NURS 8210 Transforming Nursing and Healthcare Through Technology Weekly Discussions & Assignments

NURS 8210 WEEK 1 DISCUSSION: HEALTH INFORMATION TECHNOLOGY AND NURSING INFORMATICS: INTRODUCTION

In the video, Nursing Informatics Innovators, you are provided an extensive list of 34 nursing informatics innovators. Each of these individuals has been integral in advancing nursing informatics and the field of nursing practice.

Innovators in the field of nursing informatics, led the way in shifting the perception of a nurse as an art of patient care, to the practice of nursing as a science, vested in science, technology, and advancements.

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Nursing informatics innovators facilitated and created major advancements in the field of nursing and ensured the field would be one of advancement, continual change, and scientific innovation. Exploring the work of these innovators is essential in understanding where nursing informatics began, where it is now, and where it continues to go.

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For this Discussion, reflect on the role of individual nursing informatics innovators and consider their contributions, the impact of their contributions, and what you might specifically learn from them in your nursing practice. Reflect on your background and experiences in nursing informatics. You will also review Table 1 from the American Nurses Association (2015) Scope and Standards of Practice (2nd ed.) Explore on how you might apply the knowledge of these innovators and the information from Table 1 to your nursing practice, your education, and your future goals.

RESOURCES

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

WEEKLY RESOURCES

LEARNING RESOURCES

Required Readings

Sipes, C. (2020). Project management for the advanced practice nurse (2nd ed.). Springer Publishing.

Chapter 1, “Basic Project Management for the Advanced Practice Nurses and Healthcare Professionals” (pp. 3–16)

Chapter 2, “Advanced Practice Nurse Role Descriptions and Application of Project Management Concepts” (pp. 17–46)

Chapter 3, “Design/Initiation: Project Management—Phase 1” (pp. 58–62)

American Nurses Association. (2015). Nursing informaticsLinks to an external site.: Scope and standards of practice (2nd ed.).

“Introduction” (p. 1)

“The Scope of Nursing Informatics Practice” (pp. 1–6)

“Standard 1: Assessment” (pp. 68–69)

“Standard 2: Diagnosis, Problems, and Issues Identification” (p. 70)

Marr, B. (2020). These 25 technology trends will define the next decadeLinks to an external site.. Forbes. https://www.forbes.com/sites/bernardmarr/2020/04/20/these-25-technology-trends-will-define-the-next-decade/?sh=459cc02129e3

Walden University Oasis: Writing Center. (n.d.). Citations: OverviewLinks to an external site.. https://academicguides.waldenu.edu/writingcenter/apa/citations

Walden University Oasis: Writing Center. (n.d.). Common assignments: Discussion postLinks to an external site.. https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost

Required Media

American Medical Informatics Association. (2021). Nursing informatics innovatorsLinks to an external site.. https://amia.org/community/working-groups/nursing-informatics/nursing-informatics-innovators

Data Science Show. (2018, August 14). What is healthcare informaticsLinks to an external site.? Introduction to nursing informatics [Video]. YouTube. https://www.youtube.com/watch?v=VP0UprsVTfk

Fung, B. (2018, November 3). Nursing informatics: A day in the lifeLinks to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=WBAyqTQn28w

Project Management. (2018, November 5). Project planning for beginners: Project management trainingLinks to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=ZWmXi3TW1yA

ProjectManager. (2018, July 2). How to write a scope of work document: Project management trainingLinks to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=oacSSamqP6s

Document: Welcome to the DNP Program Download Welcome to the DNP Program(PPT)

Document: Welcome to the DNP Program Narrative Download Welcome to the DNP Program Narrative(Word document)

Optional Resources

Gibson, C. J., Dixon, B. E., & Abrams, K. (2015). Convergent evolution of health information management and health informatics: A perspective on the future of information professionals in health care. Applied Clinical InformaticsLinks to an external site., 6(1), 163–184. doi:10.4338/ACI-2014-09-RA-0077

McGonigle, D., Hunter, K., Sipes, C., & Hebda, T. (2014). Why nurses need to understand nursing informaticsLinks to an external site.. AORN, 100(3), 324–327. doi:10.1016/j.aorn.2014.06.012

Sipes, C. (2016). Project management: Essential skill of nurse informaticists. Studies in Health Technology and Informatics, 225, 252–256.

Risling, T. (2017). Educating the nurses of 2025: Technology trends of the next decade. Nurse Education in PracticeLinks to an external site., 22, 89–92. doi:10.1016/j.nepr.2016.12.007

TO PREPARE

Review the American Nurses Association. (2015). Nursing informatics: Scope and standards of practice (2nd ed.).

“Introduction” (p. 1)

“The Scope of Nursing Informatics Practice” (pp. 1–6) in this week’s resources.

BY DAY 3 OF WEEK 1

After reviewing the weekly resources, including the nursing informatics innovators stories, discuss your experience with nursing informatics and how this course could enhance your informatics skills and competencies.

BY DAY 6 OF WEEK 1

Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days, continue the discussion by commenting on how your classmates experience could enhance your own practice.

NURS_8210_Week1_Discussion_Rubric

Criteria Ratings Pts

This criterion is linked to a Learning OutcomeRESPONSIVENESS TO DISCUSSION QUESTION (20 possible points) Discussion post minimum requirements: The original posting must be completed by Day 3 at 10:59 pm CT. Two response postings to two different peer original posts, on two different days, are required by Day 6 at 10:59 pm CT. Faculty member inquiries require responses, which are not included in the peer posts. Your Discussion Board postings should be written in Standard Academic English and follow APA 7 style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week’s learning resources as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.)
20 to >19.0 pts

Excellent

• Discussion postings and responses are responsive to and exceed the requirements of the Discussion instructions. • The student responds to the question/s being asked or the prompt/s provided. Goes beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated) • Demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Exceeds the minimum requirements for discussion posts.

19 to >15.0 pts

Good

• Discussion postings and responses are responsive to and meet the requirements of the Discussion instructions. • The student responds to the question/s being asked or the prompt/s provided. • Demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Meets the minimum requirements for discussion posts.

15 to >12.0 pts

Fair

• Discussion postings and responses are somewhat responsive to the requirements of the Discussion instructions. • The student may not clearly address the objectives of the discussion or the question/s or prompt/s. • Minimally demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Does not meet the minimum requirements for discussion posts; has not posted by the due date at least in part.

12 to >0 pts

Poor

• Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. • Does not clearly address the objectives of the discussion or the question/s or prompt/s. • Does not demonstrate that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Does not meet the requirements for discussion posts; has not posted by the due date and did not discuss late post timing with faculty.

20 pts

This criterion is linked to a Learning OutcomeCONTENT REFLECTION and MASTERY: Initial Post (30 possible points)

30 to >29.0 pts

Excellent

Initial Discussion posting: • Post demonstrates mastery and thoughtful/accurate application of content and/or strategies presented in the course. • Posts are substantive and reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. • Initial post is supported by 3 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings.

29 to >23.0 pts

Good

Initial Discussion posting: • Posts demonstrate some mastery and application of content, applicable skills, or strategies presented in the course. • Posts are substantive and reflective, with analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. • Initial post is supported by 3 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings.

23 to >18.0 pts

Fair

Initial Discussion posting: • Post may lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. • Posts demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors. • There is a lack of support from relevant scholarly research/evidence.

18 to >0 pts

Poor

Initial Discussion posting: • Post lacks in substance, reflection, analysis, or synthesis. • Posts do not generalize, extend thinking or evaluate concepts and issues within the topic or context of the discussion. • Relevant examples and scholarly resources are not provided.
30 pts

This criterion is linked to a Learning OutcomeCONTRIBUTION TO THE DISCUSSION: First Response (20 possible points)
20 to >19.0 pts

Excellent

Discussion response: • Significantly contributes to the quality of the discussion/interaction and thinking and learning. • Provides rich and relevant examples and thought-provoking ideas that demonstrates new perspectives, and synthesis of ideas supported by the literature. • Scholarly sources are correctly cited and formatted. • First response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Responds to questions posed by faculty.

19 to >15.0 pts

Good

Discussion response: • Contributes to the quality of the interaction/discussion and learning. • Provides relevant examples and/or thought-provoking ideas • Scholarly sources are correctly cited and formatted. • First response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Responds to questions posed by faculty.

15 to >12.0 pts

Fair

Discussion response: • Minimally contributes to the quality of the interaction/discussion and learning. • Provides few examples to support thoughts. • Information provided lacks evidence of critical thinking or synthesis of ideas. • There is a lack of support from relevant scholarly research/evidence. • No response to questions posed by faculty.

12 to >0 pts

Poor

Discussion response: • Does not contribute to the quality of the interaction/discussion and learning. • Lacks relevant examples or ideas. • There is a lack of support from relevant scholarly research/evidence. • No response to questions posed by faculty.
20 pts

This criterion is linked to a Learning OutcomeCONTRIBUTION TO THE DISCUSSION: Second Response (20 possible points)
20 to >19.0 pts

Excellent

Discussion response: • Significantly contributes to the quality of the discussion/interaction and thinking and learning. • Provides relevant examples and thought-provoking ideas that demonstrates new perspectives, and extensive synthesis of ideas supported by the literature. • Second response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Scholarly sources are correctly cited and formatted. • Responds to questions posed by faculty.

19 to >15.0 pts

Good

Discussion response: • Contributes to the quality of the interaction/discussion and learning. • Provides relevant examples and/or thought-provoking ideas • Second response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Scholarly sources are correctly cited and formatted. • Responds to questions posed by faculty.

15 to >12.0 pts

Fair

Discussion response: • Minimally contributes to the quality of the interaction/discussion and learning. • Provides few examples to support thoughts. • Information provided lacks evidence of critical thinking or synthesis of ideas. • Minimal scholarly sources provided to support post. • Does not respond to questions posed by faculty.

12 to >0 pts

Poor

Discussion response: • Does not contribute to the quality of the interaction/discussion and learning. • Lacks relevant examples or ideas. • No sources provided. • Does not respond to questions posed by faculty.
20 pts

This criterion is linked to a Learning OutcomeQUALITY OF WRITING (10 possible points)

10 to >9.0 pts

Excellent

Discussion postings and responses exceed doctoral level writing expectations: • Use Standard Academic English that is clear, concise, and appropriate to doctoral level writing. • Make few if any errors in spelling, grammar, that does not affect clear communication. • Uses correct APA 7 format as closely as possible given the constraints of the online platform. • Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints.

9 to >8.0 pts

Good

Discussion postings and responses meet doctoral level writing expectations: • Use Standard Academic English that is clear and appropriate to doctoral level writing • Makes a few errors in spelling, grammar, that does not affect clear communication. • Uses correct APA 7 format as closely as possible given the constraints of the online platform. • Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints.

8 to >6.0 pts

Fair

Discussion postings and responses are somewhat below doctoral level writing expectations: • Posts contains multiple spelling, grammar, and/or punctuation deviations from Standard Academic English that affect clear communication. • Numerous errors in APA 7 format • May be less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.

6 to >0 pts

Poor

Discussion postings and responses are well below doctoral level writing expectations: • Posts contains multiple spelling, grammar, and/or punctuation deviations from Standard Academic English that affect clear communication. • Uses incorrect APA 7 format • Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints.

10 pts

Total Points: 100

NURS 8210 WEEK 2 DISCUSSION 1: PROFESSIONAL ROLE DEVELOPMENT

“Nursing research involves much planning and attention to details, yet novice and seasoned nurse researchers often overlook the day-to-day operations required to conduct research studies. Project management is a set of iterative steps that can facilitate the process of conducting nursing research” (Rew et al., 2020).

As you begin working on your nursing informatics project, consider how this project will plant the seed for your future work (in and out of an educational setting). How might what you do in this course lend itself to what you will need to do in nursing practice on a day-to-day basis? Why might it be important to consider this now versus later in your education or practice?

Throughout this course, you are tasked designing a nursing informatics project. This project is steeped in project management concepts to drive your work.

For this Discussion, you will explore why this approach might not only will assist you in this course, but how it might assist you in nursing practice beyond your studies.

Reference:

Rew, L., Cauvin, S., Cengiz, A., Pretorius, K., & Johnson, K. (2020). Application of project management tools and techniques to support nursing intervention research. Nursing Outlook, 68(4), 396–405. doi:10.1016/j.outlook.2020.01.007

RESOURCES

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

WEEKLY RESOURCES

LEARNING RESOURCES

Required Readings

Sipes, C. (2020). Project management for the advanced practice nurse (2nd ed.). Springer Publishing.

Chapter 8, “Case Studies: Applying Project Management Concepts and Tools” (pp. 190–210)

Chapter 3, “Design/Initiation: Project Management—Phase 1”

(pp. 50–74)

“SWOT” (p. 165)

American Nurses Association. (2015). Nursing informaticsLinks to an external site.: Scope and standards of practice (2nd ed.).

“Metastructures, Concepts, and Tools of Nursing Informatics” (pp. 2–6)

“Professional Practice Areas for Nursing Informatics” (pp. 7-9)

“Standard 3: Outcomes Identification” (p. 71)

“Standard 4: Planning” (p. 72)

Eby, K. (2017). The complete glossary of project management terminologyLinks to an external site.. Smartsheet. https://www.smartsheet.com/complete-glossary-project-management-terminology

HealthIT.gov. (n.d.). Health information technology advisory committeeLinks to an external site. (HITAC). https://www.healthit.gov/hitac/committees/health-information-technology-advisory-committee-hitac

Howarth, M. L., Probyn, J. E., & Maz, J. (2017). Project management techniques to maximise success with research. British Journal of Cardiac Nursing Download British Journal of Cardiac Nursing, 12(3), 116–119. doi:10.12968/bjca.2017.12.3.116

Project management techniques to maximise success with research by Howarth, M. L., Probyn, J. E., & Maz, J., in British Journal of Cardiac Nursing, Vol. 12 /Issue 3. Copyright 2017 by MA Healthcare. Reprinted by permission of MA Healthcare via the Copyright Clearance Center.

Marcilly, R., Schiro, J., Beuscart-Zéphir, M. C., & Magrabi, F. (2019). Building usability knowledge for health information technology: A usability-oriented analysis of incident reportsLinks to an external site.. Applied Clinical Informatics, 10(3), 395–408. doi:10.1055/s-0039-1691841

Nøhr, C., Kuziemsky, C. E., Elkin, P. L., Marcilly, R., & Pelayo, S. (2019). Sustainable health informatics: Health informaticians as alchemistsLinks to an external site.. Studies in Health Technology and Informatics, 265, 3–11. doi:10.3233/SHTI190129

Powell, K. R., & Alexander, G. L. (2019). Mitigating barriers to interoperability in health careLinks to an external site.. Online Journal of Nursing Informatics, 23(2). https://www.himss.org/resources/mitigating-barriers-interoperability-health-care

Rew, L., Cauvin, S., Cengiz, A., Pretorius, K., & Johnson, K. (2020). Application of project management tools and techniques to support nursing intervention researchLinks to an external site.. Nursing Outlook, 68(4), 396–405. https://doi.org/10.1016/j.outlook.2020.01.007

Riol, H., & Thuillier, D. (2015). Project management for academic research projects: Balancing structure and flexibility Download Project management for academic research projects: Balancing structure and flexibility. International Journal of Project Organisation and Management, 7(3), 251–269. doi:10.1504/IJPOM.2015.070792

Project management for academic research projects: Balancing structure and fliexibility by Riol, H., & Thuillier, D., in International Journal of Project Organisation and Management, Vol. 7 /Issue 3. Copyright 2015 by INDERSCIENCE ENTERPRISES LTD. Reprinted by permission of INDERSCIENCE ENTERPRISES LTD via the Copyright Clearance Center.

Staggers, N., Elias, B. L., Makar, E. D., & Alexander, G. L. (2018). The imperative of solving nurses’ usability problems with health information technologyLinks to an external site.. The Journal of Nursing Administration, 48(4), 191–196. doi:10.1097/NNA.0000000000000598

Required Media

virtualstrategist. (2016, October 19). How to perform a SWOT AnalysisLinks to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=I_6AVRGLXGA

Optional Resources

Van de Velde, S., Kunnamo, I., Roshanov, P., Kortteisto, T., Aertgeerts, B., Vandvik, P. O., Flottorp, S., & GUIDES expert panel. (2018). The GUIDES checklist: Development of a tool to improve the successful use of guideline-based computerised clinical decision supportLinks to an external site.. Implementation Science. https://implementationscience.biomedcentral.com/articles/10.1186/s13012-018-0772-3

TO PREPARE

Review the Learning Resources for this week and reflect on the roles of advanced nursing practice as it relates to project management.

Select one of the roles described in Chapter 8 of the Sipes text to focus on for this Discussion.

Review the article by Rew et al. (2020) and reflect on the steps and processes used by the team described in the article.

How might you use a similar approach for the completion of your DNP doctoral project or dissertation? What project management strategies might be most appropriate for your nursing research?

BY DAY 3 OF WEEK 2

Post a response for the following:

Explain which project management processes and techniques you believe will provide the most guidance to assist you plan and develop your DNP doctoral project or Dissertation. Be specific and provide examples.

BY DAY 6 OF WEEK 2

Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days who selected a different advanced nursing practice role than you. Expand upon your colleague’s posting or offer an alternative perspective.

NURS_8210_Week2_Discussion1_Rubric

Criteria Ratings Pts

20 to >19.0 pts

Excellent

19 to >15.0 pts

Good

15 to >12.0 pts

Fair

12 to >0 pts

Poor

20 pts

This criterion is linked to a Learning OutcomeCONTENT REFLECTION and MASTERY: Initial Post (30 possible points)
30 to >29.0 pts

Excellent

29 to >23.0 pts

Good

23 to >18.0 pts

Fair

18 to >0 pts

Poor

This criterion is linked to a Learning OutcomeCONTRIBUTION TO THE DISCUSSION: First Response (20 possible points)

20 to >19.0 pts

Excellent

19 to >15.0 pts

Good

15 to >12.0 pts

Fair

12 to >0 pts

Poor

20 pts

This criterion is linked to a Learning OutcomeCONTRIBUTION TO THE DISCUSSION: Second Response (20 possible points)
20 to >19.0 pts

Excellent

19 to >15.0 pts

Good

15 to >12.0 pts

Fair

Discussion response: • Minimally contributes to the quality of the interaction/discussion and learning. • Provides few examples to support thoughts. • Information provided lacks evidence of critical thinking or synthesis of ideas. • Minimal scholarly sources provided to support post. • Does not respond to questions posed by faculty.

12 to >0 pts

Poor

This criterion is linked to a Learning OutcomeQUALITY OF WRITING (10 possible points)

10 to >9.0 pts

Excellent

9 to >8.0 pts

Good

8 to >6.0 pts

Fair

6 to >0 pts

Poor

Total Points: 100

NURS 8210 WEEK 2 DISCUSSION 2: IMPORTANT TERMINOLOGY AND CONCEPTS

The field of nursing requires an understanding of many terms and concepts. You may find there are some you are familiar with, and you may find you are learning something new every day. How might the exploration of nursing informatics terms and concepts help you improve your practice? What is required to stay up to date with new terminology and concepts in the field? How might you approach the ever-changing landscape of nursing practice as it relates to information technology?

For this Discussion, you will focus on two selected terms to explore their impact on nursing practice. You will also explore barriers and non-functionality related to your selected terms. Consider your specific experience and nursing practice to share with your colleagues.

RESOURCES

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

WEEKLY RESOURCES

LEARNING RESOURCES

Required Readings

Sipes, C. (2020). Project management for the advanced practice nurse (2nd ed.). Springer Publishing.

Chapter 8, “Case Studies: Applying Project Management Concepts and Tools” (pp. 190–210)

Chapter 3, “Design/Initiation: Project Management—Phase 1”

(pp. 50–74)

“SWOT” (p. 165)

American Nurses Association. (2015). Nursing informaticsLinks to an external site.: Scope and standards of practice (2nd ed.).

“Metastructures, Concepts, and Tools of Nursing Informatics” (pp. 2–6)

“Professional Practice Areas for Nursing Informatics” (pp. 7-9)

“Standard 3: Outcomes Identification” (p. 71)

“Standard 4: Planning” (p. 72)

Eby, K. (2017). The complete glossary of project management terminologyLinks to an external site.. Smartsheet. https://www.smartsheet.com/complete-glossary-project-management-terminology

Required Media

virtualstrategist. (2016, October 19). How to perform a SWOT AnalysisLinks to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=I_6AVRGLXGA

Optional Resources

TO PREPARE

Review the Learning Resources for this week and select one term from the following to focus on for this Discussion.

Usability

Interoperability

Decision Support

Sustainability

Reflect on the meaning and application of the context of these terms and consider their importance for informational technology and nursing practice.

BY DAY 4 OF WEEK 2

Post and define the one term you selected explain how you this informatics term is being used in your own practice or in the daily life of your patients? Provide an example.

BY DAY 6 OF WEEK 2

Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days who selected different terms than you. Expand upon your colleague’s posting or offer an alternative perspective.

NURS_8210_Week2_Discussion2_Rubric

Criteria Ratings Pts

20 to >19.0 pts

Excellent

19 to >15.0 pts

Good

15 to >12.0 pts

Fair

12 to >0 pts

Poor

This criterion is linked to a Learning OutcomeCONTENT REFLECTION and MASTERY: Initial Post (30 possible points)
30 to >29.0 pts

Excellent

29 to >23.0 pts

Good

23 to >18.0 pts

Fair

18 to >0 pts

Poor

This criterion is linked to a Learning OutcomeCONTRIBUTION TO THE DISCUSSION: First Response (20 possible points)
20 to >19.0 pts

Excellent

19 to >15.0 pts

Good

15 to >12.0 pts

Fair

12 to >0 pts

Poor

20 pts

This criterion is linked to a Learning OutcomeCONTRIBUTION TO THE DISCUSSION: Second Response (20 possible points)

20 to >19.0 pts

Excellent

19 to >15.0 pts

Good

15 to >12.0 pts

Fair

Discussion response: • Minimally contributes to the quality of the interaction/discussion and learning. • Provides few examples to support thoughts. • Information provided lacks evidence of critical thinking or synthesis of ideas. • Minimal scholarly sources provided to support post. • Does not respond to questions posed by faculty.

12 to >0 pts

Poor

This criterion is linked to a Learning OutcomeQUALITY OF WRITING (10 possible points)
10 to >9.0 pts

Excellent

9 to >8.0 pts

Good

8 to >6.0 pts

Fair

6 to >0 pts

Poor

Total Points: 100

NURS 8210 WEEK 3 DISCUSSION: BLOG: HOW HAS NURSING INFORMATICS AND TECHNOLOGY IMPACTED YOUR PRACTICE?

For this Discussion, you will explore the impact of digital technology on nursing practice. Consider the influence these technologies may have on nursing practice, and what skills you might need to hone in on in order to address these needs.

RESOURCES

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

WEEKLY RESOURCES

LEARNING RESOURCES

Required Readings

Sipes, C. (2020). Project management for the advanced practice nurse (2nd ed.). Springer Publishing.

Chapter 4, “Planning: Project Management—Phase 2” (pp. 75–120)

American Nurses Association. (2015). Nursing informaticsLinks to an external site.: Scope and standards of practice (2nd ed.).

“Evolution of Nursing Informatics Competencies” (pp. 37–41)

“The Future of Nursing Informatics” (pp. 52–62)

“Standard 3: Outcomes Identification” (p. 71)

“Standard 4: Planning” (p. 72)

American Hospital Association. (n.d.). Innovative models of care delivery: Addressing transitions across the care continuumLinks to an external site.. https://www.aha.org/system/files/media/file/2019/05/Innovative-Models-of-Care.pdf

Guest in VSee. (2020). 7 ways technology is transforming the nursing fieldLinks to an external site.. VSee.com. https://vsee.com/blog/technology-transforming-nursing-field

The Medical Futurist. (2020). 10 ways technology is changing healthcareLinks to an external site.. https://medicalfuturist.com/ten-ways-technology-changing-healthcare/

Zipfel, N., van der Nat, P. B., Rensing, B. J. W. M., Daeter, E. J., Westert, G. P., & Groenewoud, A. S. (2019). The implementation of change model adds value to value-based healthcare: A qualitative studyLinks to an external site.. BMC Health Services Research, 19(1), 643. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1186/s12913-019-4498-y

Required Media

Schade, M. (2016, January 11). How to do a GAP AnalysisLinks to an external site.. [Video]. YouTube. https://www.youtube.com/watch?v=8xXReyiFtBY

Project Manager. (2014, June 2). What is a work breakdown structureLinks to an external site.? [Video]. YouTube.https://www.youtube.com/watch?v=wEWhnodF6ig

Project Manager. (2016, March 11). Gantt Charts, Simplified – The Project Management TrainingLinks to an external site.. [Video]. YouTube.https://www.youtube.com/watch?v=cGkHjby1xKM

Optional Resources

Howarth, M. L., Probyn, J. E., & Maz, J. (2017). Project management techniques to maximise success with researchLinks to an external site.. British Journal of Cardiac Nursing, 12(3), 116–119. doi:10.12968/bjca.2017.12.3.116

TO PREPARE

Consider your nursing background and professional interests as you view the video.

What potential skills, knowledge, or competencies to ensure quality of care and safety improvements, might you need to develop for your healthcare organization or nursing practice to ensure continued quality care and safety?

BY DAY 3 OF WEEK 3

Post a blog to address the following:

Explore the pivotal role of informatics competencies in enhancing the quality of care and safety in your nursing practice.

BY DAY 6 OF WEEK 3

Read a selection of your colleagues’ blog posts and respond to at least two of your colleagues on two different days by expanding upon their responses or sharing additional or alternative perspectives.

NURS_8210_Week3_Blog_Rubric

Criteria Ratings Pts

This criterion is linked to a Learning OutcomeMain Posting: Idea and Content
60 to >49.0 pts

Excellent

• Thoroughly responds to the blog prompt/s. • Post provides comprehensive insight, understanding, or reflection about the topic through a focused analysis of the topic supported by personal experiences and/or examples. • Personal opinions are expressed and are clearly related to the topic, activity or process identified in blog prompts. • The post reflects in-depth engagement with the topic. • Posts main blog by due date.

49 to >38.0 pts

Good

• Responds to all of the blog prompt/s. • Post provides insight, understanding, or reflection about the topic through a reasonably focused analysis of the topic supported by personal experiences and/or examples. • Personal opinions are expressed and are but not fully developed to align with blog prompts. • The post reflects moderate engagement with the topic. • Posts main blog by due date.

38 to >27.0 pts

Fair

• Partially responds to the blog prompt/s. • Posts are typically short and may contain some irrelevant material. • The post is mostly description or summary without connections or analysis between ideas. • The post reflects minimal engagement with the topic. • Posts main blog by due date.

27 to >0 pts

Poor

• Does not respond to the blog prompt/s or entries lack insight, depth or are superficial. • The entries are short and are frequently irrelevant to the events. • They do not express opinion clearly and show little understanding. • The post does not reflect engagement with the topic. • Does not post main blog by due date.
60 pts

This criterion is linked to a Learning OutcomeFirst Response: Post to colleague’s main blogpost shows evidence of insight, understanding, or reflective thought about the topic. NOTE: Responses to faculty are not counted as first or second colleague responses.

20 to >11.0 pts

Excellent

• Presents a focused and cohesive viewpoint in addressing this response. • Response includes focused questions or examples related to colleague’s post. • Response stimulates dialogue and commentary. • Posts by due date.

11 to >6.0 pts

Good

• Presents a specific viewpoint that is focused and cohesive. • Response includes at least one focused question or example related to colleague’s post. • There is some attempt to stimulate dialogue and commentary. • Posts by due date.

6 to >2.0 pts

Fair

• Presents a specific viewpoint but lacks supporting examples or focused questions related to colleague’s post. • The posting is brief and reflects minimal effort to connect with colleague. • Posts by due date.

2 to >0 pts

Poor

• Response lacks a specific viewpoint and supporting examples or focused questions related to colleague’s post. • The post does not stimulate dialogue or connect with the colleague. • Does not post by due date.
20 pts

This criterion is linked to a Learning OutcomeSecond Response: Post to second colleague blog post shows evidence of insight, understanding, or reflective thought about the topic.
20 to >11.0 pts

Excellent

11 to >6.0 pts

Good

6 to >2.0 pts

Fair

2 to >0 pts

Poor

• Response lacks a specific viewpoint and supporting examples or focused questions related to colleague’s post. • The does not stimulate dialogue or connect with the colleague. • Does not post by due date.
20 pts

Total Points: 100

NURS 8210 WEEK 4 DISCUSSION: CHANGE THEORIES, SYSTEMS THINKING, IMPLEMENTATION SCIENCE

Never have we had vast amounts of data at our fingertips like we do today. However, before we can meaningfully access and use data for interpretation, it must be transformed. To derive meaning from the data collected, you need to understand that data collection is rapidly changing and constantly evolving. The methods with which data is collected, analyzed, and used to justify, support, or lend credibility to research aims, are all important considerations for the nurse researcher. As it relates to Big Data, the methods of how data is collected, analyzed, and used for implementation is also important. While the availability of data collection certainly has its advantages, many researchers point to the concerns over Big Data.

For this Discussion, reflect on your understanding of Big Data and the implications for implementation. Consider the impact of research as it relates to collection via Big Data and consider how this impact might lead to potential barriers in implementation and practice gaps. Reflect on your experience and consider how these key issues might impact nursing practice.

RESOURCES

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

WEEKLY RESOURCES

LEARNING RESOURCES

Required Readings

Sipes, C. (2020). Project management for the advanced practice nurse (2nd ed.). Springer Publishing.

Chapter 4, “Planning: Project Management—Phase 2” (pp. 75–120)

Chapter 2, “Foundational Project Management Theories that Support Decision-Making” (pp. 22–25)

American Nurses Association. (2015). Nursing informaticsLinks to an external site.: Scope and standards of practice (2nd ed.).

“Standard 1: Assessment” (pp. 68–69)

“Standard 2: Diagnosis, Problems and Issues Identification” (p. 70)

“Standard 3: Outcomes Identification” (p. 71)

“Standard 4: Planning” (p. 72)

Thompson, T. (2019). 6 steps to mastering the theoretical framework of a dissertationLinks to an external site.. ServiceScape. https://www.servicescape.com/blog/6-steps-to-mastering-the-theoretical-framework-of-a-dissertation

Wensing, M., & Grol, R. (2019). Knowledge translation in health: How implementation science could contribute moreLinks to an external site.. BMC Medicine, 17(88). https://doi.org/10.1186/s12916-019-1322-9

Required Media

Analytics Guy. (2020, August 25). Developing understanding using the DIKW pyramidLinks to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=u9DoQ9gY4z4

Jonna B. (2019, April 21). Explaining Kurt Lewin’s change theoryLinks to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=WtaYloI-WAQ

IRL – Research and Science Course. (2019, August 30). What is implementation scienceLinks to an external site.? [Video]. YouTube. https://www.youtube.com/watch?v=Cvk-cpDptOc

Massachusetts DESE. (2020, February 25). Introduction to implementation scienceLinks to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=eJoNkAavMEY

Project Manager. (2018, July 2). Risk Analysis How to Analyze Risks on Your Project – Project Management TrainingLinks to an external site.. [Video]. YouTube.https://www.youtube.com/watch?v=r5ZrPeQW8HQ

Sustainability Science Education. (2019, August 23). What is systems thinkingLinks to an external site.? [Video]. YouTube. https://www.youtube.com/watch?v=FW6MXqzeg7M

Systems Innovation. (2018, October 27). Systems analysisLinks to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=M14kFg88Vk0

The Seas. (2015, November 23). Chapter 13 systems analysis and designLinks to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=t7YMEnnxjJ8

Optional Resources

Vaishya, R., Haleem, A., Vaish, A., & Javaid, M. (2020). Emerging technologies to combat the COVID-19 pandemic. Journal of Clinical and Experimental Hepatology, 10(4), 409–411.https://doi.org/10.1016/j.jceh.2020.04.019

TO PREPARE

Review the Learning Resources for this week, focusing specifically on the implementation science articles and web resources.

Consider the issues related to research and Big Data.

Review Lewin’s Change Theory, systems thinking, and implementation science resources provided in the media this week.

Consider the importance of these theories and frameworks to your healthcare organization or nursing practice.

Explore two additional theories or models related to change, systems, or implementation science to focus on for this discussion.

BY DAY 3 OF WEEK 4

Analyze informatics frameworks and models that are applicable to healthcare organizations and nursing practice. What are the key principles and best practices that you can leverage from these frameworks to support your practice?

BY DAY 6 OF WEEK 4

Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days. Expand upon your colleague’s posting or offer an alternative perspective.

NURS_8210_Week4_Discussion_Rubric

Criteria Ratings Pts

Excellent

19 to >15.0 pts

Good

15 to >12.0 pts

Fair

12 to >0 pts

Poor

20 pts

This criterion is linked to a Learning OutcomeCONTENT REFLECTION and MASTERY: Initial Post (30 possible points)
30 to >29.0 pts

Excellent

29 to >23.0 pts

Good

23 to >18.0 pts

Fair

18 to >0 pts

Poor

30 pts

This criterion is linked to a Learning OutcomeCONTRIBUTION TO THE DISCUSSION: First Response (20 possible points)

20 to >19.0 pts

Excellent

19 to >15.0 pts

Good

15 to >12.0 pts

Fair

12 to >0 pts

Poor

This criterion is linked to a Learning OutcomeCONTRIBUTION TO THE DISCUSSION: Second Response (20 possible points)
20 to >19.0 pts

Excellent

19 to >15.0 pts

Good

15 to >12.0 pts

Fair

Discussion response: • Minimally contributes to the quality of the interaction/discussion and learning. • Provides few examples to support thoughts. • Information provided lacks evidence of critical thinking or synthesis of ideas. • Minimal scholarly sources provided to support post. • Does not respond to questions posed by faculty.

12 to >0 pts

Poor

This criterion is linked to a Learning OutcomeQUALITY OF WRITING (10 possible points)

10 to >9.0 pts

Excellent

9 to >8.0 pts

Good

8 to >6.0 pts

Fair

6 to >0 pts

Poor

Total Points: 100

NURS 8210 WEEK 5 DISCUSSION: DATA SCIENCE APPLICATIONS AND PROCESSES

How might data compiled and analyzed in your healthcare organization or nursing practice help support efforts aimed at patient quality and safety? Why might it be important to consider the how’s and why’s of data collection, application, and implementation? How might these practices shape your nursing practice or even the future of nursing?

For this Discussion, you will explore various topics related to data and consider the process and application of each. Reflect on the use of these applications, but also consider the implications of how these applications might shape the future of nursing and healthcare practice.

RESOURCES

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

WEEKLY RESOURCES

LEARNING RESOURCES

Required Readings

Begin your review of required Learning Resources with these quick media resources to define some of the many terms you will hear in Nursing Informatics and Project Management today. If you are more interested in a particular one, there are many longer videos available.

GovLoop. (2016, June 15). Defining data analyticsLinks to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=RAw55JEcnEs

IDG TECHTalk. (2020, March 27). What is predictive analyticsLinks to an external site.? Transforming data into future insights [Video]. YouTube. https://www.youtube.com/watch?v=cVibCHRSxB0

ProjectManager. (2016, March 11). Gantt charts, simplified – project management trainingLinks to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=cGkHjby1xKM

Simplilearn. (2017, August 3). Data science vs big data vs data analyticsLinks to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=yR2wWQYiVKM

Simplilearn. (2019, December 10). Big data in 5 minutesLinks to an external site. | What is big data?| introduction to big data | big data explained | simplilearn [Video]. YouTube. https://www.youtube.com/watch?v=bAyrObl7TYE

Required Media

Sipes, C. (2020). Project management for the advanced practice nurse (2nd ed.). Springer Publishing.

Chapter 4, “Planning: Project Management—Phase 2” (pp. 75–120)

American Nurses Association. (2015). Nursing informaticsLinks to an external site.: Scope and standards of practice (2nd ed.).

“Standard 3: Outcomes Identification” (p. 71)

“Standard 4: Planning” (p. 72)1

Brennan, P. F., & Bakken, S. (2015). Nursing needs big data and big data needs nursingLinks to an external site.. Journal of Nursing Scholarship, 47(5), 477–484. doi:10.1111/jnu.12159 National Institutes of Health, Office of Data Science Strategy. (2021). Data science.

National Institutes of Health, Office of Data ScienceLinks to an external site. Strategy. (2021). Data science. https://datascience.nih.gov/

Zhu, R., Han, S., Su, Y., Zhang, C., Yu, Q., & Duan, Z. (2019). The application of big data and the development of nursing science: A discussion paperLinks to an external site.. International Journal of Nursing Sciences, 6(2), 229–234. doi:10.1016/j.ijnss.2019.03.001

Data analysis

Elsaleh, T., Enshaeifar, S., Rezvani, R., Acton, S. T., Janeiko, V., & Bermudez-Edo, M. (2020). IoT-stream: A lightweight ontology for internet of things data streams and its use with data analytics and event detection servicesLinks to an external site.. Sensors, 20(4), 953. doi:10.3390/s20040953

Parikh, R. B., Gdowski, A., Patt, D. A., Hertler, A., Mermel, C., & Bekelman, J. E. (2019). Using big data and predictive analytics to determine patient risk in oncology. American Society of Clinical Oncology Educational BookLinks to an external site., 39, e53–e58. doi:10.1200/EDBK_238891

Spachos, D., Siafis, S., Bamidis, P., Kouvelas, D., & Papazisis, G. (2020). Combining big data search analytics and the FDA adverse event reporting system database to detect a potential safety signal of mirtazapine abuseLinks to an external site.. Health Informatics Journal, 26(3), 2265–2279. doi:10.1177/1460458219901232

Optional Resources

Mehta N., & Pandit, A. (2018). Concurrence of big data analytics and healthcare: A systematic review. International Journal of Medical InformaticsLinks to an external site., 114, 57–65. doi:10.1016/j.ijmedinf.2018.03.013

Ristevski, B., & Chen, M. (2018). Big data analytics in medicine and healthcare. Journal of Integrative BioinformaticsLinks to an external site., 15(3), 1–5. https://doi.org/10.1515/jib-2017-0030

Shea, K. D., Brewer, B. B., Carrington, J. M., Davis, M., Gephart, S., & Rosenfeld, A. (2018). A model to evaluate data science in nursing doctoral curricula. Nursing OutlookLinks to an external site., 67(1), 39–48. https://www.nursingoutlook.org/article/S0029-6554(18)30324-5/fulltext

Sheehan, J., Hirschfeld, S., Foster, E., Ghitza, U., Goetz, K., Karpinski, J., Lang, L., Moser. R. P., Odenkirchen, J., Reeves, D., Runinstein, Y., Werner, E., & Huerta, M. (2016). Improving the value of clinical research through the use of common data elements. Clinical Trials, 13(6), 671–676, doi:10.1177/ 1740774516653238

Topaz, M., & Pruinelli, L. (2017). Big data and nursing: Implications for the futureLinks to an external site.. Studies in Health Technology and Informatics, 232, 165–171.

Westra, B. L., Sylvia, M., Weinfurter, E. F., Pruinelli, L., Park, J. I., Dodd, D., Keenan, G. M., Senk, P., Richesson, R. L., Baukner, V., Cruz, C., Gao, G., Whittenburg, L., & Delaney, C. W. (2017). Big data science: A literature review of nursing research exemplarsLinks to an external site.. Nursing Outlook, 65(5), 549–561.

Wilkinson, M. D., Dumontier, M., Aalbersberg, I. J., Appleton, G., Axton, A., Baak, A., Blomberg, N., Boiten, J.-W., da Silva Santos, L. O., Bourne, P., Bouwman, J., Brookes, A. J., Clark. T., Crosas, M., Dillo, I., Dumon, O., Edmunds, S., Evelo, C., Finkers, R., … González-Beltrán, A. (2016). The FAIR guiding principles for scientific data management and stewardship. Scientific DataLinks to an external site., 3, Article 160018, 1–9. doi:10.1038/sdata.2016.18

TO PREPARE

Review the Learning Resources for this week related to the topics: Big Data, Data Science, Data Mining, Data Analytics, and Machine Learning.

Consider the process and application of each topic.

Reflect on how each topic relates to nursing practice.

BY DAY 3 OF WEEK 5

Post a summary on how predictive analytics might be used to support healthcare. Note: These topics may overlap as you will find in the readings (e.g., some processes require both Data Mining and Analytics).

In your post include the following:

Describe a practical application for predictive analytics in your nursing practice. What challenges and opportunities do you envision for the future of predictive analytics in healthcare?

BY DAY 6 OF WEEK 5

Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days. Expand upon your colleague’s posting or offer an alternative perspective.

NURS_8210_Week5_Discussion_Rubric

Criteria Ratings Pts

Excellent

19 to >15.0 pts

Good

15 to >12.0 pts

Fair

12 to >0 pts

Poor

This criterion is linked to a Learning OutcomeCONTENT REFLECTION and MASTERY: Initial Post (30 possible points)

30 to >29.0 pts

Excellent

29 to >23.0 pts

Good

23 to >18.0 pts

Fair

18 to >0 pts

Poor

This criterion is linked to a Learning OutcomeCONTRIBUTION TO THE DISCUSSION: First Response (20 possible points)

20 to >19.0 pts

Excellent

19 to >15.0 pts

Good

15 to >12.0 pts

Fair

12 to >0 pts

Poor

20 pts

This criterion is linked to a Learning OutcomeCONTRIBUTION TO THE DISCUSSION: Second Response (20 possible points)
20 to >19.0 pts

Excellent

19 to >15.0 pts

Good

15 to >12.0 pts

Fair

Discussion response: • Minimally contributes to the quality of the interaction/discussion and learning. • Provides few examples to support thoughts. • Information provided lacks evidence of critical thinking or synthesis of ideas. • Minimal scholarly sources provided to support post. • Does not respond to questions posed by faculty.

12 to >0 pts

Poor

This criterion is linked to a Learning OutcomeQUALITY OF WRITING (10 possible points)

10 to >9.0 pts

Excellent

9 to >8.0 pts

Good

8 to >6.0 pts

Fair

6 to >0 pts

Poor

Total Points: 100

NURS 8210 WEEK 6 DISCUSSION: DIGITAL HEALTH: MOBILE DEVICES, WEARABLES, TELEHEALTH, TELEMEDICINE

Preparing for her run, Susan tightened her fitness watch on her wrist. After experiencing and having received treatment for a heart arrhythmia, Susan was encouraged to wear the watch that not only would alert her if she experienced an irregular heartbeat, but the device would also report the findings to her medical team. Susan felt comfortable going on her run, knowing her device would monitor her heart.

Digital health has changed how patients monitor their health. These advancements have allowed patients to take an active role with increased control and agency over their healthcare and well-being. Digital health has also allowed patients to communicate with healthcare providers in different ways that help to facilitate ongoing, continuous, and real-time conversations that lead to data-informed treatment approaches and healthcare plans. Thus, these advancements have shifted and changed how healthcare is offered and practiced both for the patient and healthcare provider.

For this Discussion, you will explore the use of digital health in healthcare organizations and nursing practice. Reflect on the use, implementation, and the barriers for digital health and consider how these devices have changed, or will continue to change, healthcare organizations and nursing practice.

RESOURCES

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

WEEKLY RESOURCES

LEARNING RESOURCES

Required Readings

Devi, D. H., Duraisamy, K., Armghan, A., Alsharari, M., Aliqab, K., Sorathiya, V., Das, S., & Rashid, N. (2023). 5G technology in healthcare and wearable devices: A reviewLinks to an external site.. Sensors (14248220), 23(5), 2519. https://doi.org/10.3390/s23052519

Kruse, C., Betancourt, J., Ortiz, S., Valdes Luna, S. M., Bamrah, I. K., & Segovia, N. (2019). Barriers to the use of mobile health in improving health outcomes in developing countries: Systematic reviewLinks to an external site.. Journal of Medical Internet Research, 21(10), Article e13263. doi:10.2196/13263

Otto, L., Harst, L., Timpel, P., Wollschlaeger, B., Richter, P., & Schlieter, H. (2020). Defining and delimitating telemedicine and related terms – an ontology-based classificationLinks to an external site.. Studies in Health Technology and Informatics, 268, 113–122. doi:10.3233/SHTI200010

Raza, M. M., Venkatesh, K. P., & Kvedar, J. C. (2023). Promoting racial equity in Digital Health: Applying a cross-disciplinary equity frameworkLinks to an external site.. Npj Digital Medicine, 6(1). https://doi.org/10.1038/s41746-023-00747-5

Sen, S., Maity, S., & Das, D. (2020). Turning the body into a wireLinks to an external site.. IEEE Spectrum. https://spectrum.ieee.org/turning-the-body-into-a-wire

Smital, L., Haider, C. R., Vitek, M., Leinveber, P., Jurak, P., Nemcova, A., Smisek, R., Marsanova, L., Provaznik, I., Felton, C. L., Gilbert, B. K., & Holmes, D. R., III (2020). Real-time quality assessment of long-term ECG signals recorded by wearables in free-living conditionsLinks to an external site.. IEEE Transactions on Biomedical Engineering, 67(10), 2721–2734. doi:10.1109/TBME.2020.2969719

Yang, X., Wang, X., Li, X., Gu, D., Liang, C., Li, K., Zhang, G., & Zhong, J. (2020). Exploring emerging IoT technologies in smart health research: A knowledge graph analysisLinks to an external site.. BMC Medical Informatics and Decision Making, 20, 260. https://doi.org/10.1186/s12911-020-01278-9

Wu, M., & Luo, J. (2019). Wearable technology applications in healthcare: A literature reviewLinks to an external site.. HIMSS. https://www.himss.org/resources/wearable-technology-applications-healthcare-literature-reviewLinks to an external site.

Document: Sample Paper Template (Word document)Download Sample Paper Template (Word document)

Optional Resources

Bettencourt, E. (2018). The future of nursing technology is exciting. https://diversitynursing.com/the-future-of-nursing-technology-is-exciting/#:~:text=The%20Future%20of%20Nursing%20Technology%20Is%20Exciting.%20adminericaB,advancements%20in%20medical%20science%2C%20telecommunications%2C%20and%20even%20

Donevant, S. B., Hilfinger Messias, D. K., & Estrada, R. D. (2018). Utilization of mobile applications in collaborative patient-provider monitoring of chronic health conditions: An examination of three theoretical frameworks to guide practice. Journal of Informatics Nursing, 3(2), 6–11.

Goldstein, K. M., Zullig, L. L., Dedert, E. A., Tabriz, A. A., Brearly, T. W., Raitz, G., Sata, S. S., Whited, J. D., Bosworth, H. B., Gordon, A. M., Nagi, A., Williams, J. W., & Gierisch, J. M. (2018). Telehealth interventions designed for women: An evidence map. Journal of General Internal MedicineLinks to an external site., 33(12), 2191–2200. doi:10.1007/s11606-018-4655-8

National Institute on Aging. (2017). NIH initiative tests in-home technology to help older adults age in placeLinks to an external site.. https://www.nia.nih.gov/news/nih-initiative-tests-home-technology-help-older-adults-age-place

Williams, J. K., Feero, W. G., Leonard, D. G. B., & Coleman, B. (2017). Implementation science, genomic precision medicine, and improved health: A new path forward? Nursing OutlookLinks to an external site., 65(1), 36–40. doi:10.1016/j.outlook.2016.07.014

ZEBRA Technologies. (n.d.). The future of healthcare: 2022 Hospital vision study: Mobile technology elevates patient care, empowers clinicians and enhances workflowsLinks to an external site.. https://www.zebra.com/content/dam/zebra_new_ia/en-us/solutions-verticals/vertical-solutions/healthcare/white-paper/2022-hospital-vision-study-en-global.pdf

TO PREPARE

Review the Learning Resources associated with digital health.

Consider the use, implementation, and barriers of digital health for healthcare organizations and nursing practice.

BY DAY 3 OF WEEK 6

Post a cohesive response to the following:

Choose one digital innovation (examples: telehealth, wearables, digital devices).

What challenges and opportunities have arisen in your healthcare organization or nursing practice while adopting a digital innovation? Please share your experiences and any key insights from these implementations.

BY DAY 6 OF WEEK 6

Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days. Expand upon your colleague’s posting or offer an alternative perspective on the use of digital health.

NURS_8210_Week6_Discussion_Rubric

Criteria Ratings Pts

Excellent

19 to >15.0 pts

Good

15 to >12.0 pts

Fair

12 to >0 pts

Poor

20 pts

This criterion is linked to a Learning OutcomeCONTENT REFLECTION and MASTERY: Initial Post (30 possible points)
30 to >29.0 pts

Excellent

29 to >23.0 pts

Good

23 to >18.0 pts

Fair

18 to >0 pts

Poor

This criterion is linked to a Learning OutcomeCONTRIBUTION TO THE DISCUSSION: First Response (20 possible points)
20 to >19.0 pts

Excellent

19 to >15.0 pts

Good

15 to >12.0 pts

Fair

12 to >0 pts

Poor

This criterion is linked to a Learning OutcomeCONTRIBUTION TO THE DISCUSSION: Second Response (20 possible points)

20 to >19.0 pts

Excellent

19 to >15.0 pts

Good

15 to >12.0 pts

Fair

Discussion response: • Minimally contributes to the quality of the interaction/discussion and learning. • Provides few examples to support thoughts. • Information provided lacks evidence of critical thinking or synthesis of ideas. • Minimal scholarly sources provided to support post. • Does not respond to questions posed by faculty.

12 to >0 pts

Poor

20 pts

This criterion is linked to a Learning OutcomeQUALITY OF WRITING (10 possible points)
10 to >9.0 pts

Excellent

9 to >8.0 pts

Good

8 to >6.0 pts

Fair

6 to >0 pts

Poor

Total Points: 100

ORDER A CUSTOMIZED, PLAGIARISM-FREE NURS 8210 Transforming Nursing and Healthcare Through Technology Weekly Discussions & Assignments HERE

NURS 8210 Week 6 Assignment: Designing a Nursing Informatics Project for Your Organization

You will use project management tools and strategies to propose how you would support and potentially implement a nursing informatics project. While you may not have the opportunity to implement this proposed project, this project will allow you to apply the skills needed and the considerations that are required in deducing how a project of this scope might take place in your nursing practice. To complete this project, you will define a informatics project that would be beneficial to your healthcare organization or nursing practice. You can discuss this with upper leadership, in your practice or organization, explaining that you will need to design ia proposed informatics project.

Resources

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

WEEKLY RESOURCES

Learning Resources

Required Readings

Devi, D. H., Duraisamy, K., Armghan, A., Alsharari, M., Aliqab, K., Sorathiya, V., Das, S., & Rashid, N. (2023). 5G technology in healthcare and wearable devices: A review

Links to an external site.. Sensors (14248220), 23(5), 2519. https://doi.org/10.3390/s23052519

Links to an external site.. Journal of Medical Internet Research, 21(10), Article e13263. doi:10.2196/13263

Otto, L., Harst, L., Timpel, P., Wollschlaeger, B., Richter, P., & Schlieter, H. (2020). Defining and delimitating telemedicine and related terms – an ontology-based classification

Links to an external site.. Studies in Health Technology and Informatics, 268, 113–122. doi:10.3233/SHTI200010

Raza, M. M., Venkatesh, K. P., & Kvedar, J. C. (2023). Promoting racial equity in Digital Health: Applying a cross-disciplinary equity framework

Links to an external site.. Npj Digital Medicine, 6(1). https://doi.org/10.1038/s41746-023-00747-5

Sen, S., Maity, S., & Das, D. (2020). Turning the body into a wire

Links to an external site.. IEEE Spectrum. https://spectrum.ieee.org/turning-the-body-into-a-wire

Links to an external site.. IEEE Transactions on Biomedical Engineering, 67(10), 2721–2734. doi:10.1109/TBME.2020.2969719

Yang, X., Wang, X., Li, X., Gu, D., Liang, C., Li, K., Zhang, G., & Zhong, J. (2020). Exploring emerging IoT technologies in smart health research: A knowledge graph analysis

Links to an external site.. BMC Medical Informatics and Decision Making, 20, 260. https://doi.org/10.1186/s12911-020-01278-9

Wu, M., & Luo, J. (2019). Wearable technology applications in healthcare: A literature review

Links to an external site.. HIMSS. https://www.himss.org/resources/wearable-technology-applications-healthcare-literature-review

Links to an external site.

Document: Sample Paper Template (Word document)

Download Sample Paper Template (Word document)

Optional Resources

Links to an external site., 33(12), 2191–2200. doi:10.1007/s11606-018-4655-8

National Institute on Aging. (2017). NIH initiative tests in-home technology to help older adults age in place

Links to an external site.. https://www.nia.nih.gov/news/nih-initiative-tests-home-technology-help-older-adults-age-place

Williams, J. K., Feero, W. G., Leonard, D. G. B., & Coleman, B. (2017). Implementation science, genomic precision medicine, and improved health: A new path forward? Nursing Outlook

Links to an external site., 65(1), 36–40. doi:10.1016/j.outlook.2016.07.014

ZEBRA Technologies. (n.d.). The future of healthcare: 2022 Hospital vision study: Mobile technology elevates patient care, empowers clinicians and enhances workflows

Links to an external site.. https://www.zebra.com/content/dam/zebra_new_ia/en-us/solutions-verticals/vertical-solutions/healthcare/white-paper/2022-hospital-vision-study-en-global.pdf

The Assignment: (10–11 pages)

This week, you will finalize your proposed Informatics Project, using all documents completed during Weeks 1–4. Be sure that each table or figure is explained with a short text description just before you include the table or figure in your paper (APA 7).

Introduction

Identify and initiate a conversation with a nurse leader at your nursing practice or healthcare organization. Discuss what you will need to develop Scope and Charter Documents.

Conduct a SWOT analysis which will provide information for the Scope and Charter. You can use a Word document and insert a table. Directions can be viewed in the Week 3 media piece, How to Perform a SWOT Analysis, found in this week’s Learning Resources. Some of the content is relevant to both the project for this course as well as organization of your doctoral dissertation. Overall, the first step for any project, work or your dissertation, requires a plan: what you will and will not do. That information is defined in a charter and scope.

Create a visual using the Gap Analysis map of the identified gap, documenting the flow from the point of origin to the destination. After watching the Week 3 media piece, How to do a GAP Analysis, identify the gap and analyze the flow or lack of flow of information as the gap in a process. The visual map will include the flow from the point of origin to the destination.

Create a Work Breakdown Structure (WBS) using PowerPoint slides or another method. Be sure to review the media piece, What Is a Work Breakdown Structure? in the Week 3 Learning Resources.

Create a Project Timeline Gantt chart, which defines who is responsible, due dates to start /finish activities. You can find an example on pp. 95–96 of your text, using PowerPoint slides, or another method. Be sure to review the Gantt Charts, Simplified media piece in this week’s Learning Resources.

RACI (responsibility chart) which outlines who will be responsible for which tasks, if working with a team. An example can be found in the Sipes text on pages 102–103.

Communication plan – Include documentation of all communications, status reports, changes made, and next steps, especially if others will be responsible for helping you acquire documents such as IRB site documents if applicable. An example can be found in the Sipes text on page 109 and on pages 141–143.

Risk management plan– After viewing the Week 4 media piece, “Risk Analysis How to Analyze Risks on Your Project,” document the impact of COVID-19 on current processes and potential for change. Be sure to also document how risk may be mitigated if possible. An example can be found in the Sipes text on pages 103–105.

Rationale – Synthesize scholarly literature that supports your proposed project.

Conclusion

Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper Template is found in Week 6 Learning Resources. All papers submitted must use this formatting.

Submit your Assignment by Day 7 of Week 6.

submission information

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.

To submit your completed assignment, save your Assignment as WK6Assgn_LastName_Firstinitial

Then, click on Start Assignment near the top of the page.

Next, click on Upload File and select Submit Assignment for review.

Rubric

NURS_8210_Week6_Assignment_Rubric

Criteria Ratings Pts

This criterion is linked to a Learning Outcome Identify and initiate a conversation with a nurse leader at your healthcare organization or nursing practice. Discuss what you will need to develop Scope and Charter documents.

20 to >17.0 pts

Excellent

The response accurately and clearly identifies that a conversation with a nurse leader at a healthcare organization or nursing practice has occurred…. An accurate and complete project scope document that is detailed and comprehensive is provided with the submission. … An accurate and complete project charter document that is detailed and comprehensive is provided with the submission.

17 to >15.0 pts

Good

The response accurately identifies that a conversation with a nurse leader at a healthcare organization or nursing practice has occurred. … An accurate project scope document is provided with the submission. … An accurate project charter document is provided with the submission.

15 to >12.0 pts

Fair

The response inaccurately or vaguely identifies that a conversation with a nurse leader at a healthcare organization or nursing practice has occurred. … An inaccurate or vague project scope document is provided with the submission. … An inaccurate or vague project charter document is provided with the submission.

12 to >0 pts

Poor

The response inaccurately and vaguely identifies that a conversation with a nurse leader at a healthcare organization or nursing practice has occurred, or it is missing. … An inaccurate and vague, or incomplete project scope document is provided with the submission, or it is missing. … An inaccurate and vague, or incomplete project charter document is provided with the submission, or it is missing.
20 pts

This criterion is linked to a Learning Outcome Conduct a SWOT analysis which will provide information for the Scope and Charter. * Be sure that each table or figure is explained with a short text description just before you include the table or figure in your paper (APA 7)
25 to >22.0 pts

Excellent

An accurate and complete SWOT analysis that is detailed and comprehensive is provided with the submission.

22 to >19.0 pts

Good

An accurate SWOT analysis is provided with the submission.

19 to >16.0 pts

Fair

An inaccurate or vague SWOT analysis is provided with the submission.

16 to >0 pts

Poor

An inaccurate and vague, or incomplete SWOT analysis is provided with the submission, or it is missing.
25 pts

This criterion is linked to a Learning Outcome Create a visual using the Gap Analysis map of the identified gap, documenting the flow from the point of origin to the destination. * Be sure that each table or figure is explained with a short text description just before you include the table or figure in your paper (APA 7)
20 to >17.0 pts

Excellent

An accurate and complete Gap Analysis that is detailed and comprehensive is provided in the submission. … The response accurately and clearly indicates in detail the flow from the point of origin to the destination and fully supports the proposed small nursing informatics project.

17 to >15.0 pts

Good

An accurate Gap Analysis is provided with the submission. … The response accurately indicates the flow from the point of origin to the destination and supports the proposed small nursing informatics project.

15 to >12.0 pts

Fair

An inaccurate or vague Gap Analysis is provided with the submission. … The response inaccurately or vaguely indicates the flow from the point of origin to the destination and may inaccurately or vaguely support the proposed small nursing informatics project.

12 to >0 pts

Poor

An inaccurate and vague, or incomplete Gap Analysis is provided with the submission, or it is missing. … The response inaccurately and vaguely indicates the flow from the point of origin to the destination that does not support the proposed small nursing informatics projects, or it is missing.
20 pts

This criterion is linked to a Learning Outcome Create a Work Breakdown Structure (WBS). * Be sure that each table or figure is explained with a short text description just before you include the table or figure in your paper (APA 7)
15 to >12.0 pts

Excellent

An accurate, complete, and detailed Work Breakdown Structure is provided with the submission.

12 to >9.0 pts

Good

An accurate Work Breakdown Structure is provided with the submission.

9 to >6.0 pts

Fair

An inaccurate or vague Work Breakdown Structure is provided with the submission.

6 to >0 pts

Poor

An inaccurate and vague, or incomplete Work Breakdown Structure is provided with the submission, or it is missing.

15 pts

This criterion is linked to a Learning Outcome Create a Project Timeline Gantt chart, which defines who is responsible, due dates to start/finish activities. * Be sure that each table or figure is explained with a short text description just before you include the table or figure in your paper (APA 7)
25 to >22.0 pts

Excellent

An accurate and complete Project Timeline Gantt chart that is detailed and comprehensive is provided with the submission. … The response accurately and clearly identifies in detail who is responsible and the due dates to start/finish activities.

22 to >19.0 pts

Good

An accurate Project Timeline and Gantt chart is provided with the submission. … The response accurately identifies who is responsible and the due dates to start/finish activities.

19 to >15.0 pts

Fair

An inaccurate or vague Project Timeline and Gantt chart is provided with the submission. … The response inaccurately or vaguely identifies who is responsible and the due dates to start/finish activities.

15 to >0 pts

Poor

An inaccurate and vague, or incomplete Project Timeline and Gantt chart is provided with the submission, or it is missing. … The response inaccurately and vaguely identifies who is responsible and the due dates to start/finish activities, or it is missing.

25 pts

This criterion is linked to a Learning Outcome Create a RACI (responsibility chart), which outlines who will be responsible for which tasks, if working on a team. * Be sure that each table or figure is explained with a short text description just before you include the table or figure in your paper (APA 7)
15 to >12.0 pts

Excellent

An accurate and complete responsibility chart that is detailed and comprehensive is provided with the submission. … The responsibility chart accurately and clearly outlines who will be responsible for which tasks.

12 to >9.0 pts

Good

An accurate responsibility chart is provided with the submission. … The responsibility chart accurately outlines who will be responsible for which tasks.

9 to >6.0 pts

Fair

An inaccurate or vague responsibility chart is provided with the submission. … The responsibility chart inaccurately or vaguely outlines who will be responsible for which tasks.

6 to >0 pts

Poor

An inaccurate and vague, or incomplete responsibility chart is provided with the submission, or it is missing. … The responsibility chart inaccurately and vaguely outlines who will be responsible for which tasks, or it is missing.
15 pts

This criterion is linked to a Learning Outcome Create a communication plan, including documentation of all communications, status reports, changes made, and next steps. * Be sure that each table or figure is explained with a short text description just before you include the table or figure in your paper (APA 7)

20 to >17.0 pts

Excellent

An accurate and complete communication plan that is detailed and comprehensive is provided with the submission.

17 to >15.0 pts

Good

An accurate communication plan is provided with the submission.

15 to >12.0 pts

Fair

An inaccurate or vague communication plan is provided with the submission.

12 to >0 pts

Poor

An inaccurate and vague communication plan is provided with the submission, or it is missing.
20 pts

This criterion is linked to a Learning Outcome Create a risk management plan. * Be sure that each table or figure is explained with a short text description just before you include the table or figure in your paper (APA 7)

15 to >12.0 pts

Excellent

An accurate and complete risk management plan that is detailed and comprehensive is provided with the submission.

12 to >9.0 pts

Good

An accurate risk management plan provided with the submission.

9 to >6.0 pts

Fair

An inaccurate or vague risk management plan is provided with the submission.

6 to >0 pts

Poor

An inaccurate and vague, or incomplete risk management plan is provided with the submission, or it is missing.
15 pts

This criterion is linked to a Learning Outcome Support your rationale for this proposed project with current scholarly evidence (no older than 5 years).

30 to >26.0 pts

Excellent

An accurate and complete review of scholarly evidence that is detailed and comprehensive supporting the rationale for the proposed project.

26 to >22.0 pts

Good

An accurate review of scholarly evidence that supports the rationale for the proposed project.

22 to >17.0 pts

Fair

An inaccurate or vague risk review of scholarly evidence is provided with the submission.

17 to >0 pts

Poor

An inaccurate and vague, or incomplete review of scholarly evidence is provided with the submission, or it is missing.
30 pts

This criterion is linked to a Learning Outcome Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive introduction and conclusion are provided which delineates all required criteria.
5 to >4.0 pts

Excellent

Paragraphs and sentences follow writing standards for flow, continuity, and clarity. … A clear and comprehensive introduction and conclusion are provided which delineates all required criteria.

4 to >3.5 pts

Good

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. … Introduction and conclusion of the assignment are stated, yet is brief and not descriptive.

3.5 to >3.0 pts

Fair

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. … Introduction and conclusion of the assignment are vague or off topic.

3 to >0 pts

Poor

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. … No introduction or conclusion was provided.
5 pts

This criterion is linked to a Learning Outcome Written Expression and Formatting – Standard Academic English: Correct grammar, mechanics, and proper punctuation
5 to >4.0 pts

Excellent

Uses correct grammar, spelling, and punctuation with no errors.

4 to >3.5 pts

Good

Contains a few (1 or 2) grammar, spelling, and punctuation errors.

3.5 to >3.0 pts

Fair

Contains several (3 or 4) grammar, spelling, and punctuation errors.

3 to >0 pts

Poor

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
5 pts

This criterion is linked to a Learning Outcome Written Expression and Formatting – The paper follows writing template and correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. Uses Walden template from learning resources.
5 to >4.0 pts

Excellent

Uses correct APA format and writing template with no errors.

4 to >3.5 pts

Good

Contains a few (1 or 2) APA format errors. Uses writing template.

3.5 to >3.0 pts

Fair

Contains several (3 or 4) APA format errors. Uses writing template.

3 to >0 pts

Poor

Contains many (≥ 5) APA format errors or does not use writing template.
5 pts

Total Points: 200

NURS 8210 WEEK 7 DISCUSSION: INNOVATIVE INFORMATICS TOOLS AND APPLICATIONS TO CLINICAL PRACTICE

New technology and tools will undoubtedly shape nursing practice. “Research suggests that between 8% and 16% of nursing time is spent on non-nursing activities and tasks that should be delegated to others” (Robert, 2019). As a result, new innovations may minimize the time spent on these non-nursing activities and tasks to further support and strengthen patient care.

One such technology is the use of robots. While nursing robots are not yet readily available, researchers have earned millions in grants over the last decade researching and developing AI and robotic innovations to improve healthcare and nursing practice. From clinical practice to patient support, the future seems endless with possibilities.

For this Discussion, you will explore various topics associated with innovative technology and your healthcare organization or nursing practice. You will consider how you might utilize these advancements, as well as consider how these advancements might influence nursing informatics.

Reference:

Robert, N. (2019). How artificial intelligence is changing nursing. Nursing Management, 50(9), 30–39. doi:10.1097/01.NUMA.0000578988.56622.21

RESOURCES

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

WEEKLY RESOURCES

LEARNING RESOURCES

Required Readings

American Nurses Association. (2015). Nursing informaticsLinks to an external site.: Scope and standards of practice (2nd ed.).

“Standard 5: Implementation” (pp. 73–74)

“Standard 5a: Coordination of Activities” (p. 75)

“Standard 6: Evaluation” (p. 78)

“Standard 11: Communication” (p. 86)

“Standard 12: Leadership” (pp. 87–88)

“Standard 15: Resource Utilization” (p. 92)

Chen, M., & Decary, M. (2020). Artificial intelligence in healthcare: An essential guide for health leadersLinks to an external site.. Healthcare Management Forum, 33(1),10–18. doi:10.1177/0840470419873123

Dermody, G., & Fritz, R. (2019). A conceptual framework for clinicians working with artificial intelligence and health-assistive Smart Homes. Nursing InquiryLinks to an external site., 26(1), Article e12267. doi:10.1111/nin.12267

Lee, M. S., Grabowski, M. M., Habboub, G., & Mroz, T. E. (2020). The Impact of artificial intelligence on quality and safetyLinks to an external site.. Global Spine Journal, 10(1 Suppl), 99S–103S. https://doi.org/10.1177/2192568219878133

Sapci, A. H., & Sapci, H. A. (2019). Innovative assisted living tools, remote monitoring technologies, artificial intelligence-driven solutions, and robotic systems for aging societies: Systematic reviewLinks to an external site.. JMIR Aging, 2(2), Article e15429.

Scudellari, M. (2020). AI recognizes COVID-19 in the sound of a coughLinks to an external site.. IEEE Spectrum. https://spectrum.ieee.org/the-human-os/artificial-intelligence/medical-ai/ai-recognizes-covid-19-in-the-sound-of-a-cough

Machine learning

Kwon, J. Y., Karim, M. E., Topaz, M., & Currie, L. M. (2019). Nurses “seeing forest for the trees” in the age of machine learning: Using nursing knowledge to improve relevance and performanceLinks to an external site.. Computers, Informatics, Nursing, 37, 203–212. doi:10.1097/CIN.0000000000000508

Park, J. I., Bliss, D. Z., Chi, C. L., Delaney, C. W., & Westra, B. L. (2020). Knowledge discovery with machine learning for hospital-acquired catheter-associated urinary tract infectionsLinks to an external site.. Computers, Informatics, Nursing, 38(1), 28–35. https://doi.org/10.1097/CIN.0000000000000562

Sendak, M., Gao, M., Nichols, M., Lin, A., & Balu, S. (2019). Machine learning in health care: A critical appraisal of challenges and opportunitiesLinks to an external site.. eGEMS, 7(1), 1. https://doi.org/10.5334/egems.287

Precision medicine,Genomics

Burke, W., & Thummel, K. (2019). Precision medicine and health disparities: The case of pediatric acute lymphoblastic leukemiaLinks to an external site.. Nursing Outlook, 67(4), 331–336. doi:10.1016/j.outlook.2019.05.003

Corwin, E., Redeker, N. S., Richmond, T. S., Docherty, S. L., Rita, H., & Pickler, R. H. (2019). Ways of knowing in precision healthLinks to an external site.. Nursing Outlook, 67(4), 293–301. https://doi.org/10.1016/j.outlook.2019.05.011

Hacker, E. D., McCarthy, A. M, & DeVon, H. (2019). Precision health: Emerging science for nursing researchLinks to an external site.. Nursing Outlook, 67(4), 287–289. doi:10.1016/j.outlook.2019.06.008

Hickey, K. T., Bakken, S., Byrne, M. W., Bailey, D. C. E., Demiris, G., Docherty, S. L., Dorsey, S. G., Guthrie, B. J., Heitkemper, M. M., Jacelon, C. S., Kelechi, T. J., Moore, S. M., Redeker, N. S., Renn, C. L., Resnick, B., Starkweather, A., Thompson, H., Ward, T. M., McCloskey, D. J., Austin, J. K., & Grady, P. A. (2020). Corrigendum to precision health: Advancing symptom and self-management scienceLinks to an external site.. Nursing Outlook, 68(2), 139–140. doi:10.1016/j.outlook.2019.11.003

Newcomb, P., Behan, D., Sleutel, M., Walsh, J., Baldwin, K., & Lockwood, S. (2019). Are genetics/genomics competencies essential for all clinical nurses?Links to an external site. Nursing, 49(7), 54–60. doi:10.1097/01.NURSE.0000554278.87676.ad

Robotics

Frazier, R. M., Carter-Templeton, H., Wyatt, T. H., & Wu, L. (2019). Current trends in robotics in nursing patents—a glimpse into emerging innovationsLinks to an external site.. Computers, Informatics, Nursing, 37(6), 290–297. doi:10.1097/CIN.0000000000000538

Song, S., & Collins, S. H. (2021).Optimizing exoskeleton assistance for faster self-selected walking. IEEE Transactions on Neural Systems and Rehabilitation EngineeringLinks to an external site., 29, 786–795. doi:10.1109/TNSRE.2021.3074154

Yang, G.-Z., Nelson, B. J., Murphy, R. R, Choset, H., Christensen, H., Collins, S. H., Dario, P., Goldberg, K., Ikuta, K., Jacobstein, N., Kragic, D., Taylor, R. H., & McNutt, M. (2020). Combating COVID-19—The role of robotics in managing public health and infectious diseasesLinks to an external site.. Science Robotics, 5(40). https://doi.org/10.1126/scirobotics.abb5589

Clinical decision support, digital medicine

Centers for Disease Control and Prevention. (n.d.). Implementing clinical decision support systemsLinks to an external site.. Division for Heart Disease and Stroke Prevention. https://www.cdc.gov/dhdsp/pubs/docs/Best_Practice_Guide_CDSS_508.pdf

Sutton, R. T., Pincock, D., Baumgart, D. C., Sadowski, D. C., Fedorak, R. N., & Kroeker, K. I. (2020). An overview of clinical decision support systems: Benefits, risks, and strategies for successLinks to an external site.. NPJ Digital Medicine, 3(17). https://doi.org/10.1038/s41746-020-0221-y

Required Media

AHRQ Digital Healthcare Research. (2021, July 12). AHRQ CDS connect: A primerLinks to an external site. [Video]. https://youtu.be/xjbYTBaycs8

Google Cloud Tech. (2017, August 31). The 7 steps of machine learningLinks to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=nKW8Ndu7Mjw

SAS. (n.d.). Machine learning: What it is and why it mattersLinks to an external site. [Video]. https://www.sas.com/en_us/insights/analytics/machine-learning.html

U.S. Food and Drug Administration. (2019, December 20). What is precision medicine?Links to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=ojrW8WeoANQ

Optional resources

Bini, S. A. (2018). Artificial intelligence, machine learning, deep learning, and cognitive computing: What do these terms mean and how will they impact health care? The Journal of ArthroplastyLinks to an external site., 33(8), 2358–2361. doi:10.1016/j.arth.2018.02.067

Calzone, K. A., Jenkins, J., Culp, S., & Badzek, L. (2017). Hospital nursing leadership-led interventions increased genomic awareness and educational intent in Magnet settings. Nursing OutlookLinks to an external site., 66(3), 244–253. https://doi.org/10.1016/j.outlook.2017.10.010

Daniel D., Silcox, C., Sharma, I., & Wright, M. B. (2018). Current state and near-term priorities for AI-enabled diagnostic support software in healthcareLinks to an external site.. Duke Margolis Center for Health Policy. https://healthpolicy.duke.edu/sites/default/files/atoms/files/dukemargolisaienableddxss.pdf

Fernandez-Luque, L., & Imran, M. (2018). Humanitarian health computing using artificial intelligence and social media: A narrative literature review. International Journal of Medical InformaticsLinks to an external site., 114, 136–142. doi:10.1016/j.ijmedinf.2018.01.015

Fritz, R. L., & Dermody, G. (2019). A nurse-driven method for developing artificial intelligence in “smart” homes for aging-in-place. Nursing OutlookLinks to an external site., 67(2), 140–153. doi:10.1016/j.outlook.2018.11.004

Fitipaldi, H., McCarthy, M. I., Florez, J. C., & Franks, P. W. (2018). A global overview of precision medicine in Type 2 Diabetes. Diabetes, 67(10), 1911–1922. doi:10.2337/ dbi17-0045

Minor, L. (2016). We don’t just need precision medicine, we need precision healthLinks to an external site.. Forbes. https://www.forbes.com/sites/valleyvoices/2016/01/06/we-dont-just-need-precision-medicine-we-need-precision-health/?sh=6f70d7896a92

National Institutes of Health. (2018a). NINR “Precision health: Smart technologies, smart health” boot campLinks to an external site.. https://www.ninr.nih.gov/sites/files/docs/2018-NINR-PrecisionHealthBootCamp-508.pdf

National Institutes of Health, National Human Genome Research Institute. (n.d.). Method for introducing a new competency: genomics (MINC)Links to an external site.. https://genomicsintegration.net/

Taylor, J. Y., & Barcelona de Mendoza, V. (2017). Improving-omics-based research and precision health in minority populations: Recommendations for nurse scientists. Journal of Nursing ScholarshipLinks to an external site., 50(1), 11–19. doi:10.1111/jnu.12358

Williams, J. K., & Anderson, C. M. (2018). Omics research ethics considerationsLinks to an external site.. Nursing Outlook, 66(4), 386–393.

TO PREPARE

Review the Learning Resources associated with the topics: AI, Machine Learning, Genomics, Precision Health, and Robotics.

Consider the role of these technologies in your healthcare organization or nursing practice.

Analyze the differences of these technologies as they may impact healthcare delivery and nursing practice.

Reflect on the potential use of each of these topics and your personal experiences with their implementation into practice.

BY DAY 3 OF WEEK 7

Post a response to your blog for the following:

Choose one of the five topics: AI, Machine Learning, Genomics, Precision Health, or Robotics, how has this technology been applied in your practice or in the lives of your patients

How do you think this innovation will impact the future of your practice?

BY DAY 6 OF WEEK 7

NURS_8210_Week7_Blog_Rubric

Criteria Ratings Pts

This criterion is linked to a Learning OutcomeMain Posting: Idea and Content

60 to >49.0 pts

Excellent

49 to >38.0 pts

Good

38 to >27.0 pts

Fair

27 to >0 pts

Poor

60 pts

Excellent

11 to >6.0 pts

Good

6 to >2.0 pts

Fair

2 to >0 pts

Poor

This criterion is linked to a Learning OutcomeSecond Response: Post to second colleague blog post shows evidence of insight, understanding, or reflective thought about the topic.

20 to >11.0 pts

Excellent

11 to >6.0 pts

Good

6 to >2.0 pts

Fair

2 to >0 pts

Poor

20 pts

Total Points: 100

NURS 8210 WEEK 8 DISCUSSION: THE INTERSECTION OF SOCIAL DETERMINANTS OF HEALTH ON HIT AND PATIENT OUTCOMES

Health literacy is defined by the World Health Organization (WHO) as, “the cognitive and social skills which determine the motivation and ability of individuals to gain access to, understand, and use information in ways that promote and maintain good health” (n.d.). The American Medical Association (AMA) defines health literacy as, “a constellation of skills, including the ability to perform basic reading and numerical tasks required to function in the health care environment” (Baker, 2006). These definitions highlight the importance of health literacy for both healthcare workers and patients.

Whether it is the ability to fully analyze and interpret a researched study, or to speak to patients in a way that gains their trust and develops their understanding, health literacy directly relates to patient care.

However, understanding the importance of health literacy does not directly correlate to effective health literacy, so how does health literacy impact patient outcomes? What barriers or social determinants might impact health literacy?

For this Discussion, reflect on your understanding of health literacy, health information technology, and health economics. Consider the impact of each of these topics and explore how they are related to patient care. You will also recommend strategies to overcome potential barriers as they relate to the topics.

References:

Baker, D. W. (2006). The meaning and measure of health literacy. Journal of General Internal Medicine, 21(8), 878–883. doi:10.1111/j.1525-1497.2006.00540.x

World Health Organization. (n.d.). Health promotion. https://www.who.int/teams/health-promotion/enhanced-wellbeing/seventh-global-conference/health-literacy#:~:text=Health%20Literacy%20has%20been%20defined,promote%20and%20maintain%20good%20health

RESOURCES

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

WEEKLY RESOURCES

LEARNING RESOURCES

Required Readings

American Nurses Association. (2015). Nursing informaticsLinks to an external site.: Scope and standards of practice (2nd ed.).

“Standard 5: Implementation” (pp. 73–74)

“Standard 5a: Coordination of Activities” (p. 75)

“Standard 6: Evaluation” (p. 78)

“Standard 11: Communication” (p. 86)

“Standard 12: Leadership” (pp. 87–88)

“Standard 15: Resource Utilization” (p. 92)

The Office of the National Coordinator for Health Information Technology. (n.d.). Health IT: Advancing America’s health careLinks to an external site..

https://www.healthit.gov/sites/default/files/pdf/health-information-technology-fact-sheet.pdf

Social determinants

Palakshappa, D., Scheerer, M., Semelka, C. T., & Foley, K. L. (2020). Screening for social determinants of health in free and charitable clinics in North CarolinaLinks to an external site.. Journal of Health Care for the Poor and Underserved, 31(1), 382–397. doi:10.1353/hpu.2020.0029

Links to an external site.Shah, G. H., Shankar, P., Schwind, J. S., & Sittaramane, V. (2020). The detrimental impact of the COVID-19 crisis on health equity and social determinants of healthLinks to an external site.. Journal of Public Health Management and Practice, 26(4), 317–319. doi:10.1097/PHH.0000000000001200

Sharma, S. V., Chuang, R. J., Rushing, M., Naylor, B., Ranjit, N., Pomeroy, M., & Markham, C. (2020). Social determinants of health–related needs during COVID-19 among low-income households with childrenLinks to an external site.. Preventing Chronic Disease, 17, 200–322. doi:10.5888/pcd17.200322

Yao, R. (2019). The future of consumer healthcareLinks to an external site.. https://medium.com/ipg-media-lab/the-future-of-consumer-healthcare-71ff82d6ee25

HIT on patient outcomes

HealthIT.gov. (2019). Improved diagnostics & patient outcomesLinks to an external site.. https://www.healthit.gov/topic/health-it-and-health-information-exchange-basics/improved-diagnostics-patient-outcomes

Health economics

Hammeken, L. H., Baunwall, S. M. D., Hvas, C. L., & Ehlers, L. H. (2021). Health economic evaluations comparing faecal microbiota transplantation with antibiotics for treatment of recurrent Clostridioides difficile infection: A systematic reviewLinks to an external site.. Health Economics Review, 11(3). doi:10.1186/s13561-021-00301-7

Links to an external site.Seixas, B. V., Dionne, F., & Mitton, C. (2021). Practices of decision making in priority setting and resource allocation: A scoping review and narrative synthesis of existing frameworksLinks to an external site.. Health Economics Review, 11(2). doi:10.1186/s13561-020-00300-0

Links to an external site.Xu, X., Lazar, C. M., & Ruger, J. P. (2021). Micro-costing in health and medicine: A critical appraisalLinks to an external site.. Health Economics Review, 11(1). doi:10.1186/s13561-020-00298-5

Required Media

Let’s Learn Public Health. (2017, June 25). Social determinants of health – an introductionLinks to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=8PH4JYfF4Ns

Optional Resources

Brenner, S. K., Kaushal, R., Grinspan, Z., Joyce, C., Kim, I., Allard, R. J., Delgado, D., & Abramson, E. L. (2016). Effects of health information technology on patient outcomes: A systematic reviewLinks to an external site.. Journal of the American Medical Informatics Association, 23(5), 1016–1036.

TO PREPARE

Review the Learning Resources associated with the topics: Health Literacy, Health Information Technology (HIT) on Patient Outcomes, and Health Economics.

Consider the role of each of these topics in influencing how healthcare is delivered and practiced in your healthcare organization or nursing practice.

BY DAY 3 OF WEEK 8

Post a cohesive response that addresses the following:

What strategies do you recommend for addressing barriers and challenges associated with social determinants of health in nursing practice? How can nurses effectively use information technologies to support the delivery of equitable care to all patients?

BY DAY 6 OF WEEK 8

NURS_8210_Week8_Blog_Rubric

Criteria Ratings Pts

This criterion is linked to a Learning OutcomeMain Posting: Idea and Content

60 to >49.0 pts

Excellent

49 to >38.0 pts

Good

38 to >27.0 pts

Fair

27 to >0 pts

Poor

20 to >11.0 pts

Excellent

11 to >6.0 pts

Good

6 to >2.0 pts

Fair

2 to >0 pts

Poor

This criterion is linked to a Learning OutcomeSecond Response: Post to second colleague blog post shows evidence of insight, understanding, or reflective thought about the topic.
20 to >11.0 pts

Excellent

11 to >6.0 pts

Good

6 to >2.0 pts

Fair

2 to >0 pts

Poor

Total Points: 100

NURS 8210 WEEK 9 DISCUSSION: ETHICS, CYBER ETHICS, AND SECURITY

In recent years, hackers have targeted medical records, from hospitals and other healthcare institutions, across the country. These records contain personal information, contact information, and most importantly, for the hackers, information that may prove useful in stealing an identity. Thus, healthcare organizations have made it a priority to protect patient records and privacy. However, with the influx of technological advancements and hacker determination, there is no perfect way to ensure that all records are secure and safe.

In addition to medical records, privacy concerns are relevant with any patient chart in any setting. For example, a chart left open on a computer monitor in a patient room, employee passwords and log-in information, and new employee access and screening all represent other ways in which ethics and security merge in healthcare and nursing practice.

For this Discussion, you will consider the importance of ethics as it relates to security. You will also reflect on how these topics might affect clinical practice and the connection to nursing informatics.

RESOURCES

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

WEEKLY RESOURCES

LEARNING RESOURCES

Required Readings

American Nurses Association. (2015). Nursing informaticsLinks to an external site.: Scope and standards of practice (2nd ed.).

“Ethics in Nursing Informatics” (pp. 49–52)

“Standard 6: “Evaluation” (p. 78)

“Standard 7: “Ethics” (pp. 79–80)

“Standard 11: “Communication” (p. 86)

“Standard 12: “Leadership” (pp. 87–88)

Beckmann, M., Dittmer, K., Jaschke, J., Karbach, U., Köberlein-Neu, J., Nocon, M., Rusniok, C., Wurster, F., & Pfaff, H. (2021). Electronic patient record and its effects on social aspects of interprofessional collaboration and clinical workflows in hospitals (eCoCo): A mixed methods study protocolLinks to an external site.. BMC Health Services Research, 21(377). https://doi.org/10.1186/s12913-021-06377-5

Martin, K., Shilton, K., & Smith, J. (2019). Business and the ethical implications of technology: Introduction to the symposiumLinks to an external site.. Journal of Business Ethics,160, 307–317. https://doi.org/10.1007/s10551-019-04213-9

Nahm, E.-S., Poe, S., Lacey, D., Lardner, M., Van De Castle, B., & Powell, K. (2019). Cybersecurity essentials for nursing informaticistsLinks to an external site.. Computers, Informatics, Nursing, 37(8), 389–393. doi:10.1097/CIN.0000000000000570

Odeh, A., Keshta, I., & Abdeifattah, E. (2021). Machine learning techniques for detection of website phishing: A review for promises and challenges. IEEE 11th Annual Computing and Communication Workshop and ConferenceLinks to an external site. (CCWC), 813–818. doi:10.1109/CCWC51732.2021.9375997

Susser, D., Roessler, B., & Nissenbaum, H. (2019). Online manipulation: Hidden influences in a digital world. Georgetown Law Technology ReviewLinks to an external site., 4(1), 1–45. https://ssrn.com/abstract=3306006

Required Media

Coursera. (n.d.). Informatics and ethicsLinks to an external site. [Video].

https://www.coursera.org/lecture/health-informatics-professional/informatics-and-ethics-Pi1wm

Data Science Show. (2018, September 9). Ethical applications in health informaticsLinks to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=kJ_IHTnuxDI

Simplilearn. (2020, June 10). Cyber security in 7 minutes | What is cyber security: How it works? | Cyber security | SimplilearnLinks to an external site.

[Video]. YouTube. https://www.youtube.com/watch?v=inWWhr5tnEA

Optional Resources

Sulmasy, L. S., López, A. M., Horwitch, C. A., & American College of Physicians, Professionalism and Human Rights Committee. (2017). Ethical implications of the electronic health record: In the service of the patient. Journal of General Internal MedicineLinks to an external site., 32. 935–939. https://doi.org/10.1007/s11606-017-4030-1

TO PREPARE

Review the Learning Resources associated with the topics of ethics, cyber ethics, and security.

Consider the role of each of these topics for clinical practice, as well as the importance of understanding each of these topics.

BY DAY 3 OF WEEK 9

Post a cohesive response to the following:

What are the key challenges that healthcare practitioners encounter when balancing patient care with the requirement for stringent data protection? How can healthcare organizations ensure patient confidentiality while effectively leveraging digital tools to enhance care delivery?

BY DAY 6 OF WEEK 9

Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days by expanding upon their responses or sharing additional or alternative perspectives.

NURS_8210_Week9_Discussion_Rubric

Criteria Ratings Pts

Excellent

19 to >15.0 pts

Good

15 to >12.0 pts

Fair

12 to >0 pts

Poor

20 pts

This criterion is linked to a Learning OutcomeCONTENT REFLECTION and MASTERY: Initial Post (30 possible points)

30 to >29.0 pts

Excellent

29 to >23.0 pts

Good

23 to >18.0 pts

Fair

18 to >0 pts

Poor

This criterion is linked to a Learning OutcomeCONTRIBUTION TO THE DISCUSSION: First Response (20 possible points)

20 to >19.0 pts

Excellent

19 to >15.0 pts

Good

15 to >12.0 pts

Fair

12 to >0 pts

Poor

20 pts

This criterion is linked to a Learning OutcomeCONTRIBUTION TO THE DISCUSSION: Second Response (20 possible points)
20 to >19.0 pts

Excellent

19 to >15.0 pts

Good

15 to >12.0 pts

Fair

Discussion response: • Minimally contributes to the quality of the interaction/discussion and learning. • Provides few examples to support thoughts. • Information provided lacks evidence of critical thinking or synthesis of ideas. • Minimal scholarly sources provided to support post. • Does not respond to questions posed by faculty.

12 to >0 pts

Poor

This criterion is linked to a Learning OutcomeQUALITY OF WRITING (10 possible points)

10 to >9.0 pts

Excellent

9 to >8.0 pts

Good

8 to >6.0 pts

Fair

6 to >0 pts

Poor

10 pts

Total Points: 100

NURS 8201 WEEK 11 DISCUSSION: USING QUALITATIVE AND QUANTITATIVE METHODS TO INFORM EVIDENCE-BASED PRACTICE

Chronic pain affects millions of Americans. Diagnosing, treating, and understanding chronic pain creates many challenges for healthcare. Is the challenge on how to properly diagnose and manage a patient’s pain? Or is the challenge on whether or not to prescribe pain medications given the concerns with addiction as a result of the opioid epidemic?

Consider the questions posed above. How might the use of qualitative and quantitative methods serve to provide answers for researchers regarding the challenges associated with chronic pain? What can qualitative data provide that quantitative data cannot, and vice versa? How might a mixed methods approach fill in the gaps to provide a clearer understanding of the problem and potential solutions?

For this Discussion, reflect on an issue or problem in healthcare that may benefit from a mixed methods approach. Think about the differences between qualitative and quantitative research methods and designs, as well as how these two methods might work well together. Consider how a mixed methods approach supports evidence-based practice.

RESOURCES

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

WEEKLY RESOURCES

WEEK 11: LEARNING RESOURCES

Required Readings

Gray, J. R., & Grove, S. K. (2020). Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (9th ed.). Elsevier.

Chapter 14, “Mixed Methods Research” (pp. 386–409)

Chapter 19, “Evidence Synthesis and Strategies for Implementing Evidence-Based Practice” (pp. 551–606)

Agency for Healthcare Research and Quality. (2015). Methods guide for effectiveness and comparative effectiveness reviews.Links to an external site. https://effectivehealthcare.ahrq.gov/products/cer-methods-guide/overview/

Dreyfoos, N. (2020). Evaluating the impact of a depression care management program.Links to an external site. https://scholarworks.seattleu.edu/cgi/viewcontent.cgi?article=1007&context=dnp-projects

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviewsLinks to an external site.. Systematic Reviews, 10(89), 1–11. doi:10.1186/s13643-021-01626-4

Siddaway, A. P., Wood, A. M., & Hedges, L. V. (2019). How to do a systematic review: A best practice guide for conducting and reporting narrative reviews, meta-analyses, and meta-synthesesLinks to an external site.. Annual Review of Psychology,Links to an external site. 70, 747–770. doi:10.1146/annurev-psych-010418-102803

PreviousNext

TO PREPARE:

Review the Learning Resources for this week and consider the differences between qualitative and quantitative research designs and methods.

Consider an example of a topic or issue in nursing in which both qualitative and quantitative research approaches might be necessary,

Reflect on how a mixed methods approach lends itself to evidence-based practice.

BY DAY 3 OF WEEK 11

Post an explanation of when it might be most useful to use both qualitative and quantitative approaches or mixed methods to support a research design. Be specific and provide examples. Then, explain whether a combination of qualitative and quantitative approaches are used in systematic reviews to support evidence-based practice. Be specific.

BY DAY 6 OF WEEK 11

Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days in one or more of the following ways:

NURS_8201_Week11_Discussion_Rubric

Criteria Ratings Pts

This criterion is linked to a Learning OutcomeMain Posting: Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current scholarly sources.

44 to >39.0 pts

Excellent 90%–100%

Thoroughly responds to the Discussion question(s). Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current scholarly sources. No less than 75% of post has exceptional depth and breadth. Supported by at least three current scholarly sources that are correctly cited and formatted.

39 to >34.0 pts

Good 80%–89%

Responds to most of the Discussion question(s). Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module. 50% of the post has exceptional depth and breadth. Supported by at least three scholarly sources that are correctly cited and formatted.

34 to >30.0 pts

Fair 70%–79%

Responds to some of the Discussion question(s). One to two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Supported by fewer than two scholarly sources that are correctly cited and formatted.

30 to >0 pts

Poor 0%–69%

Does not respond to the Discussion question(s). Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no scholarly sources.
44 pts

This criterion is linked to a Learning OutcomeMain Posting: Writing
6 to >5.0 pts

Excellent 90%–100%

Written clearly and concisely. Contains no grammatical or spelling errors. Adheres to current APA manual writing rules and style. Response is effectively written in Standard Academic English.

5 to >4.0 pts

Good 80%–89%

Written clearly and concisely. May contain one to two grammatical or spelling errors. Adheres to current APA manual writing rules and style. Response is effectively written in Standard Academic English.

4 to >3.0 pts

Fair 70%–79%

Written somewhat clearly and concisely. May contain more than two spelling or grammatical errors. Contains some APA formatting errors. Edits are needed to follow standards for Standard Academic English.

3 to >0 pts

Poor 0%–69%

Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style. Does not follow Standard Academic English for most of the post.
6 pts

This criterion is linked to a Learning OutcomeMain Posting: Timely and full participation
10 to >8.0 pts

Excellent 90%–100%

Meets requirements for timely, full, and active participation. … Posts main Discussion by due date.

8 to >7.0 pts

Good 80%–89%

Meets requirements for full participation. … Posts main Discussion by due date.

7 to >6.0 pts

Fair 70%–79%

Posts main Discussion by due date.

6 to >0 pts

Poor 0%–69%

Does not meet requirements for full participation. … Does not post main Discussion by due date.
10 pts

This criterion is linked to a Learning OutcomeFirst Response: Post to colleague’s main post that is reflective and justified with scholarly sources.
9 to >8.0 pts

Excellent 90%–100%

Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. Uses scholarly sources to support ideas. Demonstrates synthesis and understanding of learning objectives. Scholarly sources are correctly cited and formatted.

8 to >7.0 pts

Good 80%–89%

Response has some depth and may exhibit critical thinking or application to practice setting. Uses scholarly sources to support ideas. Demonstrates a beginning synthesis and understanding of learning objectives. Scholarly sources are correctly cited and formatted.

7 to >6.0 pts

Fair 70%–79%

Response is on topic and may have some depth. Minimal or no scholarly sources provided.

6 to >0 pts

Poor 0%–69%

Response may not be on topic and lacks depth. No sources.
9 pts

This criterion is linked to a Learning OutcomeFirst Response: Writing
6 to >5.0 pts

Excellent 90%–100%

Communication is professional and respectful to colleagues. Response to faculty questions is fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more scholarly sources. Response is effectively written in Standard Academic English.

5 to >4.0 pts

Good 80%–89%

Communication is mostly professional and respectful to colleagues. Response to faculty questions is mostly answered, if posed. Provides opinions and ideas that are supported by at least two scholarly sources. Response is written in Academic English.

4 to >3.0 pts

Fair 70%–79%

Response posed in the Discussion may lack effective professional communication. Response to faculty questions is minimally addressed, if posed. Few or no scholarly sources are cited.

3 to >0 pts

Poor 0%–69%

Responses posted in the Discussion lack effective communication. Response to faculty questions is missing. No scholarly sources are cited.
6 pts

This criterion is linked to a Learning OutcomeFirst Response: Timely and full participation

5 to >4.0 pts

Excellent 90%–100%

Meets requirements for timely, full, and active participation. … Posts by due date.

4 to >3.0 pts

Good 80%–89%

Meets requirements for full participation. … Posts by due date.

3 to >2.0 pts

Fair 70%–79%

Posts by due date.

2 to >0 pts

Poor 0%–69%

Does not meet requirements for full participation. … Does not post by due date.
5 pts

This criterion is linked to a Learning OutcomeSecond Response: Post to colleague’s main post that is reflective and justified with scholarly sources.
9 to >8.0 pts

Excellent 90%–100%

8 to >7.0 pts

Good 80%–89%

7 to >6.0 pts

Fair 70%–79%

Response is on topic and may have some depth. Minimal or no scholarly sources provided.

6 to >0 pts

Poor 0%–69%

Response may not be on topic and lacks depth. No sources.
9 pts

This criterion is linked to a Learning OutcomeSecond Response: Writing
6 to >5.0 pts

Excellent 90%–100%

5 to >4.0 pts

Good 80%–89%

Communication is mostly professional and respectful to colleagues. Response to faculty questions is mostly answered, if posed. Provides opinions and ideas that are supported by few at least two scholarly sources…. Response is written in Standard Academic English.

4 to >3.0 pts

Fair 70%–79%

Response posed in the Discussion may lack effective professional communication. Response to faculty questions is minimally addressed, if posed. Few or no scholarly sources are cited.

3 to >0 pts

Poor 0%–69%

Responses posted in the Discussion lack effective communication. Response to faculty questions is missing. No scholarly sources are cited.
6 pts

This criterion is linked to a Learning OutcomeSecond Response: Timely and full participation

5 to >4.0 pts

Excellent 90%–100%

Meets requirements for timely, full, and active participation. Posts by due date.

4 to >3.0 pts

Good 80%–89%

Meets requirements for full participation. Posts by due date.

3 to >2.0 pts

Fair 70%–79%

Posts by due date.

2 to >0 pts

Poor 0%–69%

Does not meet requirements for full participation. Does not post by due date.

5 pts

Total Points: 100

Ask a probing question, substantiated with additional background information, evidence, or research.

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

Validate an idea with your own experience and additional research.

Suggest an alternative perspective based on additional evidence drawn from readings or after synthesizing multiple postings.

Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

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NURS 8210 Transforming Nursing and Healthcare Through Technology Weekly Discussions & Assignments