Discussion: Utilizing bioinformatic in nursing

Discussion: Utilizing bioinformatic in nursing ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Discussion: Utilizing bioinformatic in nursing How do the informatics skills you are now developing/expanding upon and validating help you meet current informatics skills levels? How did the TANIC self-assessment change your impression of your current informatics skill levels? 350 words APA format. Discussion: Utilizing bioinformatic in nursing 2)Based upon your current practice experience and perspectives, what additional, if any, competencies do you believe the master’s prepared nurse should display? Why 150 words APA format attachment_1 1)How do the informatics skills you are now developing/expanding upon and validating help you meet current informatics skills levels? How did the TANIC self-assessment change your impression of your current informatics skill levels? 350 words APA format 2)Based upon your current practice experience and perspectives, what additional, if any, competencies do you believe the master’s prepared nurse should display? Why 150 words APA format McGonigle, D. & Mastrian, K. (2018). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones and Bartlett. Chapter 12: Electronic Security pp. 229-242 Chapter 14: The Electronic Health Record and Clinical informatics pp.267-287 Chapter 15: Informatics tools to promote patient safety and quality outcomes pp.29 Our focus this week is upon the different levels of informatics competencies expected of nurses from beginner to experienced nurses, but our primary interest is the informatics knowledge, skills, and attitudes expected of the masters prepared nurse. This includes role expectations. We will also discuss strategies to develop as well as improve informatics competencies, such as the skills needed to move through a virtual learning environment (VLE). Outcomes 2 Demonstrate synthesis of nursing and non-nursing science with information and computer technologies through collaborative advanced nursing practice. (PO 3, 5) Weekly Objectives Evaluate HIT capability to promote safety. Examine technology options to support all facets of nursing and patient care. Develop a view of different types of patient-care technologies. Explore informatics competencies and health information technology (HIT) that supports patient care and documentation. 5 Explore the roles, competencies and skills, including cultural humility, associated with nursing informatics while collaborating as part of the healthcare team. (PO 3, 5) Weekly Objectives Explore the concept of nurses as knowledge worker. Support role expectations for the master’s-prepared nurse. Examine the relationship between work that nurses perform and transformation of healthcare delivery. Appraise expected informatics competencies for the master’s-prepared nurse. Develop strategies to improve informatics competencies among nurses and other healthcare professionals. 7 Explore trends and issues in NI and their impact on nursing practice in all domains, including cultural humility and person-centered care. (PO1, 3) Weekly Objectives Discuss the use of a virtual learning environment to support skill acquisition As a knowledge worker, every nurse uses data and information. We acquire knowledge, process it, and disseminate what we have learned —most of that dissemination occurs informally in our daily communication and work while only a few of us will disseminate knowledge formally through scholarly presentations and publications. And a few—primarily the researchers among us—will generate new knowledge. This week, we look at the relationship between our roles, competencies, and where we fall in relationship to the foundation of knowledge model. In earlier weeks, we talked about the potential of HIT to transform healthcare, introduced the topic of knowledge work, and addressed the need for nurses to demonstrate informatics competencies in order to function in today’s technologically rich healthcare delivery system and even as a means to help transform healthcare delivery through technology. Of course, nothing is quite that straightforward or simple. But the realization of healthcare transformation still requires more. This week, we look at current nursing roles, the process of knowledge work, role expectations, competencies, and changes needed to achieve a new healthcare delivery system. Nurses perform many different tasks and roles now—direct-care provider, patient advocate, educator, and administrator—to name a few. But typically, nurses have been in the supporting, nearly invisible role rather than as a full partner in the healthcare delivery process. According to the Institute of Medicine’s (2012) Future of Nursing: Leading Change, Advancing Health report, nurses can play a major role in realizing the objectives set forth in the 2010 Affordable Care Act, legislation that guaranteed access to healthcare and established incentives to improve coordination of care, but changes are needed in the following areas to enable that role: Nurses must practice to the fullest extent of their levels of education and experience. Redesign of nursing education to promote a seamless progression for nurses seeking higher levels of education and training. Nurses must be full partners with other healthcare professionals in healthcareredesign. Better data collection and information structures are needed to inform effective workforce planning and policy. In keeping with the spirit of the Future of Nursing report, Reay, Goodrick, Casebeer, and Hinings (2013) called for a move from a physician-centered healthcare delivery model to one that is interdisciplinary in which other professionals, including nurses and nurse practitioners, would assume stronger roles. Stronger roles are more expected today, especially if there are informatics skills and background as nurses further their education, few see themselves as moving into a leadership role, however it is imperative that faculty with this expertise support and help students achieve this potential. This situation requires further attention by educators to help students view leadership as a possibility. When other members of the healthcare team have difficulty perceiving nurses as full partners in the process due in part to both fewer years of education and numerous entry levels into the profession, it is imperative that faculty with expertise support students. But what, if any, relevance does this have for informatics? The changes called for in the Future of Nursing report rely heavily upon the knowledge-work aspect of nursing’s role, which in turn, requires informatics competencies—another recognition needed by educators, administrators, and nurses, themselves. With informatics competencies, those in leadership have raised the bar and expectations as well. Informatics competencies are key to effective knowledge work and advances in nurses as leaders. Competencies for Master’s-Prepared Nurses As discussed in Week 1, the American Association of Colleges of Nursing (AACN), in collaboration with the QSEN project and TIGER Initiative, have all identified informatics competencies needed by nurses and by nurses prepared at an advanced level. AACN identified the following six informatics competencies for master’s-prepared nurses: Analyze current and emerging technology to support safe environments, cost-effectiveness, and patient outcomes. Evaluate outcomes using current technology and statistical principles to develop strategies to improve outcomes. Promote policies that support the ethical use of information and technology. Provide oversight and guidance in the integration of HIT. Use information and communication technologies to teach patients and others. Use technology to support lifelong learning of self and others. Click here to view the QSEN KSA table (Links to an external site.)Links to an external site. (page 5) from American Association of Colleges of Nursing QSEN Consortium. (2012). Graduate-level QSEN competencies: Knowledge, skills and attitudes The AACN/QSEN collaborative effort (2012) provided more detail when it identified expected competencies for master’s-prepared nurses in all six areas of QSEN focus (quality, safety, teamwork and collaboration, patient-centered care, evidence-based practice, and informatics) by area of knowledge and related skills and attitudes. The informatics knowledge areas that were identified are listed below Systems theory and design Evaluation of common information system benefits, limitations, and strategies to improve safety and quality Evaluation of strengths and weaknesses of information systems Regulatory requirements related to information system use Information needed to provide safe, quality, efficient care via decision support Evaluation of benefits and constraints of HIT as well as impact on safety and quality Understand the capability of technology to empower and engage healthcare consumers Critique mechanisms used to enhance system interoperability One or more skills were identified for each knowledge area. Two skills were identified under the analysis of systems theory and design:(1) the ability to use performance-improvement tools and (2) the ability to use project-management methods to implement new technology. Many of these tools can be found in Project Management for the Advance Practice Nurse ( Sipes, 2015). Chapters 1-7. Collectively, the list of expected knowledge, skills, and attitudes from this collaboration is useful on many levels—for practicing nurses seeking further professional development, for educators as they plan or review curriculum, and for administrators and employers who can then review both candidate and workforce skill sets that will best support optimal healthcare delivery. The Technology Informatics Guiding Education Reform (TIGER) Initiative (n.d.) Leadership Development Collaborative recommended that all levels of nursing management have “fundamental knowledge and basic navigation skills related to the EHR, and understand how EHR interactions impact nursing workflow, even if not directly involved in the delivery of patient care” (p. 3). Additionally, nurse leaders and executives require expanded knowledge of budgetary, regulatory, safety, security, and privacy issues related to EHR use. Additional competencies that were identified are listed below. The ability to create dashboard for outcome management Proficiency with electronic support systems Research support to advance nursing and patient care delivery The ability to sustain the focus on patient care through EHR implementation Development and support education and resource allocation for technology implementation Shares best practice evidence The TIGER Education and Faculty Development Collaborative Team (n.d.) addressed the need for faculty development as a means to enhance one’s knowledge and skills even though it did not provide a specific list of competencies for educators. TIGER also influenced professional organizations to establish expected levels of NI competencies for nursing graduates although faculty development programs were recommended. Reflection Which list of competencies was valuable to you and why? Where do you place yourself in the development of competencies for master’s-prepared nurses? Are you where you should be? What, if any, additional areas do you need to develop? Strategies to Develop/Improve Informatics Competencies The TIGER Leadership Development Collaborative report (n.d.) noted that “adoption of HIT will not happen without leadership that is educated and prepared to lead future technology initiatives” (p. 3) and went on to recommend that programs for nurse executives and educators stress the value of information technology and empower them to use it knowledgeably. The report also noted that leaders must assess the capabilities of their workforce and support efforts to address any gaps that limit the ability of their staff to use HIT capabilities necessary for the delivery of safe and effective patient care. TIGER offers many valuable resources and links through its website. Click here to view the TIGER Initiative (Links to an external site.)Links to an external site. website. Some specific strategies for master’s-prepared nurses to support the development of informatics competencies include the following: Create a vision. Help colleagues and subordinates to see the benefits associated with informatics competency. Recognize trends and be prepared. Anticipate technology implementation and related needs. Engage colleagues and subordinates in discussions, demonstrations, and opportunities to provide input on planned HIT. Seize opportunities. Look for educational programs and workshops and local mentors. As an example, some schools of nursing received federal grant monies to educate faculty on various educational applications of technology. Also, check with your current professional organizations or explore what is available through other organizations for networking and learning. Help to identify the needs of peers and subordinates and arrange for education and resources. Work to see that competencies are incorporated into job descriptions and performance evaluations. Use available nursing informatics resources. This may be students enrolled in informatics programs looking for projects to fulfill their program obligations or even faculty seeking a dual practice. Read! Not only are there two nursing journals that are dedicated to nursing informatics— CIN: Computers, Informatics, Nursing and Online Journalof Nursing Informatics: OJNI —informatics-related articles are now commonly seen in all of the nursing journals, and there are also informatics journals. Summary Healthcare transformation may be facilitated by HIT, but it also requires informatics competencies and the ability to perceive oneself as a leader. The report, Future of Nursing Leading Change, Advancing Health , notes that better data collection and information structures are imperative to effective workforce planning and policy. Nurses rely upon knowledge work for day-to-day work, and informatics competencies are key to that work. Several organizations have identified informatics competencies including AACN, QSEN, and TIGER. Master’s-prepared nurses are expected to demonstrate competencies above and beyond those identified for all nurses and include analysis of technology, safety, and outcomes, and support of informatics education. Master’s-prepared nurses have an obligation to be familiar with HIT and related issues, exploring various options that include professional organizations, educational programs and conferences, and journals. References American Association of Colleges of Nursing (AACN). (n.d.). Crosswalk of the master’s essentials with the baccalaureate and DNP essentials . Retrieved from http://www.aacn.nche.edu/faculty/faculty-tool-kits/masters-essentials/Crosswalk-of-Masters.pdf American Association of Colleges of Nursing QSEN Consortium. (2012). Graduate-level QSEN competencies: Knowledge, skills and attitudes. Retrieved from http://www.aacn.nche.edu/faculty/qsen/competencies.pdf Institute of Medicine (IOM). (2011). The future of nursing: Leading change, advancing health. Washington, DC: The National Academies Press. Reay, T., Goodrick, E., Casebeer, A., & Hinings, C. R. (2013). Legitimizing new practices in primary health care. Health Care Management Review, 38 (1), 9–19. doi: 10.1097/HMR.0b013e31824501b6 Scott, E. S. & Miles, J. (2013). Advancing leadership capacity in nursing. Nursing Administration Quarterly, 37 (1), 77–82. doi:10.1097/NAQ.0b013e3182751998 Sipes, C. (2016). Project management for the advanced practice nurse , Springer. The TIGER Initiative. (2013). About TIGER: TIGER Vision Statement. Retrieved from http://www.thetigerinitiative.org/about.aspx The TIGER Initiative. (n.d.). Revolutionary leadership driving healthcare innovation: The TIGER leadership development collaborative report. Retrieved from http://www.thetigerinitiative.org/docs/TigerReport_RevolutionaryLeadership.pdf The TIGER Initiative. (n.d.). Transforming education for an informatics agenda: TIGER education and faculty development collaborative. Retrieved from http://www.thetigerinitiative.org/docs/TigerReport_EducationFacultyDevelopment_000.pdf Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

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