NR706 Week 1 t0 8 Full Course Assignment

NR706 Week 1 t0 8 Full Course Assignment

NR706: Health Informatics & Information Systems

Week 1: Nursing Informatics & Health Information Technology Systems

Week 1 References

American Nurses Association. (2015). Nursing informatics: Scope and standards of practice (2^nd ed.). Nursebooks.org.

Quality and Safety Education for Nurses. (2020). Graduate QSEN competencies. https://qsen.org/competencies/graduate-ksas/

Zadvinskis, I. M., Smith, J. G., & Yen, P. Y. (2018). Nurses’ experience with health information technology: Longitudinal qualitative study. JMIR Medical Informatics, 6(2), e38. https://doi.org/10.2196/medinform.8734

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Week 1 Introductions

Discussion

Welcome! For this discussion, write a few sentences introducing yourself to your colleagues and the course faculty. Tell us a little about your nursing background, why you chose to become a DNP-prepared nurse, your aspirations in seeking this degree, and anything else you would like to share! Then, video record your introduction. Click on the following link for a step-by-step guide on recording your video introduction. Please note that there may be a short delay before the video appears in your post.

• Link (website): Kaltura TutorialsLinks to an external site.

Week 1Informatics Competencies and Advanced Nursing Practice

Discussion

Purpose

The purpose of this discussion is for you to reflect on your current level of competency in informatics and readiness to practice as a DNP-prepared nurse.

Nurses are knowledge seekers and use the informatics framework data, information, knowledge, and wisdom daily. Technologies can be used in various settings to meet the needs of a diverse healthcare population. By enhancing efficient communication, informatics and healthcare technologies are assisting nurses to engage patients to improve their health and manage their health conditions. Interprofessional and interdisciplinary barriers are easing as technologies are facilitating collaboration. This partnership approach to patient care delivery is supported by information and communication technologies and informatics processes.

Instructions

Review the article by Studwick et al. (2019) in the readings, The Essentials of Doctoral Education for Advanced Nursing Practice, and the QSEN Competencies. Reflect on your own technology experience to address the following:

1. Analyze the information and communication technologies you use in your practice setting to improve quality of care, efficiency of communication, and interprofessional collaboration to provide a safe patient environment.
2. Assess your competency in informatics and readiness to practice as a DNP-prepared nurse.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

• Link (webpage): Graduate Discussion Grading Guidelines and RubricLinks to an external site.

Program Competencies

This discussion enables the student to meet the following program competencies:

2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Appraises current information systems and technologies to improve health care. (POs 6, 7)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

1. Assess the impact of informatics and information technology on organizational systems, change, and improvement. (PCs 2, 4; PO 6)
2. Evaluate the types of healthcare information systems, knowledge-based systems, and patient care technology and the impact on patient safety, quality of care, and outcome measurement. (PC 4; PO 7)

Week 1: Student Attestation of the DNP Project Application (Required, Not Graded)

• Due May 14 at 11:59pm

• Points 0

• Questions 2

• Time Limit 30 Minutes

• Allowed Attempts Unlimited

Instructions

This non-graded assignment is to be completed by end of Week 1 of NR706.

Please complete two questions in this Attestation Quiz stating that your DNP Project Application is complete and submitted through the student portal.

Week 2: Information Technology: A Foundation for Healthcare Transformation

Week 2 References

Baysari, M. T., Hardie, R. A., Lake, R., Richardson, L., McCullagh, C., Gardo, A., & Westbrook, J. (2018). Longitudinal study of user experiences of a CPOE system in a pediatric hospital. International Journal of Medical Informatics, 109, 5-14. https://doi.org/10.1016/j.ijmedinf.2017.10.018

Joshi, K., & Lee, K. (2019). Making impact in the healthcare sector with outsourced information technology services: An interview with Day Veerlapati, president and CEO, Seven Seas Technologies Inc, Chesterfield, USA. Journal of Global Information Technology Management, 22(1), 71-74. https://www.tandfonline.com/doi/abs/10.1080/1097198X.2019.1567666

Pearson, E., & Frakt, A. (2018). Administrative costs and health information technology. JAMA, 320(6), 537-538. https://doi.org/10.1001/jama.2018.10819

The Office of the National Coordinator for Health Information Technology. (2020). Health IT dashboard: Electronic health record adoption. https://dashboard.healthit.gov/apps/health-information-technology-data-summaries.php?state=National&cat9=all+data&cat1=ehr+adoption

Zaroukian, M. H., & Basch, P. (2018). Quality time in healthcare: Meaningful use of health information technology and the journey to paying for value. In S.D. Kudyba (Ed.), Healthcare informatics: Improving efficiency through technology, analytics, and management (1st ed., pp. 43-78). Auerbach Publications. https://www.taylorfrancis.com/chapters/quality-time-healthcare-michael-zaroukian-peter-basch/e/10.1201/b21424-3

Week 2 Clinical Information Systems

Discussion

Purpose

The purpose of this discussion is for you to analyze different clinical information systems’ features and functionality and determine the most beneficial system for your healthcare setting.

Instructions

Conduct an online search for two different electronic health record (EHR) software solutions you view as beneficial to your healthcare setting. Examples may include, but are not limited to, the following: eClinicalWorks, McKesson, Cerner, Allscripts, Athena Health, GE Healthcare, Epic, Care360, Practice Fusion, OptumInsight, and NEXTGEN.

Then, address the following:

1. Identify two selected EHR software solutions and describe three features of each software solution.
2. Compare and contrast the benefits of the two selected EHR software solutions.
3. Select an EHR software solution that is best suited for your workplace environment and provide the rationale for your selection.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

• Link (webpage): Graduate Discussion Grading Guidelines and RubricLinks to an external site.

Program Competencies

This discussion enables the student to meet the following program competencies:

2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Appraises current information systems and technologies to improve health care. (POs 6, 7)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

2. Use information technology to collect and analyze data to generate evidence-based nursing practice across healthcare settings. (PC 4; PO 7)
3. Evaluate the types of healthcare information systems, knowledge-based systems, and patient care technology and the impact on patient safety, quality of care, and outcome measurement. (PC 4; PO 7)
4. Resolve ethical and legal issues related to the use of information, communication networks, and information and patient care technology. (PCs 2, 4; PO 6)

Week 3: Health Informatics Beyond the Acute Care Environment

Week 3 References

Benda, N., Veinot, T., Sieck, C., & Ancker, J. (2020). Broadband internet access is a social determinant of health! American Journal of Public Health, 110(8), 1123. https://doi.org/10.2105/AJPH.2020.305784

Brooks, R., Nieto, O., Swendeman, D., Myers, J., Lepe, R., Cabral, A., Kao, U., Donohoe, T., & Conulada, W. (2020). Qualitative evaluation of social media and mobile technology interventions designed to improve HIV health outcomes for youth and young adults living with HIV: A HRSA SPNS initiative. Health Promotion Practice 21(5), 693-704. https://doi.org/10.1177/1524839920938704

McBride, S., & Tietze, M. (2023). Nursing informatics for the advanced practice nurse: Patient safety, quality, outcomes, and interprofessionalism (3rd ed.). Springer Publishing Company.

Week 3 Consumer Informatics/Telehealth Case Study

Discussion

Purpose

The purpose of this discussion is for you to investigate telehealth and technology relationships to social justice principles.

Case Study Scenario

Watch the following video.

Consumer Informatics/Telehealth Case Study (1:55)

Transcript

[MUSIC] Mr. Kasich is a 77-year old who was recently taken to the emergency room after he fell when trying to get out of bed. There, he was found to have a blood glucose level of 35 milligrams per deciliter and was diagnosed with uncontrolled type 2 diabetes mellitus and hypoglycemia despite many years of well-maintained the blood glucose levels. After further assessment, Mr. Kasich was transferred to a medical room in the hospital. His background includes diagnosed with type two diabetes mellitus, advanced congestive heart failure and lung cancer. Has Medicare parts A and B. Lives with wife in a remote area that is 40 miles from the closest healthcare provider. Is proficient using his home computer. Mr. Lane is a 42-year old who was admitted for exacerbation of heart failure. His background includes has diabetes mellitus type two. Is a long-haul truck driver with a large trucking company. Is privately insured. Is single and primarily lives in his truck. Both Mr. Kasich and Mr. Lane are going home with telehealth consisting of a telemonitoring device that transmits weight, blood pressure, blood glucose levels and pulse oximetry to a remote telehealth nurse. Even though the use of telehealth does not often include hands on interaction, the goal of keeping patients out of a hospital is consistent with quality nursing practice. Telehealth applications are designed to enhance the patient experience and improve clinical outcomes while providing care for patients in their home environment rather than an institutional setting. Telehealth supports self-care by empowering patients, which is a central tenet of nursing practice.

Instructions

Review the case scenario above and address the following:

1. Examine concepts such as equity, respect, self-determinism, health literacy, cyclic disadvantage, and healthcare disparities among marginalized populations or groups and how they affect patient outcomes.
2. Compare and contrast how each patient in the video may benefit from telehealth services and the ethical considerations from the viewpoint of the nurse.
3. Propose barriers that must be removed to achieve well-being, sufficiency, and healthcare access for all.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

• Link (webpage): Graduate Discussion Grading Guidelines and RubricLinks to an external site.

Program Competencies

This discussion enables the student to meet the following program competencies:

2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Appraises current information systems and technologies to improve health care. (POs 6, 7)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

3. Design programs that monitor and evaluate outcomes of care, care systems, and quality improvement. (PC 4; PO 7)
4. Evaluate the types of healthcare information systems, knowledge-based systems, and patient care technology and the impact on patient safety, quality of care, and outcome measurement. (PC 4; PO 7)
5. Appraise consumer health information sources for accuracy, timeliness, and appropriateness. (PC 4; PO 7)
6. Resolve ethical and legal issues related to the use of information, communication networks, and information and patient care technology. (PCs 2, 4; PO 6)

Week 4: Information Technology as the Basis for Quality Improvement

Week 4 References

Harris, C., Garrubba, M., Melder, A., Voutier, C., Waller, C., King, R., & Ramsey, W. (2018). Sustainability in healthcare by allocating resources effectively (SHARE) 8: Developing, implementing and evaluating an evidence dissemination service in a local healthcare setting. BMC Health Services Research, 18(1), 151. https://doi.org/10.1186/s12913-018-2932-1

McBride, S., & Tietze, M. (2023). Nursing informatics for the advanced practice nurse: Patient safety, quality, outcomes, and interprofessionalism (3rd ed.). Springer Publishing Company.

Otitigbe, J. (2017). Fishbone facilitation reflection: Team-based cause-and-effect study can point the way to the real problem. ISE: Industrial & Systems Engineering at Work, 49(7), 48-51.

Reed, J. E., Howe, C., Doyle, C., & Bell, D. (2018). Simple rules for evidence translation in complex systems: A qualitative study. BMC Medicine, 16(1) 92. https://doi.org/10.1186/s12916-018-1076-9

Schaefer, J. D., & Welton, J. M. (2018). Evidence-based practice readiness: A concept analysis. Journal of Nursing Management, 26(6), 621-629. https://doi.org/10.1111/jonm.12599

Warnick, R. E., Lusk, A. R., Thaman, J. L., Levick, A. H., & Seitz, A. D. (2020). Failure mode and effect analysis (FMEA) to enhance safety and efficiency of Gamma Knife radiosurgery. Journal of Radiosurgery and SBRT, 7(2), 115-125.

Week 4 Translating Evidence Into Practice

Discussion

Purpose

The purpose of this discussion is for you to evaluate a National Practice Problem within the context of your practice problem idea and technology expansion within your healthcare setting.

Instructions

Select one leading National Practice Problem that is prevalent in your patient population or healthcare setting and address the following:

1. Describe an issue related to the National Practice Problem you selected that is impacting quality, safety, or financial outcomes at your practice setting.
2. Elaborate how technology such as the electronic medical record might assist in implementing, evaluating, or sustaining an evidence-based intervention to address the identified problem.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

• Link (webpage): Graduate Discussion Grading Guidelines and RubricLinks to an external site.

Program Competencies

This discussion enables the student to meet the following program competencies:

2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Appraises current information systems and technologies to improve health care. (POs 6, 7)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

2. Use information technology to collect and analyze data to generate evidence-based nursing practice across healthcare settings. (PC 4; PO 7)
3. Design programs that monitor and evaluate outcomes of care, care systems, and quality improvement. (PC 4; PO 7)
4. Evaluate the types of healthcare information systems, knowledge-based systems, and patient care technology and the impact on patient safety, quality of care, and outcome measurement. (PC 4; PO 7)
5. Resolve ethical and legal issues related to the use of information, communication networks, and information and patient care technology. (PCs 2, 4; PO 6)

Week 4 Translation Science Project

Assignment

Purpose

The purpose of this assignment is to identify a practice problem idea and an evidence-based intervention to address the practice problem idea. Data management is essential to drive actions and decisions to improve healthcare outcomes. The content will support the formulation of a literature synthesis related to your practice problem idea, which supports professional formulation, communication, and dissemination skills relevant to the DNP-prepared nurse.

Instructions

In order to create flexible options, we are providing you options on this assignment. Concept maps are an effective way to express complex ideas, especially for visual learners. For this assignment, each of the following sections may be presented either as a narrative or concept map:

• Practice Problem and PICOT Question
• Evidence Synthesis of Literature
• Data Driven Decision Making

Please note you are not required to complete any or all of the sections identified as conceptual maps. If you choose to use a concept map for a section, it should be created in Microsoft Word using Smart Art and placed in that section of the paper under the associated first level heading. The concept map must meet all the requirements outlined in the assignment rubric for each section. The rubric and page length are unchanged.

Concept Map Resources

If you need additional information on concept maps and how to create a concept map in Microsoft Word, review the following resources:

• Link (article): Effects of Web-Based Concept Mapping Education on Students’ Concept Mapping and Critical Thinking Skills: A Double-Blind, Randomized, Controlled StudyLinks to an external site.

Concept Map (2:48) Information:

As a leader, how you manage, and present information may vary depending upon the project, stakeholders, and goals. One approach to present information to gain support for projects is with visual aids such as a concept map. A concept map organizes and displays knowledge in a graphical manner to show relationships between different concepts. By showing interrelationships, concept maps help engage and heighten problem solving. One way to construct a concept map is by using Word and its graphic art capabilities known as Smart Art.

– Open a blank Word document. – Go to the toolbar. – Select Insert. – Select Smart Art. Select the graphic shape you think most accurately reflects the information you want to share. Let’s say the topic is related to Maslow’s Hierarchy of Needs. You know it is usually presented as a pyramid. So you select Pyramid from the SmartArt options. Once selected, it is placed on your Word document for editing.

The Smart Art tool allows you to identify three sections of the pyramid. But Maslow’s Hierarchy has five levels, so you need to add two levels to the basic design. Place the cursor in the text box, right click, copy, and paste into position. You now should have four textboxes for the pyramid. Repeat the step to have five textboxes. Then, enter your labels inside each text box. This is one example to illustrate the ease of using Word Smart Art to create a concept map.

Again, the concept map design depends upon the concepts of interest. Let’s try one more. You want to make a concept map of the three sciences integrated into nursing informatics: computer science, information science, and nursing science. – Open the Word document. – Go to Insert. – Select Smart Art. – Select Relationships, – Select Basic Venn Diagram. Click on the text boxes and enter Nursing Science in the top circle, then Computer Science and Information Science.

Once you have identified a shape from Smart Art, in addition to adding or deleting parts of the graphic, you can change the location of parts of the graphic as well. Left click the part of the graphic you want to move and drag to a new location. You can connect with lines or arrows by going to the Toolbar and selecting, Insert and then Shapes. These are some basic examples of how to create a concept map. Follow the assignment instructions and use the rubric to guide your creation of the concept map.

Additionally, review the conceptual maps section in the current APA manual.

The assignment should include the following components. Contact course faculty for questions.

1. Introduction
   1. Develop a focused one-sentence purpose statement.
   2. Explain the selected practice problem idea in general terms (cited).
2. Practice Problem and Question (Narrative or Conceptual Map)
   1. Discuss the significance of the practice problem idea (cited).
   2. Discuss the prevalence of the practice problem idea (cited).
   3. Discuss the economic ramifications of the practice problem idea (cited).
   4. Identify an evidence-based intervention to address the selected practice problem idea (cited).
   5. Construct the practice problem PICOT in question format.
3. Evidence Synthesis of the Literature (Narrative or Conceptual Map)
   1. Discuss the scope of evidence including databases searched and keywords.
   2. Compare and contrast main points from the evidence integrated in a cohesive manner (cited).
   3. Provide objective rationale for the evidence-based intervention to address the practice problem idea. (cited).
4. Data-Driven Decision-Making (Narrative or Conceptual Map)
   1. Describe the source of the evidence (i.e., internal data to support the need for change at practicum site to improve outcomes and/or nursing practice. Example: incident reports, readmission rates, infection rates, etc.).
   2. Identify how the use of information technologies potentially influence data capture, process improvement, evaluation, and patient outcomes related to your practice problem idea.
5. Conclusion (Write one concise paragraph.)
   1. Summarize the impact of the practice problem idea.
   2. Summarize the role of the evidence-based intervention to address the practice problem idea.
6. References
   1. Identify and list four scholarly sources used in evidence synthesis on the reference pages.
   2. Identify and list other scholarly sources used in the paper on the reference pages.
   3. List scholarly sources in alphabetical order.
   4. Use correct hanging-indent format.
7. Appendix: Summary Table of the Evidence
   1. Attach the completed John Hopkins Nursing Evidence-Based Practice Individual Evidence Summary Tool.
      • Link (Word doc): John Hopkins Nursing Evidence-Based Practice Individual Evidence Summary ToolLinks to an external site.
   2. Provide a minimum of four research studies.
   3. Complete all sections completely for the four sources of evidence.
   4. Identify both the quality and level of evidence for each scholarly source on the table.

Level I Headings for the Assignment

• Practice Problem and Question
• Evidence Synthesis of the Literature
• Data-Driven Decision Making
• Conclusion
• References
• Appendix: Summary Table of the Evidence

Writing Requirements (APA format)

• Length: 6-8 pages (not including title page or references page)
• 1-inch margins
• Double-spaced pages
• 12-point Times New Roman or 11-point Arial font
• Headings & subheadings
• In-text citations
• Title page
• Reference page
• Standard English usage and mechanics

Graduate Re-Purpose Policy

The late assignment policy and the reuse repurpose policy (located in the student handbook) apply to this assignment.

Program Competencies

This assignment enables the student to meet the following program competencies:

2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Appraises current information systems and technologies to improve health care. (POs 6, 7)

Course Outcomes

This assignment enables the student to meet the following course outcomes:

2. Use information technology to collect and analyze data to generate evidence-based nursing practice across healthcare settings. (PC 4; PO 7)
3. Design programs that monitor and evaluate outcomes of care, care systems, and quality improvement. (PC 4; PO7)
4. Evaluate the types of healthcare information systems, knowledge-based systems, and patient care technology and the imp act on patient safety, quality of care, and outcome measurement. (PC 4; PO 7)
5. Resolve ethical and legal issues related to the use of information, communication networks, and information and patient care technology. (PCs 2, 4; PO 6)

Rubric

W4 Assignment Grading Rubric

W4 Assignment Grading Rubric
Criteria	Ratings	Pts
This criterion is linked to a Learning Outcome Introduction Requirements: 1. Develop a focused one-sentence purpose statement. 2. Explain the selected practice problem idea in general terms (cited).	10 pts Includes all requirements and provides an excellent introduction. 9 pts Includes fewer than all requirements and/or provides a very good introduction. 8 pts Includes fewer than all requirements and/or provides a basic introduction. 0 pts Includes 1 or fewer requirements and/or provides a poor introduction.	10 pts
This criterion is linked to a Learning Outcome Practice Problem and Question (Narrative or Conceptual Map) Requirements: 1. Discuss the significance of the practice problem idea (cited). 2. Discuss the prevalence of the practice problem idea (cited). 3. Discuss the economic ramifications of the practice problem idea (cited). 4. Identify an evidence-based intervention to address the selected practice problem idea (cited). 5. Construct the practice problem PICOT in question format.	70 pts Includes all requirements and provides an excellent description of the practice problem and question. 63 pts Includes fewer than all requirements and/or provides a very good description of the practice problem and question. 56 pts Includes fewer than all requirements and/or provides a basic description of the practice problem and question. 0 pts Includes fewer than all requirements and/or provides a poor description of the practice problem and question.	70 pts
This criterion is linked to a Learning Outcome Evidence Synthesis of the Literature (Narrative or Conceptual Map) Requirements: 1. Discuss the scope of evidence including databases searched and keywords. 2. Compare and contrast main points from the evidence integrated in a cohesive manner (cited). 3. Provide objective rationale for the evidence-based intervention to address the practice problem.	70 pts Includes all requirements and provides an excellent evidence synthesis of the literature. 63 pts Includes fewer than all requirements and/or provides a very good evidence synthesis of the literature. 56 pts Includes fewer than all requirements and/or provides a basic evidence synthesis of the literature. 0 pts Includes fewer than all requirements and/or provides a poor evidence synthesis of the literature.	70 pts
This criterion is linked to a Learning Outcome Data-Driven Decision-Making (Narrative or Conceptual Map) Requirements: 1. Describe the source of the evidence (i.e., internal data to support the need for change at practicum site to improve outcomes and/or nursing practice. Example: incident reports, readmission rates, infection rates, etc.). 2. Identify how the use of information technologies potentially influence data capture, process improvement, evaluation, and patient outcomes related to your practice problem idea.	70 pts Includes all requirements and provides an excellent summary of data-driven decision-making. 63 pts Includes fewer than all requirements and/or provides a very good summary of data-driven decision-making. 56 pts Includes fewer than all requirements and/or provides a basic summary of data-driven decision-making. 0 pts Includes fewer than all requirements and/or provides a poor summary of data-driven decision-making.	70 pts
This criterion is linked to a Learning Outcome Conclusion (1 concise paragraph) Requirements: 1. Summarize the impact of the practice problem idea. 2. Summarize the role of the evidence-based intervention to address the practice problem idea.	10 pts Includes all the requirements and provides an excellent conclusion. 9 pts Includes fewer than all requirements and/or provides a very good conclusion. 8 pts Includes fewer than all requirements and/or provides a basic conclusion. 0 pts Includes fewer than all requirements and/or provides a poor conclusion.	10 pts
This criterion is linked to a Learning Outcome References Requirements 1. Identify and list four scholarly sources used in evidence synthesis on the reference pages. 2. Identify and list other scholarly sources used in the paper on the reference pages. 3. List scholarly sources in alphabetical order. 4. Use correct hanging-indent format.	20 pts Includes all requirements and provides excellent references. 18 pts Includes fewer than all requirements and/or provides very good references. 16 pts Includes fewer than all requirements and/or provides basic references. 0 pts Includes one or fewer requirements and/or provides poor references.	20 pts
This criterion is linked to a Learning Outcome APA Style and Organization for Scholarly Papers Requirements: 1. Uses Level I headers. 2.References and citations are proper APA (current version). 3.Length of APA formatted paper is 6-8 pages (excluding title page and references).	15 pts Includes all requirements and presents excellent APA style and organization. 14 pts Includes fewer than all requirements and/or very good APA style and organization. 12 pts Includes fewer than all requirements and/or provides basic APA style and organization. 0 pts Includes one or fewer requirements and/or provides poor APA style and organization.	15 pts
This criterion is linked to a Learning Outcome Clarity of Writing Requirements: 1. Use of standard English grammar and sentence structure. 2. No spelling errors or typographical errors.	15 pts Includes all requirements and demonstrates excellent clarity of writing. 14 pts Includes fewer than all requirements and/or demonstrates very good clarity of writing. 12 pts Includes fewer than all requirements and/or demonstrates basic clarity of writing. 0 pts Includes 1 or fewer requirements and/or demonstrates poor clarity of writing.	15 pts
This criterion is linked to a Learning Outcome Appendix: Summary Table of the Evidence Requirements: 1. Attach the completed John Hopkins Nursing Evidence-Based Practice Individual Evidence Summary Tool. 2. Provide a minimum of four research studies. 3. Complete all sections completely for the four sources of evidence. 4. Identify both the quality and level of evidence for each scholarly source on the table.	20 pts Includes all requirements and provides an excellently completed summary tool. 18 pts Includes fewer than all requirements and/or provides a very well completed summary tool. 16 pts Includes fewer than all requirements and/or a basically completed summary tool. 0 pts Includes no requirements and/or provides a poorly completed summary tool.	20 pts
Total Points: 300

PreviousNex

Week 5: Patient Safety and Quality Outcomes in an Era of Value-Based Care

Week 5 References

Abraham, M., & McGann, P. (2019). Contribution of the transforming clinical practice initiative in advancing the movement to value-based care. Annals of Family Medicine, 17(1), s6-s8. https://doi.org/10.1370/afm.2425

Agency for Healthcare Research and Quality. (2016). National quality strategy stakeholder’s toolkit. https://www.ahrq.gov/sites/default/files/wysiwyg/nqsleverfactsheet.pdf

Agency for Healthcare Research and Quality. (2020). Six domains of healthcare quality. https://www.ahrq.gov/talkingquality/measures/six-domains.html

Centers for Medicare & Medicaid Services. (2020). Electronic clinical quality measure basics. https://www.cms.gov/Regulations-and-Guidance/Legislation/EHRIncentivePrograms/ClinicalQualityMeasures

National Quality Strategy. (2017). Agency for healthcare research and quality. https://www.ahrq.gov/workingforquality/about/index.html

BUY A CUSTOM-PAPER HERE ON;NR706 Week 1 t0 8 Full Course Assignment

Week 5 Patient Safety and a Culture of Safety

Discussion

Purpose

The purpose of this discussion is for you to explore your healthcare setting culture and the shifting paradigm from volume-based care to value-based care within the context of patient safety.

Instructions

A paradigm shift is occurring across the United States from volume-based to value-based care. Reflect upon your organizational culture to address the following:

1. Analyze and assess the culture of your healthcare setting as it relates to patient safety.
2. Examine one opportunity to improve patient safety outcomes. Include in your strategy current technology being used to support safety and explain the importance of interprofessional collaboration to help promote a safer environment.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

• Link (webpage): Graduate Discussion Grading Guidelines and RubricLinks to an external site.

Program Competencies

This discussion enables the student to meet the following program competencies:

2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Appraises current information systems and technologies to improve health care. (POs 6, 7)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

1. Assess the impact of informatics and information technology on organizational systems, change, and improvement. (PCs 2, 4; PO 6)
2. Evaluate the types of healthcare information systems, knowledge-based systems, and patient care technology and the impact on patient safety, quality of care, and outcome measurement. (PC 4; PO 7)

Week 6: Health Information Privacy, Confidentiality, Security, and Ethics

Week 6 References

Alvarez, Y., Leguizamon-Paez, M., & Londono, T. (2021). Risks and security solutions existing in the internet of things (IoT) in relation to big data. Telematics Engineering, 23(1), 1-13. https://doi.org/10.25100/iyc.23:1.9484

Department of Health and Human Services. (2019). Health information privacy: Numbers at a glance. https://www.hhs.gov/hipaa/for-professionals/compliance-enforcement/data/numbers-glance/index.html

McBride, S., & Tietze, M. (2023). Nursing informatics for the advanced practice nurse: Patient safety, quality, outcomes, and interprofessionalism (3rd ed.). Springer Publishing Company.

Week 6 Health Privacy Breach

Discussion

Purpose

The purpose of this discussion is for you to investigate healthcare privacy breaches and the associated risks and the ethical and legal issues confronted as a DNP-prepared nurse. Privacy breaches are serious offenses that negatively affect the trust between nurses and patients. To maintain this trust, nurses must maintain the privacy and security of patient information.

Instructions

Reflect on the following scenarios related to the protection of health information. Select two of the scenarios to discuss.

• Scenario 1: A staff nurse posted the following comment on her social media page: “Can this shift be any longer? It started out with a waiting room full of nagging people who don’t seem to know what ‘emergency’ means. Then, I had to deal with the drama of trying to transfer a 400 lbs. (no joke) intubated chronic obstructive pulmonary disease patient down the hall to the intensive care unit. Those intensive care unit nurses are such divas, and I wasn’t in the mood for their whining. Someone help!”
  • Analyze the privacy and security issues related to this social media posting.
• Scenario 2: A nurse practitioner is preparing a presentation poster for an infectious disease conference. She includes pictures of varying stages of a client’s lesions in the poster.
  • Analyze the privacy and security issues related to the inclusion of patient information on the poster.
• Scenario 3:A clinical instructor is working with nursing students on a medical unit for the day. While rounding to check on students, the instructor discovers a patient’s daughter wants to take a picture of the nursing student and the patient together to post on social media.
  • Analyze the privacy and security issues and explain the best response for the clinical instructor.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

• Link (webpage): Graduate Discussion Grading Guidelines and RubricLinks to an external site.

Program Competencies

This discussion enables the student to meet the following program competencies:

2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Appraises current information systems and technologies to improve health care. (POs 6, 7)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

1. Assess the impact of informatics and information technology on organizational systems, change, and improvement. (PCs 2, 4; PO 6)
2. Appraise consumer health information sources for accuracy, timeliness, and appropriateness. (PC 4; PO 7)
3. Resolve ethical and legal issues related to the use of information, communication networks, and information and patient care technology. (PCs 2, 4; PO 6)

Week 6 Practice Problem Analysis and Presentation

Assignment

Purpose

The purpose of this assignment is to critically evaluate a practice problem idea you identified. This assignment builds on the Week 4 assignment. Information used in the Week 4 assignment may be used as a basis for this assignment. The goal is to develop a deeper understanding of the identified practice problem idea, using two continuous quality improvement tools, specifically, a Failure Mode and Effects Analysis (FMEA) and an Ishikawa (fishbone) cause and effect diagram to analyze, improve, and mitigate related risks. This assignment will allow you to apply competencies through sequential development of workflow steps in relation to an identified practice problem idea and promotion of presentation skills. Assignment content supports professional formation, communication, and dissemination skills relevant to the DNP-prepared nurse.

Instructions

This assignment has four components:

1. Identified practice problem idea in PICOT format
2. Failure Mode and Effects Analysis
3. Ishikawa (Fishbone) cause and effect diagram
4. Professional PowerPoint with speaker notes at the bottom of each slide to disseminate information

Follow these guidelines when completing each component of the assignment. Contact your course faculty if you have questions.

1. Consider the identified practice problem idea used in the Week 4 translation science project including PICOT, background, and significance. Incorporate course faculty feedback from the Week 4 assignment.
2. Review the examples of the failure mode and effects analysis and fishbone diagram in the Week 4 Explore section of the course called Evidence-Based Practice: Improving Outcomes.
3. Download the required documents inserted in the guidelines:
   1. Link (PPT): PowerPoint TemplateLinks to an external site.
   2. Link (Word doc): Failure Mode and Effects Analysis TemplateLinks to an external site.
   3. Link (Word doc): Ishikawa Fishbone Template ALinks to an external site.(Word 2016 or higher)
   4. Link (Word doc): Ishikawa Fishbone Template BLinks to an external site.(older version of Word)
4. Complete the failure mode and effects analysis and then the Ishikawa fishbone diagram. The Ishikawa fishbone diagram requires Word 2016 to download. If you do not have the Word 2016 version, you may update your current version of Word (click on the following link for instructions: Office 365Links to an external site.) or use the alternative version provided or create your own fishbone diagram as long as you are addressing the five areas:
   1. People
   2. Environment
   3. Materials
   4. Methods
   5. Equipment
5. Create the PowerPoint Presentation.

The assignment should include the following components. Use the templates provided for the assignment.

1. Introduction (1 slide)
   1. Title of Practice Problem Analysis Presentation
   2. Student Name
   3. Assignment Title
   4. Course Faculty Name
2. Practice Problem Identification (1-3 slides)
   1. State identified practice problem as a PICOT question in question format.
   2. Identify all PICOT components.
   3. Describe the background and significance of the identified practice problem idea (cited).
   4. Develop inclusion criteria for the population of interest.
   5. Develop exclusion criteria for the population of interest.
3. Failure Mode and Effects Analysis (1-2 slides)
   1. Identify three steps in the identified practice problem idea process with potential breakdown or process gaps.
   2. Identify at least one potential error (failure mode) for each of the three process steps.
   3. Identify at least one possible cause of failure (failure cause) for each of the three process steps.
   4. Identify at least one adverse consequence (failure effect) for each of the three process steps.
   5. Using a scale 1-10, rate likelihood of occurrence of failure for each process step.
   6. Using a scale 1-10, rate likelihood of detection of failure for each process step.
   7. Using a scale 1-10, rate likelihood of severity of harm if failure occurs for each process step.
   8. Calculate the Risk Profile Number (Multiply likelihood of occurrence X likelihood of detection X likelihood of severity or harm).

• Summarize FMEA analysis.

Note: The following article has scoring guidelines for FMEA ratings which may be helpful.
Warnick, R. E., Lusk, A. R., Thaman, J. J., Levick, E. H., & Seitz, A. D. (2020). Failure mode and effects analysis (FMEA) to enhance safety and efficiency of Gamma Knife Radiosurgery.Links to an external site.  Journal of Radiosurgery and SBRT, 7, 115-125.

4. Ishikawa (Fishbone) Cause and Effect Diagram (1-2 slides)
   1. Identify people involved in the identified practice problem idea.
   2. Identify the environment in which the identified practice problem idea occurs.
   3. Identify the materials used.
   4. Identify the methods used.
   5. Identify the equipment used.
   6. Summarize cause and effect analysis.
5. Evidence-Based Intervention (1 -2 slides)
   1. Identify the evidence-based intervention for your identified practice problem idea (listed in PICOT).
   2. Identify barriers to overcome based upon what you learned from the FMEA and Fishbone Analyses.
   3. Discuss feasibility of the evidence-based intervention.
6. Conclusion (1 slide)
   1. Summarize the purpose and findings of the analysis.
   2. Provide and justify the main conclusions.
   3. Draw inferences from the quality improvement analysis.
7. References (1 slide)
   1. Include in-text citations used in the presentation.
   2. Provide complete matching references in correct APA format.
   3. Include minimum of four scholarly sources.

Writing Requirements

• Length: Maximum of 14 slides
• Standard English usage and mechanics
• APA format guidelines for in-text citation and references
• Clear, succinct, and readable slides
• Elaboration on the slide questions
• Speaker notes section with legible comprehensive notes for each slide

Graduate Re-Purpose Policy

The late assignment policy and the reuse repurpose policy (located in the student handbook) apply to this assignment.

Program Competencies

This assignment enables the student to meet the following program competencies:

2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Appraises current information systems and technologies to improve health care. (POs 6, 7)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

1. Assess the impact of informatics and information technology on organizational systems, change, and improvement. (PCs 2, 4; PO 6)
2. Design programs that monitor and evaluate outcomes of care, care systems, and quality improvement. (PC 4; PO 7)
3. Appraise consumer health information sources for accuracy, timeliness, and appropriateness. (PC 4; PO 7)
4. Resolve ethical and legal issues related to the use of information, communication networks, and information and patient care technology. (PCs 2, 4; PO 6)

Rubric – W6 Assignment Grading Rubric

W6 Assignment Grading Rubric
Criteria	Ratings	Pts
This criterion is linked to a Learning Outcome Introduction (1 slide) Requirements: a. Title of Practice Problem Analysis Presentation b. Student Name c. Assignment Title d. Course Faculty Name	10 pts Includes all requirements and provides an excellent introduction. 9 pts Includes fewer than all requirements and/or provides a very good introduction. 8 pts Includes fewer than all requirements and/or provides a basic introduction. 0 pts Includes fewer than all requirements and/or provides a poor introduction.	10 pts
This criterion is linked to a Learning Outcome Practice Problem Identification (1-3 slides) Requirements: a. State identified practice problem as a PICOT question in question format. b. Identify all PICOT components. c. Describe the background and significance of the identified practice problem (cited). d. Develop inclusion criteria for the population of interest. e. Develop exclusion criteria for the population of interest.	50 pts Includes all requirements and provides an excellent description of the practice problem and question. 45 pts Includes fewer than all requirements and/or provides a very good description of the practice problem and question. 40 pts Includes fewer than all requirements and/or provides a basic description of the practice problem and question. 0 pts Includes fewer than all requirements and/or provides a poor description of the practice problem and question.	50 pts
This criterion is linked to a Learning Outcome Failure Mode and Effects Analysis (1-2 slides) Requirements: a. Identify three steps in the identified practice problem idea process with potential breakdown or process gaps. (1-2 slides) b. Identify at least one potential error (failure mode) for each of the three process steps. c. Identify at least one possible cause of failure (failure cause) for each of the three process steps. d. Identify at least one adverse consequence (failure effect) for each of the three process steps. e. Using a scale 1-10, rate likelihood of occurrence of failure for each process step. f. Using a scale 1-10, rate likelihood of detection of failure for each process step. g. Using a scale 1-10, rate likelihood of severity of harm if failure occurs for each process step. h. Calculate the Risk Profile Number (Multiply likelihood of occurrence X likelihood of detection X likelihood of severity or harm). i. Summarize FMEA analysis.	70 pts Includes all requirements and provides an excellent failure mode and effects analysis. 63 pts Includes fewer than all requirements and/or provides a very good failure mode and effects analysis. 56 pts Includes fewer than all requirements and/or provides a basic failure mode and effects analysis. 0 pts Includes fewer than all requirements and/or provides a poor failure mode and effects analysis.	70 pts
This criterion is linked to a Learning Outcome Ishikawa (Fishbone) Cause and Effect Diagram (1-2 slides) Requirements: a. Identify people involved in the identified practice problem. b. Identify the environment in which the identified practice problem occurs. c. Identify the materials used. d. Identify the methods used. e. Identify the equipment used. f. Summarize cause and effect analysis.	70 pts Includes all requirements and provides an excellent fishbone cause and effect diagram. 63 pts Includes fewer than all requirements and/or provides a very good fishbone cause and effect diagram. 56 pts Includes fewer than all requirements and/or provides a basic fishbone cause and effect diagram. 0 pts Includes fewer than all requirements and/or provides a poor fishbone cause and effect diagram.	70 pts
This criterion is linked to a Learning Outcome Evidence-Based Intervention (1 -2 slides) Requirements: a. Identify the evidence-based intervention for your identified practice problem idea (listed in PICOT). b. Identify barriers to overcome based upon what you learned from the FMEA and Fishbone Analyses. c. Discuss feasibility of the intervention.	50 pts Includes all requirements and provides an excellent evidence-based intervention discussion. 45 pts Includes fewer than all requirements and/or provides a very good evidence-based intervention discussion. 40 pts Includes fewer than all requirements and/or provides a basic evidence-based intervention discussion. 0 pts Includes fewer than all requirements and/or provides a poor evidence-based intervention discussion.	50 pts
This criterion is linked to a Learning Outcome Conclusion (1 slide) Requirements: a. Summarize the purpose and findings of the analysis. b. Provide and justify the main conclusions. c. Draw inferences from the quality improvement analysis.	20 pts Includes all the requirements and provides an excellent conclusion. 18 pts Includes fewer than all requirements and provides a very good conclusion. 16 pts Includes fewer than all requirements and/or provides a basic conclusion. 0 pts Includes fewer than all requirements and/or provides a poor conclusion.	20 pts
This criterion is linked to a Learning Outcome References (1 slide) Requirements: a. Include in-text citations used in the presentation. b. Provide complete matching references in correct APA format. c. Include minimum of four scholarly sources.	10 pts Includes all requirements and provides excellent references. 9 pts Includes fewer than all requirements and/or provides very good references. 8 pts Includes fewer than all requirements and/or provides basic references. 0 pts Includes fewer than all requirements and/or provides poor references.	10 pts
This criterion is linked to a Learning Outcome Presentation and Writing Requirements: a. Length: Maximum of 14 slides b. Standard English usage and mechanics c. APA format guidelines for in-text citation and references d. Clear, succinct, and readable slides e. Elaboration on the slide questions f. Speaker notes section with legible comprehensive notes for each slide	20 pts Includes all requirements and provides an excellent presentation and writing. 18 pts Includes fewer than all requirements and/or provides a very good presentation and writing. 16 pts Includes fewer than all requirements and/or provides basic presentation and writing. 0 pts Includes fewer than all requirements and/or provides poor presentation and writing.	20 pts
Total Points: 300

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Week 7: Health Data Management and Analytics

Week 7 References

Ahern & Soper Inc. (2020). Zebra technologies hospital wrist bands [Video]. YouTube. https://www.youtube.com/watch?v=7KZzzoDBlg

Berger, C., Brinkrolf, P., Ertmer, C., Becker, J., Friederichs, H., Wenk, M., Van Aken, H., & Hahnenkamp, K. (2019). Combination of problem-based learning with high-fidelity simulation in CPR training improves short and long-term CPR skills: A randomized single blind trial. BMC Medical Education, 19(1), 180. https://doi.org/10.1186/s12909-019-1626-7

Bryant, K., Aebersold, M., Jeffries, P., & Kardong-Edgren, S. (2020). Innovations in simulation: Nursing leaders’ exchange of best practices. Clinical Simulation in Nursing, 41, 33-40. https://doi.org/10.1016/j.ecns.2018.09.002

Healthy Simulation-Medical Simulation Resources. (2019). Body interact virtual patient simulation [Video]. YouTube. https://www.youtube.com/watch?v=TiHb0OKSYZA

Institute of Medicine. (1999). To err is human: Building a safer health system. National Academy Press

Institute of Medicine. (2001). Crossing the quality chasm: A new health system for the 21st century. National Academy Press.

Jeffries, P., Rodgers, B., & Adamson, K. (2015). NLN Jeffries simulation theory: Brief narrative description. Nursing Education Perspectives, 36(5). 292-293. https://doi.org/10.1097/00024776-201509000-00004

McBride, S., & Tietze, M. (2023). Nursing informatics for the advanced practice nurse: Patient safety, quality, outcomes, and interprofessionalism (3rd ed.) Springer Publishing Company.

McCoy, E., Rahman, A., Rendon, J., Anderson, C., & Langdorf, M. (2019). Randomized controlled trial of simulation vs standard training for teaching medical students’ high-quality cardiopulmonary resuscitation. The Western Journal of Emergency Medicine, 20(1), 15-22. https://doi.org/10.5811/westjem.2018.11.39040

Mennella, H., & Strayer, D. (2018). Benner’s professional advancement model. Cinahl Information Systems.

Miller, S., & Miller, M. A. (2021, February). Mind the gap! A strategy to bridge the time between simulation and debriefing. Clinical Simulation in Nursing, 51, 10-13. https://doi.org/10.1016/j.ecns.2020.11.004

Nicolaides, M., Theodorou, E., Emin, E., Theodoulou, I., Andersen, N., Lymperopoulos, N., Odejinmi, F., Kitapcioglu, D., Aksoy, M., Papalois, A., & Sideris, M. (2020). Team performance training for medical students: Low vs high fidelity simulation. Annals of Medicine and Surgery, 55, 308-315. https://doi.org/10.1016.j.amsu.2020.05.042

Rim, D., & Shin, H. (2021). Effective instructional design template for virtual simulations in nursing education. Nurse Education Today, 96, 104624. https://doi.org/10.1016/j.nedt.2020.104624

SimforHealth World. (2017). Virtual clinical case with virtual reality simulation – Pneumothorax [Video]. YouTube. https://www.youtube.com/watch?v=OyB1fkJ_rlY

Zarowitz, B. J., Resnick, B., & Ouslander, J. G. (2018). Quality clinical care in nursing facilities. Journal of the American Medical Directors Association, 19(10), 833-839. https://doi.org/10.1016/i.jamda.2018.08.008

Zebra Technologies. (2018). White paper: Barcode wristbands innovative solution for positive patient identification. https://www.posdata.com/wp-content/uploads/2020/12/positive-patient-id-white-paper.pdf

Week 7 Simulation Experiences

Discussion

Purpose

The purpose of this discussion is for you to explore the expanding role of simulation—whether low-fidelity, high-fidelity, or virtual—in nursing within both the academic and healthcare environments.

Simulation in Healthcare

View the following activity to address the discussion scenario.

Simulation (1:30)

We are confronting a new generation of nursing students and experienced nurses raised in the digital age. They expect technology integration into the academic setting and the healthcare setting. After providing the foundational knowledge for a specific patient condition, the nurse educator can utilize simulation to emulate the clinical experience and a safe environment without harm. The nurse educator guides the learning experience by identifying roles, clarifying expectations, and adapting the simulation experience based upon student response. 

This adaptive learning component from high fidelity and virtual-reality simulations individualizes the learning experience in a non-risk, non-threatening environment. Other technologies, such as low fidelity simulators, gaming and mobile devices can also engage tech savvy nursing students and nurses. As the DNP-prepared nurse, you have the flexibility to create case scenarios to strengthen learning outcomes in an educational environment with limited and inconsistent healthcare clinical opportunities or in the health care setting to reinforce skill sets. With simulation, you can evaluate clinical competencies before any interaction with an actual patient, ensuring a safer, higher-quality level of care.

Instructions

Reflect on the value of simulation to engage and to promote skill acquisition in your work environment whether in academia or the healthcare setting. Address the following in your initial post:

1. Evaluate the benefits of the integration of simulation in nursing education or clinical practice to improve nursing skill sets.
2. Analyze your work environment for knowledge gaps where the use of simulation would be a viable option to improve competencies. Justify the type of simulation selected, elaborating on your vision of implementation and evaluation plans for the simulation experience.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

• Link (webpage): Graduate Discussion Grading Guidelines and RubricLinks to an external site.

Program Competencies

This discussion enables the student to meet the following program competencies:

2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Appraises current information systems and technologies to improve health care. (POs 6, 7)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

1. Assess the impact of informatics and information technology on organizational systems, change, and improvement. (PCs 2, 4; PO 6)
2. Use information technology to collect and analyze data to generate evidence-based nursing practice across healthcare settings. (PC 4; PO 7)

Week 8: New and Emerging Technologies

Week 8 References

American Nurses Association. (2015). Code of ethics for nurses: With interpretative statements. https://www.nursingworld.org/practice-policy/nursing-excellence/ethics/code-of-ethics-for-nurses/coe-view-only/

American Nurses Association. (2015). Nursing informatics: Scope and standards of practice. Nursebooks.org

Department of Health and Human Services. (2016). SAMHSA creating a healthier life: A step-by-step guide to wellness. https://store.samhsa.gov/sites/default/files/d7/priv/sma16-4958.pdf

Kyrarini, M., Lygerakis, F., Rajavenkatanarayanan, A., Sevastopoulos, C., Nambiappan, H., Chaitanhya, K., Babu, A., Matthew, J., & Makedon, F. (2021). A survey of robots in healthcare. Technologies, 9(8), 8. https://doi.org/10.3390/technologies9010008

McBride, S., & Tietze, M. (2023). Nursing informatics for the advanced practice nurse: Patient safety, quality, outcomes, and interprofessionalism (3rd ed.). Springer Publishing Company.

Melnyk, B., & Raderstorf, T. (2021). Evidence-based leadership, innovation, and entrepreneurship in nursing and healthcare. Springer Publishing Company.

Nano.gov. (n.d.). What is nanotechnology? http://www.nano.gov/nanotech-101/what/definition. https://www.nano.gov/nanotech-101/what/definition

Skiba, D., Barton, A., Estes, K., Gilliam, E., Knapfel, S., Lee, C., Moore, G., & Trinklye, K. (2016). Preparing the next generation of advanced practice nurses for connected care. Nursing Informatics, 225, 307-313. https://doi.org/10.3233/978-1-61499-658-3-307

Week 8Reflection on Learning and Practice Readiness

Discussion

Purpose

The purpose of this discussion is for you to reflect on your own readiness to practice as a DNP-prepared nurse and consider what you learned in this course and how this knowledge will impact your practice.

Instructions

Each week, you have been reminded that reflective inquiry allows for expansion of self-awareness, identification of knowledge gaps, and assessment of learning goals. As you reflect on your own readiness to practice as a DNP-prepared nurse, it is important to consider what you learned in this course.

As you review the course outcomes and your experience in this course, address the following:

1. Analyze and evaluate how your thinking was challenged in this course, related to healthcare informatics and information systems.
2. Considering this new knowledge, examine how this learning prepares you to practice as a DNP-prepared nurse.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

• Link (webpage): DNP Discussion GuidelinesLinks to an external site.

Program Competencies

This discussion enables the student to meet the following program competencies:

2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Appraises current information systems and technologies to improve health care. (POs 6, 7)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

1. Assess the impact of informatics and information technology on organizational systems, change, and improvement. (PCs 2, 4; PO 6)
2. Use information technology to collect and analyze data to generate evidence-based nursing practice across healthcare settings. (PC 4; PO 7)
3. Design programs that monitor and evaluate outcomes of care, care systems, and quality improvement. (PC 4; PO 7)
4. Evaluate the types of healthcare information systems, knowledge-based systems, and patient care technology and the impact on patient safety, quality of care, and outcome measurement. (PC 4; PO 7)
5. Appraise consumer health information sources for accuracy, timeliness, and appropriateness. (PC 4; PO7)
6. Resolve ethical and legal issues related to the use of information, communication networks, and information and patient care technology. (PCs 2, 4; PO 6)