Print and web-based media provide many rich and credible resources for staying abreast of the latest trends and issues in health care. As you proceed through the DNP program, you will find that receiving updates via the Internet or mail can continue to support your professional growth as a scholar practitioner.
To prepare FOR NURS 8210N-1 Week 1 Assignment: Application 1 – Nursing Informatics Pioneers:
- Review several resources that provide current information about the latest trends and issues in health care
- Select one that you think is most appropriate for you to stay current on the latest trends and issues in health care
By Day 7
- Subscribe to the resource you selected
- Copy and paste an email or photo of your successful subscription notification/confirmation into a Word document and submit it to the submission link by Day 7.
- NOTE: You are expected to maintain your subscription throughout this course. Review several of the updates you receive to inform your Discussions and Application Assignments.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
- Please save your Assignment using the naming convention “WK1Proj+last name+first initial.(extension)” as the name.
- Click the Week 1 Project link.
- Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK1Proj+last name+first initial.(extension)” and click Open.
- If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
- Click on the Submit button to complete your submission.
NURS 8210N-1Week 1: Introduction to Health Information Technology Systems and Nursing Informatics
In 1943, Tom Watson was quoted as saying, “I think there is a world market for maybe five computers.” Little did this chairman of IBM realize that the advent of computers would revolutionize all facets of society, including health care. The health care industry has used the power of technology to dramatically improve the quality of patient care. Today, bar code scanners document patient medications, robotic machinery is used to perform minimally invasive surgeries, and pill bottles feature audible labels to assist patients in taking the correct medication. As health care continues to change and new innovations appear, what types of skills will nurses need in order to harness the potential of emerging and evolving technologies?
This week you will examine the history of nursing informatics as well as the Technology Informatics Guiding Education Reform (TIGER) initiatives that drive technology education for nurses. Using the TIGER and American Nurses Association guidelines, you also evaluate your own informatics competencies.
Reference: Rinkworks. (n.d.) Things people said: Bad predictions. Retrieved from http://www.rinkworks.com/said/predictions.shtml
Learning Objectives
Students will:
- Summarize how informatics has impacted or changed nursing practice
- Evaluate the influence of informatics competencies on quality of care and nursing practice
- Apply online learning resources to professional growth and development
- Compare the contributions of two nursing informatics pioneers
Photo Credit: [Comstock]/[Stockbyte]/Getty Images
Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Course Text: Ball, M. J., Douglas, J. V., Hinton Walker, P., DuLong, D., Gugerty, B., Hannah, K. J., . . . Troseth, M. R. (Eds.) (2011). Nursing informatics: Where technology and caring meet (4th ed.). London, England: Springer-Verlag.
- Chapter 1, “Nursing Informatics: Transforming Nursing”
- Chapter 12, “The Evolving National Informatics Landscape”
Chapter 1 introduces the need for health care reform by detailing cost concerns and future needs of the nursing profession. A look at the beginning stages of the TIGER collaborative is also given, detailing its start at the 2006 Uniformed Services University of Health Sciences in Bethesda, Maryland. Chapter 12 provides an overview of technology’s emergence into the health care industry. Course Text: American Nurses Association. (2008). Nursing informatics: Scope and standards of practice. Silver Spring, MD: Author.
- “Introduction” (pp. 1–2)
- “Informatics Competencies” (pp. 33–40)
The 2-page excerpt from the introduction offers a brief description of the field of informatics and presents the rationale for referring to the scope and standards throughout your nursing career. The excerpt from the “Informatics Competencies” section uses research and matrices to correlate informatics competencies with the education and roles of nursing professionals.
Cesnik, B., & Kidd, M. R. (2010). History of health informatics: A global perspective. Studies in Health Technology and Informatics, 151, 3–8. Retrieved from the Walden Library databases.
The authors of this article begin by summarizing the rise of computer development and use. They then examine how technology will build the capabilities of future businesses.
Hovenga, E. J., Kidd, M. R., Garde, S., & Hullin Lucay Cossio, C. (2010). Health informatics: An introduction. Studies in Health Technology and Informatics, 151, 9–15. Retrieved from the Walden Library databases.
A brief explanation of informatics principles is given in this article.
Ozbolt, J. G., & Saba, V. K. (2008). A brief history of nursing informatics in the United States of America. Nursing Outlook, 56(5), 199–205. Retrieved from the Walden Library databases.
Examine the initiatives and technological developments that have informed the field of informatics by using this article as a guide.
Technology Informatics Guiding Education Reform (TIGER). (n.d.). The TIGER Initiative: Informatics competencies for every practicing nurse: Recommendations from the TIGER collaborative. Retrieved from: http://www.mhsinformatics.org/CI-Fellowship/Workforce-Development/Competencies/Tiger.Report_Competencies_final.pdf
For this week, focus on the executive summary and Appendix A, B, and C for review of the TIGER initiative and resulting competencies.
Required Media
Laureate Education, Inc. (Executive Producer). (2011). Transforming nursing and healthcare through technology: What is health informatics? Baltimore, MD: Author. Note: The approximate length of this media piece is 13 minutes. In this week’s media presentation, the presenters discuss the extensive applications, implications, and benefits of health informatics for patients, practitioners, and health care organizations as a whole.
HIMSS/AMDIS Physician Community Podcast Series. (Producer). (2009). Episode #15: TIGER initiative – technology informatics guiding education reform. [Audio podcast]. Retrieved from https://www.himss.org/episode-15-tiger-initiative-technology-informatics-guiding-education-reform Joyce Sensmeier, vice president of informatics at the Healthcare Information and Management Systems Society (HIMSS), presents the Technology Informatics Guiding Education Reform (TIGER) initiative that is aimed at educating nurses on new digital technologies. This podcast also highlights the organizational accomplishments and future informatics goals of the TIGER initiative.
To access the podcast, scroll through the page linked above to find Episode #15. American Medical Informatics Association. (2011). Video Library 1: Nursing informatics pioneers. Retrieved from http://www.amia.org/programs/working-groups/nursing-informatics/history-project/video-library-1 The AMIA developed a Nursing Informatics History Project, aimed at documenting and preserving the history of nursing informatics. This project consists of two video libraries. Video Library 1 portrays the viewpoints and accomplishments of those recognized as pioneers in the informatics field.
Optional Resources for NURS 8210N-1 Week 1 Assignment: Application 1 – Nursing Informatics Pioneers
Gugerty, B. Delaney, C. (August, 2009). Technology Informatics Guiding Educational Reform (TIGER). TIGER Informatics Competencies Collaborative (TICC) Final Report. Retrieved from http://tigercompetencies.pbworks.com/f/TICC_Final.pdf Technology Informatics Guiding Education Reform (TIGER). (n.d.). Evidence and Informatics Transforming Nursing: 3-Year Action Steps toward a 10-Year Vision. Retrieved from http://www.aacn.nche.edu/education-resources/TIGER.pdf
Rubric Detail – NURS 8210N-1 Week 1 Assignment: Application 1 – Nursing Informatics Pioneers
Select Grid View or List View to change the rubric’s layout.
| Exemplary | Proficient | Sufficient | Developing | |
|---|---|---|---|---|
| Discussion Postings and Responses |
4 (100%) – 4 (100%)
• Discussion postings and responses are responsive to the requirements of the Discussion instructions and are posted by the due date.
• Discussion postings and responses significantly contribute to the quality of interaction by providing rich and relevant examples, applicable research support, discerning ideas, and/or stimulating thoughts/probes and are respectful when offering suggestions, constructive feedback, or opposing viewpoints.
• Discussion postings and responses demonstrate an in-depth understanding of concepts and issues presented in the course (e.g., insightful interpretations or analyses, accurate and perceptive parallels, and well-supported opinions) and are well supported, when appropriate, by pertinent research.
• Discussion postings and responses provide evidence that the student has read and considered a sampling of colleagues’ postings and synthesized key comments and ideas, as applicable.
|
3 (75%) – 3 (75%)
• Discussion postings and responses are responsive to the requirements of the Discussion instructions and are posted by the due date.
• Discussion postings and responses contribute to the quality of interaction by providing examples, research support when appropriate, ideas, and/or thoughts/probes, and are respectful when offering suggestions, constructive feedback, or opposing viewpoints. • Discussion postings and responses demonstrate some depth of understanding of the issues and show that the student has absorbed the general principles and ideas presented in the course, although viewpoints and interpretations are not always thoroughly supported.
• Discussion postings and responses provide evidence that the student has considered at least some colleagues’ postings and synthesized some key comments and ideas, as applicable.
|
2 (50%) – 2 (50%)
• Discussion postings and responses are posted by the due date but are not always responsive to the requirements of the Discussion instructions.
• Discussion postings and responses do little to contribute to the quality of interaction or to stimulate thinking and learning.
• Discussion postings and responses demonstrate a minimal understanding of concepts presented, tend to address peripheral issues, and, although generally accurate, display some omissions and/or errors.
• Discussion postings and responses do not provide evidence that the student has considered at least some colleagues’ postings or synthesized at least some key comments and ideas, as applicable.
|
0 (0%) – 1 (25%)
• Discussion postings and responses are posted past the late deadline, defined as 11:59 p.m. on the due date, and/or do not address the requirements of the Discussion instructions.
• Discussion postings and responses do not contribute to the quality of interaction or stimulate thinking and learning.
• Discussion postings and responses do not demonstrate an understanding of the concepts presented in the course, and/or do not address relevant issues, and/or are inaccurate and contain many omissions and/or errors.
• Discussion postings and responses do not provide evidence that the student has read or considered colleagues’ postings, as applicable.
NURS 8210N-1 Week 1 Assignment: Application 1 – Nursing Informatics Pioneers
|
| Total Points: 4 |
|---|