Walden NURS 6051 Week 2 Informatics Assignment
Make sure to include detailed speaker notes and follow the grading rubric closely, as I will be grading according to the grading rubric.
Tip: ALWAYS include detailed speaker notes when developing a PowerPoint. This is VERY important.
To Prepare for Walden NURS 6051 Week 2 Informatics Assignment:
Review the concepts of informatics as presented in the Resources.
Reflect on the role of a nurse leader as a knowledge worker.
Consider how knowledge may be informed by data that is collected/accessed.
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The Assignment:
Explain the concept of a knowledge worker.
Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.
Develop a simple infographic to help explain these concepts.NOTE: For guidance on infographics, including how to create one in PowerPoint, see “How to Make an Infographic in PowerPoint” as presented in the Resources.
Present the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data that you could use, how the data might be accessed/collected, and what knowledge might be derived from that data. Be sure to incorporate feedback received from your colleagues’ replies.
Rubric Detail
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Name: NURS_6051_Module01_Week02_Assignment_Rubric
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ExcellentGoodFairPoorDevelop a 5- to 6-slide PowerPoint presentation that addresses the following:
· Explain the concept of a knowledge worker.
· Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.32 (32%) – 35 (35%)The presentation clearly and accurately explains the concept of a knowledge worker.
The presentation clearly and accurately defines and explains nursing informatics with a detailed explanation of the role of the nurse leader as a knowledge worker.28 (28%) – 31 (31%)The presentation explains the concept of a knowledge worker. Walden NURS 6051 Week 2 Informatics Assignment
The presentation defines and explains nursing informatics with an explanation of the role of the nurse leader as a knowledge worker.25 (25%) – 27 (27%)The presentation inaccurately or vaguely explains the concept of a knowledge worker.
The presentation inaccurately or vaguely defines and explains nursing informatics with an inaccurate or vague explanation of the role of the nurse leader as a knowledge worker.0 (0%) – 24 (24%)The presentation inaccurately and vaguely explains the concept of a knowledge worker, or is missing.
The presentation inaccurately and vaguely defines and explains nursing informatics with an inaccurate and vague explanation of the role of the nurse leader as a knowledge worker, or is missing.
· Develop a simple infographic to help explain these concepts.14 (14%) – 15 (15%)The presentation provides an accurate and detailed infographic that helps explain the concepts related to the presentation.12 (12%) – 13 (13%)The presentation provides an infographic that helps explain the concepts related to the presentation.11 (11%) – 11 (11%)The presentation provides an infographic related to the concepts of the presentation that is inaccurate or vague.0 (0%) – 10 (10%)The infographic provided in the presentation related to the concepts of the presentation is inaccurate and vague, or is missing.
· Present the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data you could use, how the data might be accessed/collected, and what knowledge might be derived from the data. Be sure to incorporate feedback received from your colleagues’ replies.32 (32%) – 35 (35%)The presentation clearly and thoroughly includes the hypothetical scenario originally shared in the Discussion Forum, including a detailed and accurate examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data.28 (28%) – 31 (31%)The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an accurate examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data.25 (25%) – 27 (27%)The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data that is vague or inaccurate.0 (0%) – 24 (24%)The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data that is vague and inaccurate, or is missing.Written Expression and Formatting – Paragraph Development and Organization: Walden NURS 6051 Week 2 Informatics Assignment
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.5 (5%) – 5 (5%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity.4 (4%) – 4 (4%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.3.5 (3.5%) – 3.5 (3.5%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.0 (0%) – 3 (3%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation5 (5%) – 5 (5%)Uses correct grammar, spelling, and punctuation with no errors.4 (4%) – 4 (4%)Contains a few (1-2) grammar, spelling, and punctuation errors.3.5 (3.5%) – 3.5 (3.5%)Contains several (3-4) grammar, spelling, and punctuation errors.0 (0%) – 3 (3%)Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.5 (5%) – 5 (5%)Uses correct APA format with no errors.4 (4%) – 4 (4%)Contains a few (1-2) APA format errors.3.5 (3.5%) – 3.5 (3.5%)Contains several (3-4) APA format errors.0 (0%) – 3 (3%)Contains many (≥ 5) APA format errors.Total Points: 100
Walden NURS 6051 Week 2 Informatics Sample Paper
Main Post
A wide variety of tasks fall under the purview of the nursing specialty known as informatics. The ability to collect and evaluate data is one of the functions of the system. When looking at the different functional areas of nursing informatics, educational and professional development, as well as policy creation and advocacy, are two that apply to the topic that this writer focuses on (Association, 2015 p 19). The two primary responsibilities of this clinical educator are to Help in the formulation of policies and to provide the staff with a wide variety of educational opportunities.
Informatics includes a component that is always being updated with new information and new developments, and that component is educational and professional growth. Because of this, a nurse is required to consistently improve their level of skill in regard to both other nurses and computer literacy (Association, 2015 p. 28). Since the time of Florence Nightingale, nurses have been compiling statistics and conducting research ever since (McGonigle, 2015 p.109).
Nursing has gone through several shifts throughout the course of history, transitioning from an industrial age of labor to an information age in which the use of technology Helps in the advancement of employees’ education.
The provision of data and information for the purpose of policy development is the second component of policy and advocacy work. The use of infomraqtics gives nurses the ability to better advocate for their patients in relation to the treatment they require. Informatic nurses are collaborators with other registered nurses in the process of formulating policies that ensure their patients receive treatment that is both safe and effective. The informatic nurse is the type of nurse who will advocate on behalf of patients in order to secure more funds for improved medical treatment and risk-free endeavors (McGonigle, 2015 p. 32).
Competitors of the Tiger
Basic computer skills, information literacy, and information management are the three components that make up the TIGER nursing model for informatics and competences. Many different types of capabilities can be found within each of these categories. In terms of fundamental computer skills, this author has decided that word processing and spreadsheets are the two most important ones to master. It takes a lot of practice and the utilization of a variety of different training resources for an individual to be able to become effective in using fundamental computer abilities (Initiative, 2009). In order to improve these skills, one must consistently engage in activities like typing and using word processing software. The TIGER model includes instruction on how to organize one’s file system as one of its components. It is essential for all nurses to have a working knowledge of how to collect data and interpret that data using a computer. This is what makes it possible for us to make progress in our work and uncover evidence to support the activities that we conduct.
The second component of the TIGER nursing paradigm that provides Helpance with informatics is the information library.
The ability to recognize and track down the relevant information that is required for a particular endeavor is incorporated into this model. After all of this information has been compiled, the next step is to analyze it and figure out how to put it to use effectively. This is an essential step. To be able to contribute to the realization of this goal, one must have quick and easy access to the relevant information (Initiative, 2009 p. 9). When searching for evidence-based practices, it is important to acquire the knowledge necessary to identify reputable sources as well as those that have been subjected to peer review.
The management of information constitutes the third component of the model. When a person has obtained all of the necessary information, the following stage is to educate themselves on how to manage it. Information gained from experience, as well as from reading books and articles, can be used to gather data, which can subsequently be managed using this information. Sometimes it takes time to organize it. The electronic health record is one of the tools that are used for data management (EHR).
It is helpful to put nurses in real-world scenarios that need analytical reasoning and data collection so that they can acquire these skills. When a patient is placed in a given circumstance, the nurse is prompted to reflect on the information that is ingrained in their thoughts and to take appropriate action based on those recollections. Sometimes the sharing of knowledge gained from real-world experiences might even Help other nurses in growing professionally. Due to the fact that most elderly nurses have only worked with paper charts in the past, the majority of them are not familiar with the ins and outs of using a computer. It takes some time to get used to using computers, and there are still some people who struggle with this learning curve. It requires both time and practice to become proficient in information technology and information robotics. The younger generations typically have an easier time mastering skills such as learning how to use the internet to discover information and putting that information to use in day-to-day activities.
In the facility in which I work, I am one of the trainers for the EHR that we use, and as a result, I make it a part of my daily routine to check on staff members and see how I can Help them in improving their skills. The Nurse Informatics person in my facility works side by side with the providers as well as the staff to ensure the safe delivery of care and data. It is the nurses who are competent in the use of computers who are in a position to serve as preceptors or resources for patients whose medical records are not kept electronically.
References
Association, A. N. (2015). Nursing informatics: Scope and standards of practice. Silver Spring, Maryland: Nursebooks.org.
Initiative, T. T. (2009). The tiger initiative: Informatics competences for every practicing nurse: Recommendations from the TIGER collaborative. Retrieved from https://web.archive.org/web/20150323183938/http://thetigerinitiative.org/docs/TigerRepo
rt_InformaticsCompetencies_001.pdf
McGonigle, D. M. (2015). Nursing informatics and the foundation of knowledge. Burlington, MA: Jones and Bartlett Learning INC.
