Discussion: Nurse Informaticists Interactions

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Discussion: Nurse Informaticists Interactions

Discussion: Nurse Informaticists Interactions

Discussion: Nurse Informaticists Interactions

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

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

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

To Prepare:

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

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

First Response
17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.
15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.
13 (13%) – 14 (14%)
Response is on topic and may have some depth.

Responses posted in the discussion may lack 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.
0 (0%) – 12 (12%)
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.
Second Response
16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.
14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.
12 (12%) – 13 (13%)
Response is on topic and may have some depth.

Responses posted in the discussion may lack 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.
0 (0%) – 11 (11%)
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.
Participation
5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days.
Total Points: 100
Name: NURS_5051_Module02_Week03_Discussion_Rubric

RE: Discussion – Week 3

     Standardized language provides a systematic approach in which a nurse can communicate patient observations and track all medicine administered. When nurses use standardized language as the primary form of communication, this allows for easier transition of information gathered about any patient. According to Rutherford, the definition of standardized nursing language as a “common language, readily understood by all nurses, to describe care.” (Rutherford, 2008, para 7). Communication is key in the nursing profession due to the many health care parties that may come across any particular patient. Standardized language increases better communication among nurses and other health care providers, increased visibility of nursing interventions, improved patient care, enhanced data collection to evaluate nursing care outcomes (GUSEN,, GOSHIT, DAUDA, WILLIAMS, & DANYE,, 2017). In my profession, I have to collaborate patient information with nurse practitioners and physicians while communicating medical terms. Standardized nursing languages have been used to describe specialty domains such as psychiatric nursing and care settings (Thoroddsen,, Ehnfors, & Ehrenberg, 2010). In my current position as a behavioral care manager, I have to present patient history and current treatments in medical terminology. The “language” used is our setting, is a systematic approach we use as the main form of communication to my supervisors. In return, they analyze the data I produce, and together we discuss and determine ways we can provide better patient care.

References

GUSEN,, . J., GOSHIT, J. D., DAUDA, R., WILLIAMS, A. J., & DANYE,, . (2017). NURSES’ KNOWLEDGE ATTITUDE AND PRACTICE OF STANDARDIZED NURSING LANGUAGE IN PSSH, JOS. West African Journal of Nursing28(1), 21-31.

Rutherford, M. A. (2008). Standardized nursing language: What does it mean for nursing practice? The Online Journal of Issues in Nursing13. http://dx.doi.org/10.3912/OJIN.Vol13No01PPT05 10.3912/OJIN.Vol13No01PPT05 10.3912/OJIN.Vol13No01PPT05

Thoroddsen,, ., Ehnfors, ., & Ehrenberg, A. (2010). Nursing Specialty Knowledge as Expressed by Standardized Nursing Languages. International Journal of Nursing Terminologies and Classifications21(1), 69-79

Good Afternoon Nicole

I really enjoyed reading your post and your discussion of standard nursing terminologies (SNTs). Using standardized data is essential to development of nursing knowledge and demonstrating nursing’s contribution to patient outcomes. Nurse informaticists, IT specialists and performance improvement teams rely on standardized to data to assess patients’ outcomes and to evaluate patient safety and quality measures. When nursing informatics emerged as a specialty over 40 years ago, there was much focus on the development of SNTs in order to link patient problems, nursing interventions, and patient outcomes, yet there is not much evidence that SNTs have helped nursing realize these goals.

Tastan and colleagues (2014) noted most of the research have focused on the development of SNLs and understanding the validity and reliability SNLs concepts, not actual use in practice or research linking diagnoses, interventions, and outcomes. They pose, “”The findings of this literature synthesis show that an important weakness of the SNT research is the lack of evidence to support the influence of SNT use on patient outcomes or other important healthcare related outcomes. Extensive work has occurred to carefully develop the SNTs and to initiate clinical use of some of the SNTs, and now a logical extension of this work is to expand systematic use of SNTs in practice settings to identify best practices and carefully evaluate the impact on healthcare-related outcomes.

From this review, we note a critical gap that brings opportunity. A key benefit of the clinical use of SNTs to nursing science as a whole is the potential for comparisons of patient data, including outcomes, across settings. This benefit, however, has yet to be realized, perhaps in part because of the number of different SNTs and the rarity of their actual and consistent use in practice across health care settings. Extensive research has occurred to carefully develop the SNTs and to initiate clinical use of some of the SNTs, but now there is an urgent need to link the use of SNTs to patient outcomes that allow nurses to demonstrate the effectiveness of our interventions”.

Personally I do not think there will ever be much progress in using SNTs to link diagnoses, interventions, and outcomes as they are not widely used in practice and there are semantic issues which inhibit the linkage of terms. Stage 2 of the Meaningful Use initiative mandated the use of SNOMED CT in all EHRs. It is a universal terminology that spans all specialties and has terms that can represent patient problems, nursing interventions, and patient outcomes. Here a link to SNOMED CT if you are interested in exploring. https://www.snomed.org/snomed-ct/why-snomed-ct

In my view, a standardized terminology is necessary, yet I question whether or not SNTs are essential to or can help facilitate the formation of nursing knowledge. I am hopeful SNOMED CT will increase the analysis of standardized data to demonstrate nursing’s contribution to patient outcomes across settings, in turn advancing the knowledge base of the nursing profession. Thanks for your thoughtful post, Dr. Reilly

Tastan, S., Linch, G. C., Keenan, G. M., Stifter, J., McKinney, D., Fahey, L., . . . Wilkie, D. (2014). Evidence for the existing American Nurses Association -recognized standardized nursing terminologies: A systematic review. International Journal of Nursing Studies, 51(8), 1160-1170.  https://doi.org/10.1016/j.ijnurstu.2013.12.004

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