Discussion: Interaction Between Nurse Informaticists and Other Specialists
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2. Attached 3 articles – resources provided by school
3. Rubric
*
*THIS
DISCUSSION IS DIVIDE IN TWO PARTS
–
0
.
MAIN DISCUSSION POST BY TUESDAY 03/
16
/2021 BEFORE 8
:
00 PM EST
0.
TWO REPLIES BY FRIDAY 03/
19
/2021 BEFORE 8:00 PM EST
Discussion: Interaction Between Nurse Informaticists
and
Other Specialists
Nature offers many examples of specialization and collaboration. Ant colonies and bee hives are but
two examples of nature’s sophisticated organizations. Each thrives because their members specialize
by tasks
,
divide labor, and collaborate to ensure food,
safety, and general well
–
be
in
g of the colony or
hive.
Of course, humans don’t fare too badly in this regard either. And healthcare is a great example. As
specialists in the collection, access, and application of data,
nurs
e informaticists collaborate with
specialists on a regular basis to ensure that appropriate data is available to make decisions and take
actions to ensure the general well
–
being of patients.
In this Discussion, you will reflect on your own observations of and/or experiences with informatic
ist
collaboration. You will also propose strategies for how these collaborative experiences might be
improved.
To Prepare:
·
Review the Resources and reflect on the evolution of nursing informatics from a science to a
nurs
ing specialty.
(Review attached articles
–
Resources)
References
Mosier, S. , Roberts, W. D. & Englebright, J. (2019). A Systems
–
Level Method for Developing
Nursing
Informatics
Solutions. JONA: The Journal of Nursing Administration, 49(11), 543
–
548. doi:
10.1097/NNA.00
00000000000815
.
References
Alexander, S., Ng, Y. C., &
Frith, K. H. (2018). Integration of Mobile
Health
Applications in Health
Information
Technology
Initiatives: Expanding Opportunities for Nurse Participation in
Population Health.
CIN:
Computers,
Informatics,
Nursing,
36
(5), 209
–
21
3.
References
Sipes, C. (2016). Project Management: Essential Skill of Nurse Informaticists.
Studies
in Health Technology and Informatics,
225
, 252
–
256.
·
Consider your experiences with nurse Informaticists
or technology
specialists within your
healthcare organization.
Discussion
Instructions
:
1.
Post a
description of experiences or observations about how nurse informaticists and/or data
or technology
specialists interact with other professionals within your
healthcare organization.
2.
Suggest at least one strategy on how these interactions might be
improved.
3.
Be specific and provide examples.
4.
Then, explain the impact you believe the continued evolution of
nursing informatics as a
specialty and/or the continued emergence of new technologies might have on professional
interactions.
*
*APA
7**
**At least 3 references**
**THIS DISCUSSION IS DIVIDE IN TWO PARTS
–
1.
MAIN DISCUSSION POST BY TUESDAY 03/
16
/2021 BEFORE 8:00 PM EST
2.
TWO REPLIES BY FRIDAY 03/
19
/2021 BEFORE 8:00 PM EST
Discussion: Interaction Between Nurse Informaticists and Other Specialists
Nature offers many examples of specialization and collaboration. Ant colonies and bee hives are but
two examples of nature’s sophisticated organizations. Each thrives because their members specialize
by tasks, divide labor, and collaborate to ensure food,
safety, and general well
–
being of the colony or
hive.
Of course, humans don’t fare too badly in this regard either. And healthcare is a great example. As
specialists in the collection, access, and application of data, nurse informaticists collaborate with
specialists on a regular basis to ensure that appropriate data is available to make decisions and take
actions to ensure the general well
–
being of patients.
In this Discussion, you will reflect on your own observations of and/or experiences with informatic
ist
collaboration. You will also propose strategies for how these collaborative experiences might be
improved.
To Prepare:
·
Review the Resources and reflect on the evolution of nursing informatics from a science to a
nurs
ing specialty.
(Review attached articles
–
Resources)
References
Mosier, S. , Roberts, W. D. & Englebright, J. (2019). A Systems
–
Level Method for Developing Nursing Informatics
Solutions. JONA: The Journal of Nursing Administration, 49(11), 543
–
548. doi:
10.1097/NNA.00
00000000000815
.
References
Alexander, S., Ng, Y. C., &
Frith, K. H. (2018). Integration of Mobile Health Applications in Health
Information Technology Initiatives: Expanding Opportunities for Nurse Participation in
Population Health.
CIN:
Computers,
Informatics,
Nursing
,
36
(5), 209
–
213.
References
Sipes, C. (2016). Project Management: Essential Skill of Nurse Informaticists.
Studies
in
Health
Technology
and
Informatics
,
225
, 252
–
256.
·
Consider your experiences with nurse Informaticists or technology specialists within your
healthcare organization.
Discussion
Instructions
:
1.
Post a
description of experiences or observations about how nurse informaticists and/or data
or technology
specialists interact with other professionals within your healthcare organization.
2.
Suggest at least one strategy on how these interactions might be improved.
3.
Be specific and provide examples.
4.
Then, explain the impact you believe the continued evolution of
nursing informatics as a
specialty and/or the continued emergence of new technologies might have on professional
interactions.
*
*APA
7**
**At least 3 references**
**THIS DISCUSSION IS DIVIDE IN TWO PARTS –
1. MAIN DISCUSSION POST BY TUESDAY 03/16/2021 BEFORE 8:00 PM EST
2. TWO REPLIES BY FRIDAY 03/19/2021 BEFORE 8:00 PM EST
Discussion: Interaction Between Nurse Informaticists and Other Specialists
Nature offers many examples of specialization and collaboration. Ant colonies and bee hives are but
two examples of nature’s sophisticated organizations. Each thrives because their members specialize
by tasks, divide labor, and collaborate to ensure food, safety, and general well-being of the colony or
hive.
Of course, humans don’t fare too badly in this regard either. And healthcare is a great example. As
specialists in the collection, access, and application of data, nurse informaticists collaborate with
specialists on a regular basis to ensure that appropriate data is available to make decisions and take
actions to ensure the general well-being of patients.
In this Discussion, you will reflect on your own observations of and/or experiences with informaticist
collaboration. You will also propose strategies for how these collaborative experiences might be
improved.
To Prepare:
Review the Resources and reflect on the evolution of nursing informatics from a science to a
nursing specialty. (Review attached articles – Resources)
References
Mosier, S. , Roberts, W. D. & Englebright, J. (2019). A Systems-Level Method for Developing Nursing Informatics
Solutions. JONA: The Journal of Nursing Administration, 49(11), 543–548. doi:
10.1097/NNA.0000000000000815.
References
Alexander, S., Ng, Y. C., & Frith, K. H. (2018). Integration of Mobile Health Applications in Health
Information Technology Initiatives: Expanding Opportunities for Nurse Participation in
Population Health. CIN: Computers, Informatics, Nursing, 36(5), 209–213.
References
Sipes, C. (2016). Project Management: Essential Skill of Nurse Informaticists. Studies in Health
Technology and Informatics, 225, 252–256.
Consider your experiences with nurse Informaticists or technology specialists within your
healthcare organization.
Discussion Instructions:
1. Post a description of experiences or observations about how nurse informaticists and/or data
or technology specialists interact with other professionals within your healthcare organization.
2. Suggest at least one strategy on how these interactions might be improved.
3. Be specific and provide examples.
4. Then, explain the impact you believe the continued evolution of nursing informatics as a
specialty and/or the continued emergence of new technologies might have on professional
interactions.
**APA 7**
**At least 3 references**
Project Management: Essential Skill of
Nurse Informaticists
Carolyn SIPES1
Chamberlain College of Nursing, NI Research Team
National Management Offices, 3005 Highland Parkway, Downers Grove, IL 60515
Abstract: With the evolution of nursing informatics (NI), the list of skills has
advanced from the original definition that included 21 competencies to 168 basic
competencies identified in the TIGER-based Assessment of Nursing Informatics
Competencies (TANIC) and 178 advanced skills in the Nursing Informatics
Competency Assessment (NICA) L3/L4 developed by Chamberlain College of
Nursing, Nursing Informatics Research Team (NIRT). Of these competencies,
project management is one of the most important essentials identified since it
impacts all areas of NI skills and provides an organizing framework for
processes and projects including skills such as design, planning, implementation,
follow-up and evaluation. Examples of job roles that specifically require project
management skills as an essential part of the NI functions include management,
administration, leadership, faculty, graduate level master’s and doctorate practicum
courses. But first, better understanding of the NI essential skills is vital before
adequate education and training programs can be developed.
Keywords: nursing informatics, project management, education, essentials,
TANIC, TIGER, NICA-L3/L4
1. Introduction: History and Definitions
In today’s high-tech world, expectations of the healthcare industry is that nurses will
have informatics competencies including project management skills which are critical
for improved quality outcomes and safety for patients. This is not only true for nurses
in graduate courses, clinical practice management roles but administrative and other
leadership roles as well. The expectation is that all of these roles as well as others
described below will bring well-developed skills to the job.
Nursing Informatics (NI) has evolved beyond the definition of data management
defined early on by Staggers, Gassert, and Curran [1] but is still considered by many as
the primary and only skill of a nursing informaticist. Today, the American Nurses
Association’s (ANA) expanded definition of NI suggests that, “Nursing Informatics
(NI) is the specialty that integrates nursing science with information and analytical
sciences to identify, define, manage and communicate data, information, knowledge
and wisdom in nursing practice. NI supports nurses, consumers, patients, the
interprofessional healthcare team, and other stakeholders in their decision- making
in all roles and settings to achieve desired outcomes.” (p. 1-2) [2].
1 Corresponding author: Dr. Carolyn Sipes, PhD, CNS, APN, PMP, RN-BC; Chamberlain College of Nursing,
Downers Grove IL. National Management Offices, 3005 Highland Parkway, Downers Grove, IL 60515;
email: csipes@chamberlain.edu
Nursing Informatics 2016
W. Sermeus et al. (Eds.)
© 2016 IMIA and IOS Press.
This article is published online with Open Access by IOS Press and distributed under the terms
of the Creative Commons Attribution Non-Commercial License.
doi:10.3233/978-1-61499-658-3-
252
252
mailto:csipes@chamberlain.edu
In order to meet the Institute of Medicine (IOM) mandate of developing the
nursing workforce of 2020, we must provide a mechanism to first assess and
understand competencies/skills needed by the workforce [3]. While project
management as NI skills are more the expectation of healthcare providers and nursing
leadership, there remains a lack of understanding of what these are and how they are an
essential competency of NI. McGonigle, Hunter, Sipes, and Hebda, suggest that even
today “there is a lack of understanding of exactly what nursing informatics is in the
way of skills needed or how they can and should be applied to practice” [4].
Presently, NI has a much broader definition, evolved from the 21 essential
competencies defined by Staggers, et al., to 167 basic skills defined in the TIGER-based
Nursing Informatics Competencies (TANIC) developed by Hunter, McGonigle, and
Hebda, and the 178 advanced items in the Nursing Informatics Competency Assessment
(NICA) – L3/L4 self-assessment tools developed by McGonigle, Hunter,, Hebda, and Hill
[1,6,7,10]. Chamberlain College of Nursing, Nursing Informatics Research Team (NIRT)
(Hunter, et.al, 2014) developed expertise designing competency skill-assessment
instruments as well as conducting research studies on competency utilization, and as
such, has implemented the tools for students to self-assess skills in the NI courses [7].
The ANA (2015) Nursing Informatics Scope and Standards outlined above
clearly defines specialty of NI as the skill to integrate sciences into nursing practice using
skills to “identify, define, manage and communicate data, information, knowledge …
(p.1-2).” The standards further suggest that NI supports judgments in all positions,
functions and settings; the support is achieved through the use of information constructs
and information methods and practices – attributes of a NI. [2] Although the skills are
now attributed to NI, historically these were originally defined as concepts of project
management defined by the engineering community in the 1950s.
Sipes references the history of project management through an article by Cleland
and Gareis, who relate that “…in the 1950s, project management was formally
recognized as a distinct contribution arising from the management discipline” (pp. 1–4)
[8, 9]. Sipes further discusses how engineering, at the forefront of project management,
has become a “key management strategy in large corporations, such as IBM, and more
recently, in healthcare, where there is a need to put formalized structure and
management to organizational tasks” (p.12). Sipes adds that nurses “….use a structured
approach when providing care to patients such as the nursing process. Patient care
management requires an organizational framework—processes similar to those used in
project management are used to manage patient care” (p.12) [8].
The three larger categories, defined in the tools, TANIC and NICA-L3/4, discussed
above, are computer, informatics knowledge, and informatics skills. The skill sets have
been extended to include major subcategories as systems integration, selection and
maintenance, quality improvement, data terminologies, impact analysis,
privacy/security, systems input/output, usability, data mining and structures and project
management.
Project management is one of the largest but least understood essentials of the NI
knowledge and skill set. It includes five major steps: Design/Initiation, Plan,
Implementation, Monitor/Control and Evaluation/Lessons Learned
In the discussion below, methods of how the tools, TANIC and NICA – L3/L4, are
applied in Chamberlain’s graduate courses to self-assess the NI students current skills on
four levels including the project management skills. As more information is shared, such
as in American Association of Colleges of Nursing (AACN) webinars presented by
Chamberlain NIRT, the competency self-assessment tools are being requested by
C. Sipes / Project Management: Essential Skill of Nurse Informaticists 253
healthcare leadership to integrate into job roles and requirements. More detail of project
management attributes applicable in job roles and requirements is presented below.
Many of the same project management attributes are also required for graduate students
as they develop and implement practicum projects as the master’s and doctoral levels.
2. Method
The methods to self-assess NI skills were implemented by Chamberlain in the
graduate NI specialty track in order for the faculty to better understand student skill
needs, As faculty analyze students’ results, they can determine gaps/needs in skill sets.
Then based on analysis of the information, curricula are developed to mitigate gaps
in skill levels needed by students and most importantly, as they enter the 2020
workforce. The model used in graduate courses is discussed below. Employing this
process further enhances the practicum experiences as it provides an organizational
framework in which to work.
2.1 Utilization of information from analysis
The NI competency self-assessment tools add clarity and specificity to better
understand exactly what skills are required as awareness of project management (PM)
skills become more evident. To determine NI skill levels in graduate student population
at Chamberlain, the TANIC and NICA – L3/L4 tools are integrated into master’s level
core courses. Students self-assess skills beginning the program and then again at the
end of their master’s graduate practicums. The application of project management
skills are fully implemented in the two Chamberlain graduate NI specialty practicums –
I and II. Students are required to apply skills as they develop and plan a project in
Practicum I, then implement and evaluate projects at a clinical site in Practicum II, thus
utilizing PM skills developed during practicums. These same skills are required in most
job roles in healthcare. They learn to apply skills which are needed to be successful in
both the practicums and their “real-world” projects.
3. Results
Feedback from students at the end of their practicums emphasizes the success of this
model as students realize the value of the skills they just implemented at a healthcare
site on an actual project. Now, they say they would not only use these skills in their job
roles but see how they can use them when managing everyday tasks. Today, project
management skills are more recognized as a need. The organizing framework of project
management is applicable in graduate level practicums, clinical practice, healthcare
administration and leadership. Below are examples of some of the roles that require
project management skills today.
3.1 Project Management as an essential skill of NI
National organizations discussed above deliberate how nursing leaders must have
computer and informatics knowledge and skills in order to be effective in their roles.
C. Sipes / Project Management: Essential Skill of Nurse Informaticists254
The skills discussed are project management competencies as well as others in
informatics. Yet, according to McGonigle, Hill, Hunter, Sipes, and Hebda, “trying to
reach the goals set forth by these organizations has been hindered by a lack of
procedures and assessments available for determining nurses’ informatics
competencies- what they actually require in order to be competent in their job roles” [4,
pp. 104-112]. The project management skills of NI can be applied universally in many
settings and job roles. Students developing projects for their practicums or research
studies and everyday tasks would benefit from a more formalized structure and
organization.
According to Sipes the partial list of project management skills and competencies
includes such tasks as: development/implementation of work plans,
design/development of systems, function as lead/project manager in all phases of the
systems life cycle, and development and implementation of all organizational
documents required as a project manager to successfully manage a project [8, pp.143-
158]. Examples of specific project management skills listed above are seen in
advertised job descriptions as well as graduate level courses, including those for the
role of nurse administrators, such as nurse executives (NE), nurse managers, nurse
practitioners (NP), clinical nurse specialists (CNS), informatics nurse specialist (INS),
chief nurse informatics officer (CNIO), chief nursing officer (CNO), and doctor of
nursing practice (DNP) student in the final practicum before graduation.
The project management skills needed by the NP and CNS are important in order
to set up and manage clinics and for a DNP graduate project. An INS would need the
skills above to support an electronic medical record (EMR) implementation and
informatics skills to perform system/workflow analysis for a new computer system.
4. Discussion
National organizations such as those previously discussed – the IOM, ANA and others
– identified a need to develop knowledge and skills including more advanced education
of the nursing workforce of 2020. Yet skill sets needed to provide better, safer patient
care and outcomes are sorely lacking. For example, some think that having the skill to
develop a slide presentation is the only “real” skill needed that qualifies as both an
informatics and PM skill. Or that data collection and analysis fulfills the job
descriptions for project management and informatics.
We must assess and understand current competencies/skills, then address gaps in
education by developing more relevant curricula that will meet needs of the workforce for
2020. To that point, McGonigle, Hunter, Sipes, and Hebda, suggest that even today
“there is a lack of understanding of exactly what nursing informatics is in the way of
skills needed or how they can and should be applied to practice” [4].
C. Sipes / Project Management: Essential Skill of Nurse Informaticists 255
4.1 Need to inform and empower
Today, to be a NI no longer requires just the skills to manage data and databases as
previously discussed. It requires much more and has evolved to nearly 200 advanced
skills – now more than ever expected by healthcare provider and organizational
leadership as well as masters and doctoral level students and faculty. One of the most
essential skills is project management. Education programs must be established that
meet the needs of nurses to develop these skills, as well as empower them to enhance
their practices.
5. Acknowledgements
A special thank you to Chamberlain College of Nursing faculty support from Drs. Toni
Hebda, Dee McGonigle, Kathleen Hunter, Taryn Hill, and colleague Jean Lamblin.
References
[1] N. Staggers, C . Gassert, & C. Curran, Informatics competencies for nurses at four levels of practice.
Journal of Nursing Education, 40 (7) (2001) 303-16.
[2] American Nurses Association Nursing informatics: Scope and standards of practice; p.1 -2 (2nd Ed.).
(2015). Silver Spring, MD: Author.
[3] Institute of Medicine (IOM): The Future of Nursing: Leading Change, Advancing Health.
Committee on the Robert Wood Johnson Foundation initiative on the future of nursing, at the
institute of medicine. (2010), Retrieved from http:wwwthefutureofnursing.org. p.140.
[4] D. McGonigle, K. Hunter, C. Sipes, & T. Hebda, Why nurses need to understand nursing
informatics, AORN Journal, September, (2014).100 (3).
[5] K. Hunter, D. McGonigle, & T. Hebda The integration of informatics content in baccalaureate and
graduate nursing education: A status report. Nurse Educator, 38(3):(2013).110 -113.doi:
10.1097/NNE.0b013e31828dc292
[6] D. McGonigle, K. Hunter, T. Hebda, & T. Hill, Self-Assessment of Level 3 and Level 4 NI
Competencies Tool Development. (2014) Retrieved from http://himss.files.cms-
plus.com/FileDownloads/Self- Assessment .
[7] Hunter, K., McGonigle, D., T. Hill, T. Hebda, & C. Sipes Self-Reported Assessment of Basic and
Informatics Specialist/Innovator Nursing Informatics Competencies: TANIC© and NICA L3/L4©.
Nursing Informatics Today, 29 (2), (2014). 4-6.
[8] C. Sipes, Project Management for the Advance Practice Nurse, Springer, New, York, September;
(2016) (p.12, 113).
[9] D. Cleland & R. Gareis, R. Global project management handbook; (2006) (pp.1-4). New York, NY;
McGraw- Hill Professional.
[10] T. Hill, D. McGonigle, K. Hunter, C. Sipes, & T. Hebda An instrument for assessing advanced
nursing informatics competencies. Journal of Nursing Education and Pra ctice, 4 (7), (2014) 104.
C. Sipes / Project Management: Essential Skill of Nurse Informaticists256
http://himss.files.cms-plus.com/FileDownloads/Self-Assessment
http://himss.files.cms-plus.com/FileDownloads/Self-Assessment
http://himss.files.cms-plus.com/FileDownloads/Self-Assessment
Copyright of Studies in Health Technology & Informatics is the property of IOS Press and its
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copyright holder’s express written permission. However, users may print, download, or email
articles for individual use.
Author Affiliations: Vice President and Assistant Chief Nurse
Executive (Dr Mosier), Vice President of Care Delivery and Perfor-
mance (Dr Roberts), and Senior Vice President and Chief Nurse
Executive (Dr Englebright), HCA Healthcare, Nashville Tennessee.
The authors declare no conflicts of interest.
Correspondence: Dr Englebright, HCA Healthcare, One Park
Plaza, Nashville, TN 37203 (Jane.Englebright@hcahealthcare.com).
DOI: 10.1097/NNA.0000000000000815
JONA � Vol. 49, No. 11 � November 2019
Copyright © 2019 Wolters Kluw
JONA
Volume 49, Number 11, pp 543-
548
Copyright © 2019 Wolters Kluw
er H
ealth, Inc. All rights reserved.
T H E J O U R N A L O F N U R S I N G A D M I N I S T R A T I O N
A Systems-Level Method for Developing
Nursing Informatics Solutions
The Role of Executive Leadership
Sammie Mosier, DHA, MA, BSN, NE-BC, CMSRN, BC
Wm. Dan Roberts, PhD, RN, ACNP
Jane Englebright, PhD, RN, CENP, FAAN
Nursing leadership can play an essential role in the de-
velopment of nursing informatics solutions by virtue of
their broad understanding and oversight of nursing
care. We describe a systems-level method for creating
nursing informatics solutions with clearly defined struc-
ture and leadership from nursing executives. Based on
the guiding principles of clear lines of responsibility,
respect for expertise, and commitment to project
aims, this allows nursing executive leadership to orga-
nize, set up, and own the development of nursing infor-
matics solutions.
Data about nursing care have become a critical com-
ponent of operational and patient care decisions.
These data can potentially affect the productivity, ef-
ficiency, performance, effectiveness, cost, and value
of nursing care when properly collected and used.
The management and processing of data into knowl-
edge for use in nursing practice have become an im-
portant specialty within the last decade.1
Nurse executives are dependent on data for effec-
tive decision making. The American Organization of
Nurse Leaders has identified essential competencies
in informatics that are necessary for effective leader-
ship of this technology and data-informed environ-
ment.2 In the age of big data, nurse executives are
responsible for creation of the framework that allows
for nurses and other experts to apply their knowledge,
er H
such as through the creation of a data culture, the de-
velopment of data competencies, and the establish-
ment of data infrastructure.3
Together, nurse executives and nurse informaticists
are forging new solutions to improve nursing processes
and patient care. The challenge is in determining how
best to coordinate the efforts of subject matter experts
from nursing, informatics, and information technol-
ogy to design, develop, and deploy solutions to very
complex problems. Nursing leadership is well poised
to influence these processes by virtue of their broad
understanding and oversight of nursing care. While
not usually engaged in the development of nursing in-
formatics solutions, we propose that executive leader-
ship is necessary to this process.
Here we discuss our development of a systems-level
method, with clearly defined structure and leadership
from nursing executives, to create nursing informatics
solutions that enhance patient care. This article will
describe the method and provide case examples of
2 successful applications.
Methods
This project was conducted within a large network of
hospitals with affiliated facilities across the United States
and United Kingdom. The goal was to develop a method
for aligning leadership, clinical experts, informaticists,
and information technology experts to design, develop,
and deploy nursing informatics solutions.
The chief nurse executive (CNE) developed the
framework to harmonize the work efforts of dispa-
rate groups of clinical and informatics experts that
were necessary to design, develop, and deploy nursing
informatics solutions. The framework was based on
3 guiding principles: clear lines of responsibility and
543
ealth, Inc. All rights reserved.
mailto:Jane.Englebright@hcahealthcare.com
authority, respect for each type of expertise necessary
to the project, and clear commitment to the aims of
the project.
Figure 1 depicts the structure. Clear lines of re-
sponsibility consisted of dedicated leadership for each
component of the process, starting with executive spon-
sorship and guidance. A steering committee of nurs-
ing executives set the vision, objectives, scope, and
guiding principles. The steering committee served as
a resource for the other teams and an arbitrator of
disputes between conflicting priorities. Teams of con-
tent experts and end-users were tasked with defining
good practice and ideal workflow to generate tech-
nology requirements. Technical experts were charged
with designing the technology solutions that could meet
requirements, support the workflow, present content
optimally, and incorporate decision support when pos-
sible. The clinical and technical teams work iteratively
to develop and test aspects of the proposed solution.
Subject matter experts provided critical input on
regulatory requirements, answering questions and
providing audit and review services. Project manage-
ment resources ensured the appropriate flow of decisions
and work products among the teams in the appropriate
sequence and ensured that any issues were escalated
to the steering committee expeditiously.
Respect for different types of expertise ensured
that each of the above responsible parties was able to
operate fully within their area of expertise. Technical
experts deferred to clinicians on content and workflow.
Clinical experts deferred to informatics experts on the
Figure 1. Structure.
544
Copyright © 2019 Wolters Kluwer
best way to design input and output and the use of de-
cision support. Regulatory experts deferred to clinical
experts on content and workflow while providing
guidance on regulatory requirements, including eval-
uation of the final product.
Commitment to the vision and guiding principles
established by the steering committee was a require-
ment for all colleagues participating in the project. A
clearly articulated set of guiding principles was used
in each work session to guide team members as they
designed, developed, and deployed the new solution.
Final success was measured on how well the solution
adhered to these guiding principles.
This framework was used to develop 2 distinct
nursing informatics solutions within a large hospital
system: Evidence-Based Clinical Documentation (EBCD)
and the Nursing Data Portal (NDP). These informat-
ics solutions were designed to meet the operational
goals of: 1) minimizing nursing documentation into
an evidence-based story of the patient; 2) creating a
more useful and usable patient-centric record that
guides and informs the provision of safe, effective,
and efficient care by the interdisciplinary team; and
3) rendering standardized and normalized data for
the purpose of performance visibility and evaluation
of nursing care of individuals and population at both
the process and outcome levels. Through adherence
to the framework, the resulting informatics solutions
constructed to contribute to the healthcare learning
environment through the continuous generation of
knowledge and feedback to clinical practice.
JONA � Vol. 49, No. 11 � November 2019
Health, Inc. All rights reserved.
Results
Evidence-Based Clinical Documentation
In the development of EBCD, clear lines of responsi-
bility began with the chief nursing officer (CNO) Coun-
cil (Figure 2). The CNO Council served as the steering
committee for EBCD, overseeing the progress of the
project teams. This group served as a champion of
the organization’s nursing agenda and provided guid-
ance and input into decisions related to patient care,
including operational issues and prioritization of clin-
ical projects. The CNO Council defined the guiding
principles for the process and product, ensured adher-
ence to the overall vision, and acted as an arbitrator
of conflicting viewpoints.
The Content Team was led by clinical leaders and
included ad hoc committees of clinical experts orga-
nized by specialty. Each ad hoc committee focused
on the specific tasks and questions relevant to their
area of expertise. Clinical experts with current patient
care experience were able to define the data flow
needed to support the previously developed ideal
workflows,4 use evidence reviews to develop content,
and identify the desired decision support.
Development of the decision support, creation of
a style guide, and review of existing screen designs
were the responsibility of technical experts. Regula-
tory subject matter experts addressed questions about
regulatory compliance, billing compliance, and risk
management and performed on-site assessment for
regulatory compliance. Throughout the entire process,
Figure 2. Evidence-based practice clinical documentation proje
JONA � Vol. 49, No. 11 � November 2019
Copyright © 2019 Wolters Kluwer H
the project management team managed to timeline,
maintained communication, designed implementa-
tion and education strategies, and assisted the collab-
oration between teams to resolve issues.
With the clear lines of responsibility defined and
respect for expertise established, the development of
EBCD progressed in alignment with the vision for this
project. The overall vision for this project was to cre-
ate a patient-centric record that guides and informs
the provision of safe, effective, and efficient care by
the interdisciplinary team and produces data to valu-
ate care of individual and population of care (Figure 3).
To achieve this vision, guiding principles were devel-
oped in regard to design and content.
The guiding principles of EBCD design were es-
tablished to ensure that the final product enhanced
and supported the process of patient care documenta-
tion, such as strict adherence to the style guide for
consistency and alignment with the previously defined
ideal workflows.4 The guiding principles of EBCD
content ensured that documentation entered through
this system would be meaningful to patient care or
necessary for regulatory or billing requirements and
that the resulting documentation would support the
ethical and competent clinician.
Nursing Data Portal
In the development of the NDP, the steering commit-
tee consisted of the CNO Council with representation
from CNEs and unit directors, the 2 primary end-
users for the product. Responsibility for content was
ct team.
545
ealth, Inc. All rights reserved.
Figure 3. Flow of information for patient centric record.
designated to corporate clinical leaders and data
owners. Technical responsibility was shared between
the nursing analytics, data science, and information
technology teams. Other defined responsibilities were
assigned to subject matter expert teams, including pa-
tient experience, human resources, and financial and
executive leaders. Strong project management pro-
cesses facilitated the iterative flow of decisions and
tool development (Figure 4).
The focused expertise of these teams was key to
the success of this project. The steering committee iden-
tified 4 domains of performance (clinical outcomes,
patient experience, efficiency, and nursing engage-
ment) and provided final approval of the indicators
that would be used in the completed product. Techni-
cal experts were the backbone of all the data needs for
the final project. They created the data visualization
plan, transformed data to usable scoring methods,
harmonized time frames from disparate data sources,
Figure 4. Nursing data portal project team.
546
Copyright © 2019 Wolters Kluwer
and aligned the data to other reports with the same
metrics. The various subject matter experts suggested
common metrics that were to be included in the final
product. These teams also validated all data post-
transformation prior to the creation of data visualiza-
tions. In essence, the subject matter experts verified
the work of the technical experts before any data were
released for viewing. Project management team mem-
bers designed the implementation and education strate-
gies for this project and also managed communication
and issue resolution among the teams to meet the pro-
ject timeline goals.
With the clear lines of responsibility established
and experts assembled for the various project compo-
nents, the development of the NDP progressed toward
its singular unifying vision: one common platform for
sharing nursing performance data (Figure 5). Through
the careful design of source system screens and data
pathways and requirements, nursing performance
JONA � Vol. 49, No. 11 � November 2019
Health, Inc. All rights reserved.
Figure 5. Platform to share nursing performance data.
metrics from multiple systems could be concisely
displayed on 1 page for maximum accessibility. The
vision of the NDP was achieved through adherence
to the guiding principle of easily understood data
and visualizations.
Discussion
Through the creation of a systems-level framework
that clearly defined responsibility, roles, and vision,
we successfully designed and implemented 2 large-
scale nursing informatics solutions. These informatics
solutions were different from each other—1 clinically
focused and 1 focused on leadership—but were built
upon the same systems-level framework. In this method,
there was a clearly defined role and responsibility for
nursing executive leadership from the beginning of
the project to the end.
Multiple contemporaneous articles have demon-
strated the supportive role of nursing leadership and
informatics.5,6 Specific leadership roles, such as chief
nursing informatics officers and nursing informatics
executives, have emerged as central to the support of
transformation and the use of appropriate technology
solutions in clinical practice.7,8 Outside these specific
roles, there is a need for nurse leaders, including CNEs,
to have knowledge about informatics and its role in
patient care.9 Nurse leaders should be allowed oppor-
tunities to both gain these competencies and apply
their knowledge to decision making regarding infor-
matics system and nursing care.9-11
Our systems-level method demonstrates the role
of specific leadership in guiding the ideation, design,
development, data mapping and visualization, and
application of the products developed during the in-
formatics and technology life cycle. Each of these
JONA � Vol. 49, No. 11 � November 2019
Copyright © 2019 Wolters Kluwer H
components is integral to the functionality, adoption,
and use of the final solution. Nursing executive lead-
ership must not only develop a clear structure, time-
line, and goals for the entire process but also provide
valuable insight into product development. This lead-
ership contributed to the effectiveness of these solu-
tions as part of the continuous feedback loop within
a learning healthcare environment. The knowledge and
understanding of clinical practice gained through these
solutions can be applied to subsequent applications
and efforts to refine and innovate within nursing care.
Furthermore, our method maximizes the exper-
tise of those most knowledgeable about individual
components. The clarity of roles ensured that critical
input was provided by the appropriate team mem-
bers. For instance, technical experts and informatics
professionals focused on the best way to design input
and output and the use of decision support while cli-
nicians were responsible for content and workflow.
An added benefit of this method is improved adop-
tion of the resulting solutions. Leadership engagement is
a key component of implementation processes.12-14 In
our method, leadership are engaged early and often in
the design process, ensuring that the solutions also met
the needs of leaders. Leadership engagement allowed
for local needs and workflow considerations to be in-
corporated into the design, improving end-user uptake.
In summary, we have developed a systems-level
method that allows nursing executive leadership to
organize, set up, and own processes related to the de-
velopment nursing informatics solutions. Our organi-
zation has used this structure for several projects with
positive results. Use and adaptation of the strategies
of this method may offer a way for nursing leadership
to guide and influence future solutions.
References
1. Murphy J. Nursing informatics: the intersection of nursing, com-
puter, and information sciences. Nurs Econ. 2010;28(3):204-207.
2. American Organization of Nurse Executives. AONE Nurse
Executive Competencies. Chicago, IL: AONE; 2015. https://
www.aonl.org/sites/default/files/aone/nurse-executive-
competencies . Accessed July 25, 2019.
3. Englebright J, Caspers B. The role of the chief nurse executive in
the big data revolution. Nurse Lead. 2016;14(4):280-284.
547
ealth, Inc. All rights reserved.
https://www.aonl.org/sites/default/files/aone/nurse-executive-competencies
https://www.aonl.org/sites/default/files/aone/nurse-executive-competencies
https://www.aonl.org/sites/default/files/aone/nurse-executive-competencies
4. Mosier S, Englebright J. The first step toward reducing docu-
mentation: defining ideal workflows. Comput Inform Nurs.
2019;37(2):57-59.
5. Remus S. The big data revolution: opportunities for chief nurse
executives. Nurs Leadersh. 2016;28(4):18-28.
6. Liebe JD, Hüsers J, Hübner U. Investigating the roots of suc-
cessful IT adoption processes—an empirical study exploring the
shared awareness-knowledge of directors of nursing and chief in-
formation officers. BMC Med Inform Decis Mak. 2016;16:10.
7. Institute of Medicine. The Future of Nursing: Leading Change,
Advancing Health. Washington, DC: The National Academies
Press; 2010.
8. Hussey PA, Kennedy MA. Instantiating informatics in nursing
practice for integrated patient centred holistic models of care:
a discussion paper. J Adv Nurs. 2016;72(5):1030-1041.
9. Simpson RL. Chief nurse executives need contemporary infor-
matics competencies. Nurs Econ. 2013;31(6):277-287; quiz 2887.
10. Healthcare Information and Management Systems Society
(HIMSS). Transforming Nursing Practice Through Technology
The Journal of Nursi
Instructions f
Instructions for Authors can be f
below. To ensure that your manu
with new submission procedures
document carefully before manu
manuscripts must be submitted e
system.
Please visit http://JO
548
Copyright © 2019 Wolters Kluwer
and Informatics: A Position Statement. Chicago, IL: HIMSS;
2011. https://www.himss.org/position-statement-transforming-
nursing-through-technology-and-informatics. Accessed July 25,
2019.
11. Oakes M, Frisch N, Potter P, Borycki E. Readiness of nurse ex-
ecutives and leaders to advocate for health information systems
supporting nursing. Stud Health Technol Inform. 2015;208:
296-301.
12. Sandström B, Borglin G, Nilsson R, Willman A. Promoting the
implementation of evidence-based practice: a literature review
focusing on the role of nursing leadership. Worldviews Evid
Based Nurs. 2011;8(4):212-223.
13. Aarons GA, Sommerfeld DH. Leadership, innovation climate,
and attitudes toward evidence-based practice during a state-
wide implementation. J Am Acad Child Adolesc Psychiatry.
2012;51:423-431.
14. Gifford WA, Davies B, Edwards N, Graham ID. Leadership
strategies to influence the use of clinical practice guidelines.
Nurs Leadersh. 2006;19:72-88.
ng Administration
or Authors
ound online at the address
script is in compliance
, you should read this
script preparation. All
lectronically through this
NA.EdMgr.com.
JONA � Vol. 49, No. 11 � November 2019
Health, Inc. All rights reserved.
https://www.himss.org/position-statement-transforming-nursing-through-technology-and-informatics
https://www.himss.org/position-statement-transforming-nursing-through-technology-and-informatics
3/15/2021 Rubric Detail – Blackboard Learn
https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16813466_1&rubric_id=_2258816_1 1/5
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Excellent Good Fair Poor
Name: NURS_5051_Module02_Week03_Discussion_Rubric
EXIT
Grid View List View
3/15/2021 Rubric Detail – Blackboard Learn
https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16813466_1&rubric_id=_2258816_1 2/5
Excellent Good Fair Poor
Main Posting 45 (45%) – 50
(50%)
Answers all
parts of the
discussion
question(s)
expectations
with re�ective
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 re�ective
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 super�cially
addressed.
Is somewhat
lacking
re�ection 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
super�cially
addresses
criteria.
Lacks re�ection
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.
3/15/2021 Rubric Detail – Blackboard Learn
https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16813466_1&rubric_id=_2258816_1 3/5
Excellent Good Fair Poor
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
e�ectively
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
e�ectively
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 e�ective
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
e�ective
professional
communication.
Responses to
faculty
questions are
missing.
No credible
sources are
cited.
3/15/2021 Rubric Detail – Blackboard Learn
https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16813466_1&rubric_id=_2258816_1 4/5
Excellent Good Fair Poor
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
e�ectively
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
e�ectively
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 e�ective
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
e�ective
professional
communication.
Responses to
faculty
questions are
missing.
No credible
sources are
cited.
3/15/2021 Rubric Detail – Blackboard Learn
https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16813466_1&rubric_id=_2258816_1 5/5
Excellent Good Fair Poor
Participation 5 (5%) – 5 (5%)
Meets
requirements
for
participation by
posting on
three di�erent
days.
0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%)
Does not meet
requirements
for participation
by posting on 3
di�erent days.
Total Points: 100
Name: NURS_5051_Module02_Week03_Discussion_Rubric
EXIT
**DE
A
DLINE:
FRIDAY
3/
19
/2021
BY
08:00
PM
EST**
INSTRUCTIONS:
R
e
sp
on
d
t
o
your co
l
le
a
gue,
of
fer
in
g one
or
more
additional
i
nt
eraction
str
at
egies in
support of
the
examples/observations sh
are
d or
by
offering further insight to the thoughts shared
about
the future of these
interactions
.
**Use at le
as
t 2 references**
Name: Evelyn Noe
l
In
teraction
b
et
ween
Nurse
Informatic
is
ts
an
d
Other
Specialists
A
collaborative
approach
is
indispensable
in the
nursing
profession.
Nurses
should
cooperate
with
informatics
and
t
echnology
professional
s
to
guarantee
a
perfect
service
flow
(McGon
igle
&
Mastrian,
2017).
The
interaction
starts
when
a
pati
ent
comes
to a
hospital.
The
receptionist
is the
first
individual
who
handles
client
s
and
leads
them
to the
next
stage
after
retrieving
their
information
.
The
triage
is the
second
and
most
significa
nt
phase.
Here,
an
evaluation
by a
nurse
will
divulge
some
concerns
encompassing
the
urgent
matter
requiring
attention.
A
person’s
blood
pressure,
BMI,
and
sugar
measurements
are
vital.
These
variables
are
monitored
in the triage
before
a
patient
meets
the
doctor
(McGonigle
& Mastrian, 2017).
Recording
of the
outcome
s
occurs
on the
individual’s
file.
In
instances
where
a
facility
is
automated,
the
informaticist
sends
them
directly
to the
doctor.
The
medic
on
duty
evaluates
the client and
sugg
ests
specific
medication,
more
tests,
or
admission
to the
ward.
In
such
a
case,
the nurse
continues
serving
an
admitted
patient
based
on the
doctor’s
guidance.
This
sequence
is the
procedure
use
d
by
patients
every
day
and
needs
teamwork
between the nurse and
other
specialists
to
provide
quality
care.
In
terms
of the concerns about
enhancing
interactions,
technology is
indispensable.
Its
efficient
use
could
hasten
the
procedures
and
reduce
any
need
less
delays
,
which
increase
cost
s
or
cause
death
(Macieria
et
al.,
2017).
Efficient
online
transfer
of patient information will reduce delays
from
admission,
triage,
and
seeing
the doctor. The outcome is perfect service
delivery,
superior
patient
experience,
and cost
decline.
The
sustained
e
volution
of nursing informatics as a
specialty
and the
reduction
of
manual
tasks
shall
guarantee
that
nursing
progress
es
well.
Besides,
professional interactions will
improve
quality,
increased
productivity,
and cost
–
cutting
(Wang
et al.,
2018).
Improved
technology
ensures
the
completion
of
duties
using
less
time
and at the
required
standard.
These
aspects
will cause a
general
enhancement
in
delivering
services
inside
health
organizations.
References
Macieria,
T.,
Smith,
D.,
Davis,
N.,
Yao,
Y.,
Wilkie,
D.,
Lopez,
K.,
&
Keenan,
G.
(2017).
Evidence
of progress in
making
nursing
practice
visible
using
standardized
nursing
data:
A
systematic
review
.
PubMed
Central
(PMC).
Retrieved
March
9,
2021,
from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5977718/
McGonigle, D., & Mastrian, K. (2021). Nursing informatics and the foundation of knowledge. Jones & Bartlett Publishers.
Wang, K. (2018). Byrd, 2018. Wang Y., Kung L., Byrd TA. Big data analytics: Understanding its capabilities and potential benefits for healthcare organizations, Technological Forecasting and Social Change, 126, 3-13.
**DEADLINE:
FRIDAY
3/
19
/2021
BY
08:00
PM
EST**
INSTRUCTIONS:
Respond
to
your colleague, offering one or more additional interaction strategies in
support of the examples/observations shared or by offering further insight to the thoughts shared
about the future of these interactions.
**Use at least 2 references**
Name: Evelyn Noe
l
Interaction
between
Nurse
Informaticists
and
Other
Specialists
A
collaborative
approach
is
indispensable
in
the
nursing
profession.
Nurses
should
cooperate
with
informatics
and
technology
professionals
to
guarantee
a
perfect
service
flow
(McGon
igle
&
Mastrian,
2017).
The
interaction
starts
when
a
patient
comes
to
a
hospital.
The
receptionist
is
the
first
individual
who
handles
clients
and
leads
them
to
the
next
stage
after
retrieving
their
information.
The
triage
is
the
second
and
most
significa
nt
phase.
Here,
an
evaluation
by
a
nurse
will
divulge
some
concerns
encompassing
the
urgent
matter
requiring
attention.
A
person’s
blood
pressure,
BMI,
and
sugar
measurements
are
vital.
These
variables
are
monitored
in
the
triage
before
a
pati
ent
meets
the
doctor
(McGonigle
&
Mastrian,
2017).
Recording
of
the
outcomes
occurs
on
the
individual’s
file.
In
instances
where
a
facility
is
automated,
the
informaticist
sends
them
directly
to
the
doctor.
The
medic
on
duty
evaluates
the
client
and
sugg
ests
specific
medication,
more
tests,
or
admission
to
the
ward.
In
such
a
case,
the
nurse
continues
serving
an
admitted
patient
based
on
the
doctor’s
guidance.
This
sequence
is
the
procedure
used
by
patients
every
day
and
needs
teamwork
between
the
nurse
and
other
specialists
to
provide
quality
care.
In
terms
of
the
concerns
about
enhancing
interactions,
technology
is
indispensable.
Its
efficient
use
could
hasten
the
procedures
and
reduce
any
needless
delays,
which
increase
costs
or
cause
death
(Macieria
et
al.,
2017).
Efficient
online
transfer
of
patient
information
will
reduce
delays
from
admission,
triage,
and
seeing
the
doctor.
The
outcome
is
perfect
service
delivery,
superior
patient
experience,
and
cost
decline.
The
sustained
e
volution
of
nursing
informatics
as
a
specialty
and
the
reduction
of
manual
tasks
shall
guarantee
that
nursing
progresses
well.
Besides,
professional
interactions
will
improve
quality,
increased
productivity,
and
cost
–
cutting
(Wang
et
al.,
2018).
Improved
t
echnology
ensures
the
completion
of
duties
using
less
time
and
at
the
required
standard.
These
aspects
will
cause
a
general
enhancement
in
delivering
services
inside
health
organizations.
References
Macieria,
T.,
Smith,
D.,
Davis,
N.,
Yao,
Y.,
Wilkie,
D.,
Lopez,
K.,
&
Keenan,
G.
(2017).
Evidence
of
progress
in
making
nursing
practice
visible
using
standardized
nursing
data:
A
systematic
review
.
PubMed
Central
(PMC).
Retrieved
March
9,
2021,
from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5977718/
**DEADLINE: FRIDAY 3/19/2021 BY 08:00 PM EST**
INSTRUCTIONS: Respond to your colleague, offering one or more additional interaction strategies in
support of the examples/observations shared or by offering further insight to the thoughts shared
about the future of these interactions.
**Use at least 2 references**
Name: Evelyn Noel
Interaction between Nurse Informaticists and Other Specialists
A collaborative approach is indispensable in the nursing profession. Nurses should cooperate with
informatics and technology professionals to guarantee a perfect service flow (McGonigle & Mastrian, 2017).
The interaction starts when a patient comes to a hospital. The receptionist is the first individual who handles
clients and leads them to the next stage after retrieving their information. The triage is the second and most
significant phase. Here, an evaluation by a nurse will divulge some concerns encompassing the urgent matter
requiring attention.
A person’s blood pressure, BMI, and sugar measurements are vital. These variables are monitored in the
triage before a patient meets the doctor (McGonigle & Mastrian, 2017). Recording of the outcomes occurs on
the individual’s file. In instances where a facility is automated, the informaticist sends them directly to the
doctor. The medic on duty evaluates the client and suggests specific medication, more tests, or admission to the
ward. In such a case, the nurse continues serving an admitted patient based on the doctor’s guidance. This
sequence is the procedure used by patients every day and needs teamwork between the nurse and other
specialists to provide quality care.
In terms of the concerns about enhancing interactions, technology is indispensable. Its efficient use
could hasten the procedures and reduce any needless delays, which increase costs or cause death (Macieria et
al., 2017). Efficient online transfer of patient information will reduce delays from admission, triage, and seeing
the doctor. The outcome is perfect service delivery, superior patient experience, and cost decline.
The sustained evolution of nursing informatics as a specialty and the reduction of manual tasks shall
guarantee that nursing progresses well. Besides, professional interactions will improve quality, increased
productivity, and cost-cutting (Wang et al., 2018). Improved technology ensures the completion of duties using
less time and at the required standard. These aspects will cause a general enhancement in delivering services
inside health organizations.
References
Macieria, T., Smith, D., Davis, N., Yao, Y., Wilkie, D., Lopez, K., & Keenan, G. (2017). Evidence of
progress in making nursing practice visible using standardized nursing data: A systematic
review. PubMed Central (PMC). Retrieved March 9, 2021,
from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5977718/
**DEADL
I
NE:
FRIDAY
3/
19
/2021
BY
08:00
PM
EST**
INSTRUCTIONS:
Resp
o
n
d
t
o
your colle
a
gue
,
of
fer
in
g
on
e
or
more
add
it
ional
interact
ion st
r
at
e
gies in
support of
the
example
s/ob
se
rvations sh
are
d or
by
offering further insight
to
the thoughts shared
about the future of these
interactions
.
**Use at le
as
t 2 references**
Crystal
Alvarez
Top of Form
How
NI
/
tech
no
lo
gy
special
is
ts
interact
with
other
professional
s
Nursing
in
for
matics
are
use
d
ever
y
where
in the
healthcare
industry
(Laureate
Education
,
2018).
Every
nurse
in every
field
uses
a
com
put
er
–
based
so
ftware
program,
e
mai
l
,
an
d
other
technolo
gy
to
compl
et
e
the
ir
daily
task
s
.
The
EHR
is one example of
how
NI interact with other
specialties.
In
order
to
provide
successful
transition
s
in healthcare
there
are
certain
attributes
that
make
that transition
easier,
using
such
technology
as the EHR
and
email are the main
two
components
of
communication
in
many
of the healthcare
situations.
NI
can
accomplish
many
things
in
their
career
,
from
be
ing
a
consultant
for healthcare
database
s
to
starting
their
own
businesses.
Educators,
Nurse
Practitioners,
and
administrators
all
have
relations
on a daily
basis
with
in
form
aticists
(Laureate
Education,
2018).
According
to
McGonigle
&
Mastrian
(2
017),
NI
should
facilitate
all
aspects
of
nursing
to
help
bridge
the
gap
bet
we
en
what
we
know
and what we
do.
True
collaboration
be
tween
staff
can be
shown
in many
patient
outcomes
(McGonigle,
&
Mastrian,
2017).
In
my
career, I have
see
n
the
communication,
or
lack
thereof,
from many of the
different
forms
of
staff.
Specifically
speaking
there is a gap
between
the nursing staff and the nursing informaticists
due
to the
expectations
of
both
.
In my
role
as a
manager
, I
was
able
to see both
side
s.
NI
create
forms and help the
document
ation
screens
in the
EHR.
The staff
nurses
are so
pushed
that
they
forget
the expectations and they
tend
to document the
least
as
possible
on
each
patient.
I have
seen
each side
brought
to
tears
because
of the
lengthy
process
it
takes
to form and put in
place
in the
HER
from the
informatics
side and to the staff nurses
who
have no
time
to
learn
to
tricks
to learn
new
way
s
of
documenting
in their daily tasks.
How to
improve
interactions between staff
One
way to improve the communication between the staff nurse and the informatics nurse is to
simple
place the
managers
of each
unit
in
charge
of the
education
and
enforcement
of
expectations.
According to the
study
conducted
by
Mosier
et
al.
(2
019),
nursing
leaders
are an
important
part
of the process of nursing
informatics.
Nursing leaders provide education and
motivation
to their staff.
Expectations
of their daily
duties
would
include
the
incorporation
of informatics in their daily
work.
By
se
parating
the tasks
into
groups,
the nursing leaders can accomplish the task in a
shorter
amount
of time and more
thoroughly.
Explain
the
impact
of NI and the
continued
use of technology
has
on professional interactions
The
realm
of healthcare is ever
changing,
and the role of the
internet
and
computer
technology
plays
is
quite
powerful.
The rate of
which
the technology has
grown
globally
is
outstanding,
as
noted
by
Ng
et
al.,
2018,
p.
210.
Nurses
will
always
use technology and
thus
the impact of the
growth
is important to
keep
in
mind.
NI and professional
interactions,
as
mentioned
already,
include the career
paths
of
CEO
and database
consultants
at
minimum
(Laureate Education, 2018). The
need
for continued technology
als
o
exists.
Staff
nurses and nursing informaticists can work together to provide greater outcomes in patient care by the use of technology in their daily activities (McGonigle, & Mastrian, 2017).
References:
Laureate Education (Producer). (2018). The Nurse Informaticist [Video file]. Baltimore, MD: Author.
McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.
Mosier, S. , Roberts, W. D. & Englebright, J. (2019). A Systems-Level Method for Developing Nursing Informatics Solutions. JONA: The Journal of Nursing Administration, 49(11), 543–548. doi: 10.1097/NNA.0000000000000815.
Ng, Y. C., Alexander, S., & Frith, K. H. (2018). Integration of Mobile Health Applications in Health Information Technology Initiatives. CIN: Computers, Informatics, Nursing, 36(5), 209–213. https://doi.org/10.1097/cin.0000000000000445
Bottom of Form
**DEADLINE:
FRIDAY
3/
19
/2021
BY
08:00
PM
EST**
INSTRUCTIONS:
Respon
d
to
your colleague
, offering one or more additional interaction strategies in
support of the examples/observations shared or by offering further insight to the thoughts shared
about the future of these interactions
.
**Use at least 2 references**
Crystal
Alvarez
How
NI/technology
special
ists
interact
with
other
professionals
Nursing
informatics
are
used
everywhere
in
the
healthcare
industry
(Laureate
Education,
2018).
Every
nurse
in
every
field
uses
a
computer
–
based
software
program,
email,
and
other
technology
to
complete
the
ir
daily
tasks.
The
EHR
is
one
example
of
how
NI
interact
with
other
specialties.
In
order
to
provide
successful
transitions
in
healthcare
there
are
certain
attributes
that
make
that
transition
easier,
using
such
technology
as
the
EHR
and
email
are
the
mai
n
two
components
of
communication
in
many
of
the
healthcare
situations.
NI
can
accomplish
many
things
in
their
career,
from
being
a
consultant
for
healthcare
databases
to
starting
their
own
businesses.
Educators,
Nurse
Practitioners,
and
administrators
all
have
relations
on
a
daily
basis
with
informaticists
(Laureate
Education
,
2018).
According
to
McGonigle
&
Mastrian
(2017),
NI
should
facilitate
all
aspects
of
nursing
to
help
bridge
the
gap
between
what
we
know
and
what
we
do.
True
collaboration
between
staff
can
be
shown
in
many
patient
outcomes
(McGonigle,
&
Mastrian,
2017).
In
my
career,
I
have
seen
the
communication,
or
lack
thereof,
from
many
of
the
different
forms
of
staff.
Specifically
speaking
there
is
a
gap
between
the
nursing
staff
and
the
nursing
informaticists
due
to
the
expectations
of
both.
In
my
role
as
a
manager
,
I
was
able
to
see
both
sides.
NI
create
forms
and
help
the
documentation
screens
in
the
EHR.
The
staff
nurses
are
so
pushed
that
they
forget
the
expectations
and
they
tend
to
document
the
least
as
possible
on
each
patient.
I
have
seen
each
side
brought
t
o
tears
because
of
the
lengthy
process
it
takes
to
form
and
put
in
place
in
the
HER
from
the
informatics
side
and
to
the
staff
nurses
who
have
no
time
to
learn
to
tricks
to
learn
new
ways
of
documenting
in
their
daily
tasks.
How
to
improve
interactions
be
tween
staff
One
way
to
improve
the
communication
between
the
staff
nurse
and
the
informatics
nurse
is
to
simple
place
the
managers
of
each
unit
in
charge
of
the
education
and
enforcement
of
expectations.
According
to
the
study
conducted
by
Mosier
et
al.
(2
019),
nursing
leaders
are
an
important
part
of
the
process
of
nursing
informatics.
Nursing
leaders
provide
education
and
motivation
to
their
staff.
Expectations
of
their
daily
duties
would
include
the
incorporation
of
informatics
in
their
daily
work.
By
se
parating
the
tasks
into
groups,
the
nursing
leaders
can
accomplish
the
task
in
a
shorter
amount
of
time
and
more
thoroughly.
Explain
the
impact
of
NI
and
the
continued
use
of
technology
has
on
professional
interactions
The
realm
of
healthcare
is
ever
changing,
and
the
role
of
the
internet
and
computer
technology
plays
is
quite
powerful.
The
rate
of
which
the
technology
has
grown
globally
is
outstanding,
as
noted
by
Ng
et
al.,
2018,
p.
210.
Nurses
will
always
use
technolo
gy
and
thus
the
impact
of
the
growth
is
important
to
keep
in
mind.
NI
and
professional
interactions,
as
mentioned
already,
include
the
career
paths
of
CEO
and
database
consultants
at
minimum
(Laureate
Education,
2018).
The
need
for
continued
technology
als
o
exists.
Staff
nurses
and
nursing
**DEADLINE: FRIDAY 3/19/2021 BY 08:00 PM EST**
INSTRUCTIONS: Respond to your colleague, offering one or more additional interaction strategies in
support of the examples/observations shared or by offering further insight to the thoughts shared
about the future of these interactions.
**Use at least 2 references**
Crystal Alvarez
How NI/technology specialists interact with other professionals
Nursing informatics are used everywhere in the healthcare industry (Laureate Education,
2018). Every nurse in every field uses a computer-based software program, email, and other
technology to complete their daily tasks. The EHR is one example of how NI interact with other
specialties. In order to provide successful transitions in healthcare there are certain attributes that
make that transition easier, using such technology as the EHR and email are the main two
components of communication in many of the healthcare situations.
NI can accomplish many things in their career, from being a consultant for healthcare databases to
starting their own businesses. Educators, Nurse Practitioners, and administrators all have relations
on a daily basis with informaticists (Laureate Education, 2018). According to McGonigle &
Mastrian (2017), NI should facilitate all aspects of nursing to help bridge the gap between what we
know and what we do. True collaboration between staff can be shown in many patient outcomes
(McGonigle, & Mastrian, 2017).
In my career, I have seen the communication, or lack thereof, from many of the different forms of
staff. Specifically speaking there is a gap between the nursing staff and the nursing informaticists
due to the expectations of both. In my role as a manager, I was able to see both sides. NI create
forms and help the documentation screens in the EHR. The staff nurses are so pushed that they
forget the expectations and they tend to document the least as possible on each patient. I have seen
each side brought to tears because of the lengthy process it takes to form and put in place in the
HER from the informatics side and to the staff nurses who have no time to learn to tricks to learn
new ways of documenting in their daily tasks.
How to improve interactions between staff
One way to improve the communication between the staff nurse and the informatics nurse is to
simple place the managers of each unit in charge of the education and enforcement of expectations.
According to the study conducted by Mosier et al. (2019), nursing leaders are an important part of
the process of nursing informatics. Nursing leaders provide education and motivation to their staff.
Expectations of their daily duties would include the incorporation of informatics in their daily
work. By separating the tasks into groups, the nursing leaders can accomplish the task in a shorter
amount of time and more thoroughly.
Explain the impact of NI and the continued use of technology has on professional interactions
The realm of healthcare is ever changing, and the role of the internet and computer
technology plays is quite powerful. The rate of which the technology has grown globally is
outstanding, as noted by Ng et al., 2018, p. 210. Nurses will always use technology and thus the
impact of the growth is important to keep in mind. NI and professional interactions, as mentioned
already, include the career paths of CEO and database consultants at minimum (Laureate
Education, 2018). The need for continued technology also exists. Staff nurses and nursing
