Discussion: The Inclusion of Nurses in the Systems Development Life Cycle NURS 5051

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Discussion: The Inclusion of Nurses in the Systems Development Life Cycle NURS 5051

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Discussion: The Inclusion of Nurses in the Systems Development Life Cycle NURS 5051

In the media introduction to this module, it was suggested that you as a nurse have an important role in the Systems Development Life Cycle (SDLC). With a focus on patient care and outcomes, nurses may not always see themselves as contributors to the development of new systems. However, as you may have observed in your own experience, exclusion of nurse contributions when implementing systems can have dire consequences.

In this Discussion, you will consider the role you might play in systems development and the ramifications of not being an active participant in systems development.

To Prepare:

Review the steps of the Systems Development Life Cycle (SDLC) as presented in the Resources.
Reflect on your own healthcare organization and consider any steps your healthcare organization goes through when purchasing and implementing a new health information technology system.
Consider what a nurse might contribute to decisions made at each stage of the SDLC when planning for new health information technology.
By Day 3 of Week 9

Post a description of what you believe to be the consequences of a healthcare organization not involving nurses in each stage of the SDLC when purchasing and implementing a new health information technology system. Provide specific examples of potential issues at each stage of the SDLC and explain how the inclusion of nurses may help address these issues. Then, explain whether you had any input in the selection and planning of new health information technology systems in your nursing practice or healthcare organization and explain potential impacts of being included or not in the decision-making process. Be specific and provide examples.

By Day 6 of Week 9

Respond to at least two of your colleagues* on two different days, by offering additional thoughts regarding the examples shared, SDLC-related issues, and ideas on how the inclusion of nurses might have impacted the example described by your colleagues.

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

Submission and Grading Information

Grading Criteria

Click here to ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT:   Discussion: The Inclusion of Nurses in the Systems Development Life Cycle NURS 5051
To access your rubric:

Week 9 Discussion Rubric

Post by Day 3 and Respond by Day 6 of Week 9

To participate in this Discussion:

Week 9 Discussion

Portfolio Assignment: The Role of the Nurse Informaticist in Systems Development and Implementation

Assume you are a nurse manager on a unit where a new nursing documentation system is to be implemented. You want to ensure that the system will be usable and acceptable for the nurses impacted. You realize a nurse leader must be on the implementation team.

RE: Discussion – Week 9

           When implementing and maintaining a new technology clinical system, there is a great amount of activity involved in the System Development Life Cycle (SDLC) before implementation is possible. Nurses and other SDLC team members must be active participates when utilizing the SDLC for a new clinical system to function appropriately (Laureate Education, 2018). SDLC utilizes five different stages to guide the development and implementation of a new clinical system. The five stages include: developing a plan, analysis, design, implementation, and post-implementation/maintain. (Mastrian, K. & McGonigle, D,2018). All stages should require a nurse to provide input. Allowing an experienced nurse to suggest information during the development of the new HIT system will increase the productivity of the SDLC. Mastrian, K. & McGonigle, D (2018), suggest healthcare organizations use SDLC to provide a way to convey effective and efficient information systems. SDLC uses five stages to develop a plan to implement new healthcare technology systems.

The first stage of the SDLC is to understand the problem or needs and plan accordingly. Clinical nurses that provide bedside care to patients can provide helpful insight to those developing the SDLC when implementing new HIT systems. Input from a clinical nurse that see a problem or need can incorporate productive ideas to ensure the implementation of the new HIT is efficient to work flow. Allowing members of the team that have zero clinical experience to develop the SDLC alone, would decrease the improvements the new HIT system would provide for the healthcare facility and nurses.

The second stage of the SDLC is analysis. The analysis stage allows the SDLC team to analysis the potential HIT system that will be implemented. Incorporating input from nurses during this phase will provide members with information about the downfalls of the current system being used. This would allow team members to analyzed the new HIT system to ensure it will provide improvements with patient care and clinical aspects in the facility.

The third stage of SDLC is design. Mastrian, K. & McGonigle, D (2018), suggest this phase focuses on high and low-level design, interface, and data. Substantial care must be taken during this phase to ensure configuration is designed properly. The nurse plays a huge role in this phase because they can share input on ways to enhance the way the system should operate. Having a user-friendly system will improve work flow and increase patient care time.

The fourth and fifth stages consist of implementation and post-implementation. Nurses must be incorporated into this stage of the SDLC. Without utilizing clinical nurses to implement the new HIT system there would be no data collected to analyze productivity. Nurses can provide feedback on the productivity of the new system and suggest changes that need to be updated.

As a clinical nurse, I have not had the opportunity to participate in the development of a new HIT system at any facility I have worked. In my research, I did find a study that was conducted to analyze the effect of nursing participation in the development of a critical care information system. In this study, the ICU nurses were allowed to participate in the design process of the intensive care information system (ICIS). Researchers targeted the development and implementation of the ICIS. New HIT system use, how it impacted the critical care nursing process, and outcomes were collected (Yanhong, Q., et al., 2017). Nurse participation in the study proved to improve outcomes in nursing documentation by utilizing the new intensive care information system. I believe it is important for clinical nurses to provide input into the adoption and implementation of new health information technology system. Clinical nurses understand the needs of patients and healthcare providers and are an asset in all stages of the SDLC.

 

References

Laureate Education (Producer). (2018). Systems Implementation [Video file]. Baltimore, MD:

Author.

Mastrian, K. & McGonigle, D. (2018). Systems development life cycle: nursing informatics and

organizational decision making. In D. McGonigle & K.G. Mastrian (Eds.), Nursing informatics and the foundation of knowledge (4th ed., pp. 175-187) Jones and Bartlett Learning.

Qin, Y., Zhou, R., Wu, Q., Huang, X., Chen, X., Wang, W.,… Wang, X. (2017). The Effect of Nursing Participation in the Design of a Critical Care Information System: a case study in a Chinese hospital. BMC Med Inform Decision Making 17165. https://doi.org/10.1186/s12911-017-0569-3

To Prepare:

Review the steps of the Systems Development Life Cycle (SDLC) and reflect on the scenario presented.
Consider the benefits and challenges associated with involving a nurse leader on an implementation team for health information technology.
The Assignment: (2-3 pages not including the title and reference page)

In preparation of filling this role, develop a 2- to 3-page role description for a graduate-level nurse to guide his/her participation on the implementation team. The role description should be based on the SDLC stages and tasks and should clearly define how this individual will participate in and impact each of the following steps:

Planning and requirements definition
Analysis
Design of the new system
Implementation
Post-implementation support
Use APA format and include a title page and reference page.
Use the Safe Assign Drafts to check your match percentage before submitting your work.
By Day 7 of Week 10

Submit your completed Role Description.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK10Assgn+last name+first initial.(extension)” as the name.
Click the Week 10 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 10 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK10Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.
Grading Criteria

To access your rubric:

Week 10 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 10 Assignment draft and review the originality report.

Submit Your Assignment by Day 7 of Week 10

To participate in this Assignment:

Week 10 Assignment

Next Module

To go to the next module:

Module 6

Module 6: Policy and Regulation Supporting Informatics and Technology Integration (Week 11)

Laureate Education (Producer). (2018). Policy and Regulation [Video file]. Baltimore, MD: Author.

Accessible player

Learning Objectives

Students will:

Evaluate legislative policies and regulations for health and nursing informatics
Create fact sheets for health and nursing informatics
Analyze impact of legislative policies and regulations for clinical care, patient/provider interactions, and workflows
Evaluate healthcare organizational policies and procedures to address legislative policies and regulations
Due By
Assignment
Week 11, Days 1–2
Read/Watch/Listen to the Learning Resources.
Begin to compose your Assignment.
Week 11, Days 3-4
Continue to compose your Assignment.
Week 11, Day 5
Deadline to submit your Assignment.

Learning Resources

Required Readings

McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.

Chapter 8, “Legislative Aspects of Nursing Informatics: HITECH and HIPAA” (pp. 145–166)

American Association of Nurse Practitioners. (2018). MACRA/MIPS: The transition from fee-for-service to quality-based reimbursement. Retrieved from https://www.aanp.org/legislation-regulation/federal-legislation/macra-s-quality-payment-program

Centers for Medicare and Medicaid Services. (n.d.). MACRA. Retrieved January 18, 2019, from https://www.cms.gov/medicare/quality-initiatives-patient-assessment-instruments/value-based-programs/macra-mips-and-apms/macra-mips-and-apms.html

HealthIT.gov. (2018a). Health IT legislation. Retrieved from https://www.healthit.gov/topic/laws-regulation-and-policy/health-it-legislation

HealthIT.gov. (2018b). Meaningful use and MACRA. Retrieved from

https://www.healthit.gov/topic/meaningful-use-and-macra/meaningful-use-and-macra

U.S. Department of Health and Human Services. (n.d.). Laws & Regulations. Retrieved September 27, 2018, from https://www.hhs.gov/regulations/index.html

Required Media

Laureate Education (Producer). (2018). Health Informatics & Population Health Analytics: Privacy, Security, and Ethics [Video file]. Baltimore, MD: Author.

Accessible player

Inclusion of Nurses in the Systems Development Life Cycle

Healthcare organizations across the country are continuously growing and adapting to changes as technology evolves. New health information technology (HIT) systems are implemented to deliver better patient care. To implement these new systems, organizations utilize the Systems Development Life Cycle (SDLC). SDLC is a model used in project management when developing a new system, starting with the planning stages and ending with the maintenance and improvement stage (McGonigle & Mastrian, 2017). Nurses play a critical role in all phases of the SDLC.

Planning Stage

During the planning phase of implementing a new HIT system, an organization must perform a needs assessment to determine what is needed. Once the demand for the program is established and supported, the analysis stage can begin. By not including nurses in this stage, organizations will potentially create a system that does not fit the needs of nursing or is not conducive to patient care. Nurses work directly with the HIT systems daily, including their input will ensure that a program being implemented will be feasible for practice and that aspects are not missing.

Analysis Stage

The analysis phase includes creating the requirements for the system based on the needs discussed in the planning phase (McGonigle & Mastrian, 2017). During this phase, is it essential to review old systems and determine the reason for failure. Nurses working with the HIT systems are able to provide feedback on the former or current systems. By not including nurses during this phase, the system might have the same barriers that exist currently. Nurses are essential to providing analysis of the challenges associated with previous systems to create a new design that will be effective.

Design Stage

During the design phase, the information collected from the analysis phase is used to make improvements to the plan for the system (Singletary & Baker, 2019). This is where all of the information collected will come together to create the final system for implementation. Often a prototype will be created for testing. Nurses will be on the ones using the final product. Their feedback is needed to ensure the system is user friendly and that it can be easily incorporated into the workflow. By not including nurses in this phase and allowing them to test the system before implementation, a system that has glitches or user challenges might be created.

Implementation Stage

The implementation phase is when the system is brought to life (McGonigle & Mastrian, 2017). This is when the HIT system is released into the organization for use. Nurses will be the ones incorporating the system into practice. By not including nurses in the implementation phase, nurses will be unfamiliar with the system and how to use it, leading to challenges. The inclusion of nurses during this phase allows them to know, understand, and efficiently use the system. This will enable them to provide crucial feedback regarding the changes that are necessary for the success of a system (Singletary & Baker, 2019). Including nurses in this phase also allows for smoother adaption of the system by having a knowledge base, allowing nurses to assist others in adapting.

Evaluation and Maintenance Stages

Once a system has been implemented and used in practice, the evaluation and maintenance stages are next in the SDLC. The evaluation stage includes determining the effectiveness of the system and determining if system goals are met. The maintenance stage involves using the information gained from the evaluation to make necessary adjustments and changes to the system. Both phases are essential in the continued success of a system. By not including nurses in these stages, a system might exist that is not user-friendly and has glitches, creating barriers to delivering care. Using feedback from nurses is essential to these stages because they are in the best position to identify problems that exist and offer ideas for resolutions (Usman & Ogwueleka, 2018).

Inclusion in my Organization

Within my organization, I have not been included in the selection and planning of new HIT systems. In the emergency department, they are continuously rolling out protocols and documentation changes in EPIC. For example, last weekend, our department rolled out a completely new interface of EPIC. The nursing view is completely changed, so tabs are changes, assessments are in a different location, and the department view appears different as well. Nursing input was not included in creating these changes. It created frustration and confusion for nurses, as we needed to reorient ourselves to the system. Had we been involved in the design, we could have expressed areas that needed change to ease documentation for us. We also could have had information sessions during shifts to preview the changes and provide feedback. By including nurses, we could have provided insightful information, creating a system that allows for efficient documentation, creating more time for bedside care.

Refernces

McGonigle, D., & Mastrian, K.G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning

Singletary, V., & Baker E. L. (2019). Building informatics-savvy health departments: The systems development life cycle. Journal of Public Health Management and Practice, 6, 610

Usman, A. V., & Ogwueleka, F. N. (2018). SDLC models as tools in the development of MIS: A study. IUP Journal of Information Technology, 14(4), 52–59

Rubric Detail

Select Grid View or List View to change the rubric’s layout.

Name: NURS_5051_Module05_Week09_Discussion_Rubric
Grid View
List View
Excellent Good Fair Poor
Main Posting
45 (45%) – 50 (50%)
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.
40 (40%) – 44 (44%)
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.
35 (35%) – 39 (39%)
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.
0 (0%) – 34 (34%)
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.
Main Post: Timeliness
10 (10%) – 10 (10%)
Posts main post by day 3.
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
Does not post by day 3.
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_Module05_Week09_Discussion_Rubric

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