NURS 6051 Interaction Between Nurse Informaticists and Other Specialists

NURS 6051 Interaction Between Nurse Informaticists and Other Specialists

Interaction Between Nurse Informaticists and Other Specialists

Nursing informatics (NI) is a specialty which incorporates nursing with different information management and analytical sciences, and computer to maintain and develop medical data and systems that support the nursing practice. Nursing informaticists work with other specialists in diverse settings to deliver technologies like electronic health records, computerized provider order entry (CPOE), and clinical decision support system (CDSS) among other health information technologies. Within the health system, the nurse informaticist helps in coordination of activities by ensuring that data flows seamlessly for providers and patients to make informed decisions (McGonigle et al., 2022). For instance, interoperability occurs due to the informatics nurses sharing information through the developed organizational data and information system.

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Again, nursing informaticists work with other specialists when implementing new technologies and systems. The role of nurse informaticists at this time to help guide the process and ensure that users understand all aspects of the new system. Nurse informaticists are on the floor and show nurses how the new system works (Wang et al., 2018). Through this interaction, the informatics nurse engages with other professionals like system developers and vendors, data and information management experts in the organization and the overall management to improve interoperability. Nurse informaticists develop solutions to enhance patient care by ensuring that technologies deployed in hospital systems are user friendly and without errors (Nordsteien et al., 2018). The third observation on how informatics nurse work with other specialists is by following medication administration systems and feedback to staff. This is through sending notification to nursing staff about the percentage and trend of adherence to scanning of patients’ wristbands and confirming their information as well as scanning medication before administration. Through this, the hospital system develops a safer and more efficient medication administration system.

These interactions are fundamental to the overall care delivery and quality care for patients and their families. One strategy to improve these interactions is to enhancing training of more nurse informaticists and also ensuring that nurses have basic knowledge on functioning of computers and the overall organizational system. Encouraging nurses to specialize in informatics will improve its overall appeal to the all providers who will feel part of efforts to improve the delivery of care. With informatics knowledge and ideas, nurses will improve their abilities to use informatics and integrate other areas to offer patient-centered care (Vaismoradi et al., 2020). Through informatics, nurses will have a better understanding of interactions with other specialists as they will focus on one goal of improving interoperability to make better decisions.

The continued evolution of nursing informatics as a specialty and the emergence of novel technologies will have significant effects on professional interactions. Informatics in nursing has enabled nurses to interact more with other specialists based on the information that they provide and support, especially in using new technologies in health care systems and management. These new devices and applications will require more collaboration and use of multidisciplinary and inter-professional teams. For instance, interactions with system developers and vendors, users, and the management will increase to make them better and aligned to the organizational needs (Vošner et al., 2020). The implication is that professional interactions will focus on improving these systems, making them more user-friendly, and ensuring the overall seamless delivery of care at affordable cost. Further, it will mean that nurses can connect remotely with other professionals and even patients to improve care delivery. As such, the evaluation of nursing informatics will increase professional interactions and lead to better ways to make decisions for providers as they offer patient care.

References

McGonigle, D., & Mastrian, K. G. (2022). Nursing informatics and the foundation of knowledge

(5th ed.). Jones & Bartlett Learning.

Nordsteien, A., & Bystrom, K. (2018). Transitions in workplace information practices and

culture: The influence of newcomers on information use in healthcare. Journal of Documentation, 74(4), 827–843. www.emeraldinsight.com/0022-0418.htm

Vaismoradi, M., Tella, S., A Logan, P., Khakurel, J., & Vizcaya-Moreno, F. (2020). Nurses’

Adherence to Patient Safety Principles: A Systematic Review. International journal of

environmental research and public health, 17(6), 2028.

https://doi.org/10.3390/ijerph17062028

Vošner, H. B., Carter-Templeton, H., Završnik, J., & Kokol, P. (2020). Nursing informatics: a

historical bibliometric analysis. CIN: Computers, Informatics, Nursing, 38(7), 331-337. DOI: 10.1097/CIN.0000000000000624.

Wang, Y. Kung, L., & Byrd, T. A. (2018). Big data analytics: Understanding its capabilities and

potential benefits for healthcare organizations. Technological Forecasting and Social Change, 126 (1), 3–13. DOI: 10.1016/j.techfore.2015.12.019

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Interaction Between Nurse Informaticists and Other Specialists

Nature offers many examples of specialization and collaboration. Ant colonies and bee hives are but two examples of nature’s sophisticated organizations. Each thrives because their members specialize by tasks, divide labor, and collaborate to ensure food, safety, and general well-being of the colony or hive.

Of course, humans don’t fare too badly in this regard either. And healthcare is a great example. As specialists in the collection, access, and application of data, nurse informaticists collaborate with specialists on a regular basis to ensure that appropriate data is available to make decisions and take actions to ensure the general well-being of patients.

In this Discussion, you will reflect on your own observations of and/or experiences with informaticist collaboration. You will also propose strategies for how these collaborative experiences might be improved.

Resources

 

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCES

To Prepare:

  • Review the Resources and reflect on the evolution of nursing informatics from a science to a nursing specialty.
  • Consider your experiences with nurse Informaticists or technology specialists within your healthcare organization.

By Day 3 of Week 3

Post a description of experiences or observations about how nurse informaticists and/or data or technology specialists interact with other professionals within your healthcare organization. Suggest at least one strategy on how these interactions might be improved. Be specific and provide examples. Then, explain the impact you believe the continued evolution of nursing informatics as a specialty and/or the continued emergence of new technologies might have on professional interactions.

By Day 6 of Week 3

Respond to at least two of your colleagues* on two different days, offering one or more additional interaction strategies in support of the examples/observations shared or by offering further insight to the thoughts shared about the future of these interactions.

*Note: Throughout this program, your fellow students are referred to as colleagues.

NURS_5051_Module02_Week03_Discussion_Rubric

NURS_5051_Module02_Week03_Discussion_Rubric

Criteria Ratings Pts
This criterion is linked to a Learning Outcome Main Posting
50 to >44.0 ptsExcellent

Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. … Supported by at least three current, credible sources. … Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

44 to >39.0 ptsGood

Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. … At least 75% of post has exceptional depth and breadth. … Supported by at least three credible sources. … Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

39 to >34.0 ptsFair

Responds to some of the discussion question(s). … One or 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. … Post is cited with two credible sources. … Written somewhat concisely; may contain more than two spelling or grammatical errors. … Contains some APA formatting errors.

34 to >0 ptsPoor

Does not respond to the discussion question(s) adequately. … 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 credible sources. … Not written clearly or concisely. … Contains more than two spelling or grammatical errors. … Does not adhere to current APA manual writing rules and style.

50 pts
This criterion is linked to a Learning Outcome Main Post: Timeliness
10 to >0.0 ptsExcellent

Posts main post by day 3.

0 ptsPoor

Does not post by day 3.

10 pts
This criterion is linked to a Learning Outcome First Response
18 to >16.0 ptsExcellent

Response exhibits synthesis, critical thinking, and application to practice settings. … Responds fully to questions posed by faculty. … Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. … Demonstrates synthesis and understanding of learning objectives. … Communication is professional and respectful to colleagues. … Responses to faculty questions are fully answered, if posed. … Response is effectively written in standard, edited English.

16 to >14.0 ptsGood

Response exhibits critical thinking and application to practice settings. … Communication is professional and respectful to colleagues. … Responses to faculty questions are answered, if posed. … Provides clear, concise opinions and ideas that are supported by two or more credible sources. … Response is effectively written in standard, edited English.

14 to >12.0 ptsFair

Response is on topic and may have some depth. … Responses posted in the discussion may lack effective professional communication. … Responses to faculty questions are somewhat answered, if posed. … Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

12 to >0 ptsPoor

Response may not be on topic and lacks depth. … Responses posted in the discussion lack effective professional communication. … Responses to faculty questions are missing. … No credible sources are cited.

18 pts
This criterion is linked to a Learning Outcome Second Response
17 to >15.0 ptsExcellent

Response exhibits synthesis, critical thinking, and application to practice settings. … Responds fully to questions posed by faculty. … Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. … Demonstrates synthesis and understanding of learning objectives. … Communication is professional and respectful to colleagues. … Responses to faculty questions are fully answered, if posed. … Response is effectively written in standard, edited English.

15 to >13.0 ptsGood

Response exhibits critical thinking and application to practice settings. … Communication is professional and respectful to colleagues. … Responses to faculty questions are answered, if posed. … Provides clear, concise opinions and ideas that are supported by two or more credible sources. … Response is effectively written in standard, edited English.

13 to >11.0 ptsFair

Response is on topic and may have some depth. … Responses posted in the discussion may lack effective professional communication. … Responses to faculty questions are somewhat answered, if posed. … Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

11 to >0 ptsPoor

Response may not be on topic and lacks depth. … Responses posted in the discussion lack effective professional communication. … Responses to faculty questions are missing. … No credible sources are cited.

17 pts
This criterion is linked to a Learning Outcome Participation
5 to >0.0 ptsExcellent

Meets requirements for participation by posting on three different days.

0 ptsPoor

Does not meet requirements for participation by posting on 3 different days.

5 pts
Total Points: 100

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