Informatics Competencies Week 4 NURS 6401

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Informatics Competencies

Nursing informatics is a discipline that is still evolving. Yet, there is a set of core skills and knowledge that applies to all individuals who work as nurse informaticists and many competencies that are specific to informatics roles, positions, tasks, and responsibilities. For example, a nurse informaticist who works as a consultant for a health care technology company and a nurse informaticist who works as a professor at a university will share much of the same expertise and knowledge. However, they will also have distinct competencies specific to their unique roles.

In this Discussion, you explore informatics competencies within the informatics functional area you selected for the Week 1 Assignment.

 
 

To prepare:

Review nursing informatics competencies such as those outlined by the American Nurses Association (ANA), the Technology Informatics Guiding Education Reform (TIGER), and the Quality and Safety Education for Nurses (QSEN).

 Review this weeks media presentation Competencies for Nurse Informaticists, and reflect on the competencies outlined by the presenters.

Recall the informatics functional area you identified in the Week 1 Assignment. With this in mind, what competencies would be most important for you to master? How might you go about developing these competencies?

Create a list of competencies you would like to master.

By Day 3

1. Post a brief description of the informatics functional area in which you are interested. (Leadership in Nursing Informatics)

 

2. Then, identify at least four ANA, TIGER and/or QSEN competencies that you believe to be vital for success in this functional area, and justify your choices. 

 

3. Explain how you might successfully develop and master each of these competencies.
 

***APA style with reference, 600 characters minimum*** Due date 9/20/2017

 

Required Readings

American Nurses Association. (2015). Nursing informatics: Scope and standards of practice (2nd ed.). Silver Spring, MD: Author. 

Read the following chapter: Informatics Competencies: Spanning Careers and Roles In this section, the authors explain the competencies necessary for nurse informaticists to be successful. The section also highlights which competencies are applicable for various informatics roles and functional areas.

Saba, V. K., & McCormick, K. A. (2015). Essentials of nursing informatics (6th ed.). New York, NY: McGraw-Hill. Chapter 2, Computer Hardware  

This chapter discusses introduces the basics of computer hardware used for nursing informatics.  

Chapter 4, Computer Software This chapter introduces computer software, as well as the programs that are most relevant to nursing informatics.

 

Chapter 11, System Life Cycle: A Framework  In this chapter, the authors introduce the systems life cycle (SDLC) and its stages. These stages are often used by organizations for large-scale projects, such as implementing or upgrading health information technology. 

Chapter 13, System Life Cycle Tools  Chapter 13 focuses on the tools needed to assist with each phase of the System Life Cycle. Successful implementation projects require clinical expertise as well as technical knowledge from nurse informaticists.  

Chapter 9, Computer Interaction This chapter explains the need for nurses to be informed about human-machine interactions to prevent unintended consequences. Increased awareness of these factors can result in improved performance and outcomes in nursing informatics and other technologies. Chapter 30, 

The Role of Technology in the Medication-Use Process  In this chapter, the authors discuss how new technologies that can create a safer environment for the patient. This is especially relevant for nurses involved in administering medication and educating patients on its use.

Gooder, V. J. (2011). Nursesperceptions of a (BCMA) bar-coded medication administration system. Online Journal of Nursing Informatics, 15(2). Retrieved from the Walden Library databases.

This article explores the outcomes of a bar-coded medication administration (BCMA) system, which included increased patient safety and accuracy of medication. The importance of assessing the impact of a BCMA system on nurses before implementation is also highlighted.

Preheim, G. J., Armstrong, G. E., & Barton, A. J. (2009). The new fundamentals in nursing: Introducing beginning quality and safety education for nurses competencies. The Journal of Nursing Education, 48(12), 694 – 697. Retrieved from the Walden Library databases.   This article discusses the Quality and Safety Education for Nurses (QSEN) initiative and its six competencies, including informatics, that are essential for nursing practice. The authors emphasize that nursing education should shift from task-training and development to more current skills and competencies for informatics and patient-centered care.

Quality and Safety Education for Nurses. (2012). Informatics. Retrieved from http://qsen.org/competencies/graduate-ksas/#informatics Access this website to explore the knowledge, skills, and attitudes expected of informatics graduates.

Healthcare Information and Management Systems Society. (2015). Informatics competencies for every practicing nurse: Recommendations from the TIGER Collaborative. Retrieved from http://www.himss.org/file/1308906/download?token=zGqfWaqp‚

 This comprehensive report provides you with an overview of the TIGER collaborative as well as informatics competencies. 

Required Media

Laureate Education (Producer). (2012a). Competencies for nurse informaticists [Video file]. Baltimore, MD: Author.   In this week media presentation, Gail Latimer, Dr. Patricia Button, and Dr. Roy Simpson overview the progress that the ANA and the TIGER initiative have made in outlining key informatics competencies. In addition, each presenter identifies competencies that he or she believes to be vital to working in the informatics field.

 

Laureate Education (Producer). (2012h). Selecting new technologies [Video file]. Baltimore, MD: Author. Dr. Patricia Button and Dr. Roy Simpson discuss the critical process of selecting the right technology for a health care organization. The presenters discuss the factors to consider, as well as the key skills informaticists should have to successfully lead these processes.

Optional Resources

Kaminski, J. (n.d.). Nursing informatics competencies: Self-assessment. Retrieved August 9, 2012, from http://nursing-informatics.com/niassess/index.html 

Technology Informatics Guiding Educational Reform. (2009). TIGER Informatics Competencies Collaborative (TICC) final report. Retrieved from http://tigercompetencies.pbworks.com/f/TICC_Final.pdf 

5-2p

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 Jane Austen’s infection in the years since, with the most widely recognized diagnosis being that she had Addison’s sickness 

In Milestone Two, you will submit a draft of your final project. In Milestone One of the final project, you have chosen a well-known individual from history or current popular literature, with instructor approval, who has a known physiological—as opposed to psychiatric or psychological—disease or illness.

In Milestone Two, you will analyze that disease or illness using a systematic approach. You will also develop a plan of care for that disease or illness. 

Prompt: In your analysis, you will describe the pathophysiology for your selected disease or illness, propose historical explanations for variations in findings (when applicable), and demonstrate use of nursing conceptual models to frame your discussion of adaptation and stressors collectively for system analysis. 

Your plan of care should utilize the PIE (planning, intervention, and evaluation) format. The planning (P) section should include at least two short-term and two long-term goals that are most appropriate for your chosen case, and each goal should have measurable criteria and have a hypothetical target date or time. The intervention (I) section should include interventions or nursing actions that directly relate to the selected case’s goals and that are specific in action and frequency. The number of interventions should be appropriate for helping to meet individual goals. Finally, the evaluation (E) section of the plan of care should include proposed measures for determining success of the plan and an evaluation of the potential success of the plan, based on those measures. You may write the plan of care in either narrative format or as a table with appropriate in-text citation used to support the plan of care. 

Guidelines for Submission: Your paper must be submitted as at least a 6 to 10 page Microsoft Word document with double spacing, 12-point Times New Roman font, one-inch margins, and at least two peer-reviewed sources cited in APA format. 

Please look at Milestone one as guidance. and the rubric below for further instructions.

Essentials Of Evidence-Based Practice 3

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Write a brief analysis of the connection between EBP and the Quadruple Aim.

Your analysis should address how EBP might (or might not) help reach the Quadruple Aim, including each of the four measures of: half page APA format

public speaking 3.1

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 Public SpeakingDetailsAssignment 3.1: Audience Analysis

This assignment supports the following lesson objectives: 3.2 Apply techniques used in performing audience analysis before, during, and after a speech 3.3 Employ methods for changing a speech based on audience response or demographics

Assignment Overview
This case study assignment explores audience analysis and its importance and value when performed before, during, and after giving a speech.

Deliverables A two-page paper (12-point font, about 500-600 words) written in a word processing application, such as MS Word, and divided into three sections: Before, During, and After, with each section containing your responses to case study questions

Assignment Details
In this activity, you will read a short case study, analyze the information it contains about audience analysis, and write responses to questions related to audience analysis and its importance.

Perform the following tasks: Step 1: Review the information presented in the lesson.
Focus on the techniques used in conducting an audience analysis and methods for changing a speech based on audience response or demographics.

Step 2: Read the following case study and analyze the implications of the information provided in terms of audience analysis.
Case Study: You are preparing a persuasive speech. The goal of your speech is to convince an audience of the value of allowing employees to work from home at least one day per week.
Audience Analysis Before the Speech: As you are starting to prepare your speech, you decide to send a survey to the audience members to determine some information about them. Eighty percent of the audience members respond to your survey. Your compilation of the responses to the survey questions are indicated in the following table:
Question% of Respondents who answered Yes% of Respondents who answered NoDo you live more than 10 miles from your workplace?70%30%Does the majority of the type of work that you do involve working on tasks that could be done from virtually any location?50%50%Is your work performance judged primarily on tasks you perform versus managing others?80%20%Do you believe conserving energy is an initiative that you should try to support?70%30%Does your work environment contain more potential distractions than your home environment?40%60%
Audience Analysis During the Speech: While you are delivering your speech, you pay attention to the non-verbal signals the audience members provide. The following table summarizes the audience member behaviors that you notice:
Your StatementAudience BehaviorAllowing workers to telecommute at least one day a week can lead to increased employee productivity.One audience member crossed their arms and looked at the clock on the wall. Telecommuting saves gasoline and helps reduce traffic and air pollution.A few audience members maintain eye contact with you and nod.Allowing employees to telecommute potentially allows employers to reduce their real estate footprint.About half the audience members look confused.Setting up a home office and adhering to a normal work schedule is one way to be productive when working from home.Most audience members look interested, and a few sit up straight and have questioning expressions.
Audience Analysis After the Speech: After you finish your speech, you go into the lobby where refreshments are being served. As you wait in line, one of the audience members approaches you and says:“I enjoyed your speech. There are a few points that you made that I am not sure I agree with, but overall I can see some potential value in allowing employees to telecommute one day per week. Can you recommend any sources where I might be able to find data to show to some other managers at my company that supports your claim that allowing workers to telecommute can lead to increased productivity?”Step 3: Copy the following three sets of questions about the case study and paste them into a word processing (such as MS Word) document. Then, enter your answers to the questions.

Before
Which survey question and corresponding results provide the most evidence of audience support for your goal prior to the audience members hearing your speech? Justify your answer.
Which question and corresponding results provide the most evidence that it might be difficult to achieve the goal for your speech? Justify your answer.
What would you do during the speech preparation phase to maximize the likelihood of convincing this audience that your position is valid? Provide some specific steps you would take to prepare your speech to meet the needs of the audience based on the survey results.During
Which audience behaviors during the speech seem to indicate support for the statements you made? What could you do during your speech delivery to capitalize on the apparent support?
Which audience behaviors during the speech seem to indicate opposition to the statements that you made? Describe what you would do during your speech delivery to try to overcome the apparent opposition.
Do any of the listed audience behaviors imply anything other than support or opposition? If so, which one(s)? What would you do during your speech delivery to respond to this behavior or these behaviors?After
Assume you are going to deliver the same speech to a different audience the following week. Based on the verbal feedback you receive after the speech from the audience member, what steps would you take to improve the speech for your next delivery?
If none of the audience members approach you after the speech, what would you do? Why is it important to get feedback from audience members after you deliver a speech?Step 4: Save and submit your document.
When you have completed the assignment, save a copy for yourself in an easily accessible place and submit a copy to your instructor using the drop box

Nursing Budget Discussion

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 In the Discussion Forum, the student will select and answer ONE of the instructor questions. The response must be 300 words with two supporting references in APA format. To maximize your grade references should be peer-reviewed journal articles (see Discussion Forum Grading Rubric for more information). Additionally, in this initial response, the student will pose TWO questions related to their question topic. Please include the instructor statement or question in the response.

  

Question 1: You are the manager of a medical-surgical unit in a not-for-profit, acute care hospital that is part of a nine-hospital healthcare system. During the budget preparation process for the upcoming fiscal year, the healthcare system leadership mandated 5% cost reductions from the previous fiscal year budget. Labor costs must be evaluated thoroughly for potential cost savings. You strongly feel eliminating nursing positions is not appropriate in this budget reduction initiative. Discuss at least 3 factors you can use to justify the current nurse staffing as the most appropriate to ensure cost-effective, high-quality care for patients? List several ways to meet the budget reduction mandate without cutting nursing staff? Discuss at least 3 characteristics an emotionally intelligent leader would use in dealing with this scenario.  

Rubric attached, must be followed. 

NRS-490 Week 8 Topic 8 DQ 1

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Based on how you will evaluate your EBP project, which independent and dependent variables do you need to collect? What basic statistical analysis might be run to determine statistical significance?

Graduation speech

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write a 500 word speech for a Nursing graduation ceremony commencement.  You were the administrator of the nursing school and you have to give a speech at graduation. 

journal week 4

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  Assignment: Practicum – Journal Entry

Reflect on a patient who presented with a vaginal discharge during your Practicum Experience. Describe key signs and symptoms that were consistent with a sexually transmitted infection (STI) versus a non-STI related infection. If you diagnosed the patient with an STI, describe your experience in telling the patient that she had an STI, as well as the patient’s reaction to the diagnosis. Explain how the diagnosis might impact the patient’s life short-term and long-term. Include an explanation of the patient’s medical history, drug therapy and treatments, and follow-up care. If you did not have an opportunity to evaluate a patient with this background during the last four weeks, you may select a related case study from a reputable source or reflect on previous clinical experiences.

REMEMBER THE SETTING IS A OB/GYN OFFICE

NURS 6231: HEALTHCARE SYSTEMS AND QUALITY OUTCOMES – Discussion 9 (Grading Rubic and Media Attached)

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Discussion: Using Evaluation Tools to Assess Quality Improvement Efforts

 

Evaluation is a critical component of any quality improvement plan. This week, you examine evaluation tools that can be used to monitor quality improvement efforts, and consider how to appropriately measure outcomes. In addition, you explore the value of metrics for communicating this information.

 

Also this week, you continue to develop your Course Project by synthesizing your analysis and recommendations into an action plan for a quality improvement initiative.

 

Like most other things in life, outcomes are the bottom line with respect to measurement of success along the path of quality improvement. However, without a careful analysis of the link between access, process, and structure of care, improvements in outcomes seem unattainable.

 

—Sadeghi, Barzi, Mikhail, & Shabot, 2013

 

In this Discussion, you consider how to collect and analyze qualitative and quantitative data to evaluate the results of quality improvement initiatives. In addition, you discuss the significance of evaluation and how you, as a nurse leader-manager, can contribute in an organization to the large-scale goal of facilitating quality improvement.

To prepare:

Review methods for measuring and evaluating quality improvement efforts presented in the Learning Resources. Pay particular attention to how and why it is important to measure outcomes.

Select one evaluation tool and analyze its benefits and relevance for the quality improvement plan you are developing for your Course Project.

 

Consider how you, as a nurse leader-manager, can use the results from the evaluation to support the organization’s overarching goals for quality improvement.

 

 

Post a brief description of the evaluation tool that you selected. Explain the benefits of applying this tool as part of your quality improvement plan in the Course Project. Also explain how you could use the results from the evaluation to support the organization’s overarching goals for quality improvement.

 

Read a selection of your colleagues’ responses.

Respond to at least two of your colleagues on two different days using one or more of the following approaches:

Suggest an alternative evaluation tool and support your suggestion with evidence from current research literature.

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives. 

Validate an idea with your own experience and additional resources.

 

Required Readings

 

Hickey, J. V., & Brosnan, C. A. (2017). Evaluation  of health care quality in for DNPs (2nd  ed.). New York, NY: Springer Publishing Company.

Review Chapter 3, “Conceptual Models for Evaluation in Advanced Nursing Practice” (pp. 61-86) (assigned in Week 3)

Sadeghi, S., Barzi, A., Mikhail, O., & Shabot, M. M. (2013). Integrating quality and strategy in health care organizations, Burlington, MA: Jones & Bartlett Publishers.

Review Chapter 8, “Quantifying the Quality Performance Gaps” (pp. 161–177) (assigned in Week 6)

 

The authors focus on performance measures with particular focus on the relationship between financial and quality performance.

 

Review Chapter 9, “Closing the Gaps” (pp. 179–194) (assigned in Week 7)

 

This chapter explains how to utilize data collected during the evaluation stage in order to improve the quality of health care.

Institute of Medicine. (2001). Crossing the quality chasm: A new health system for the 21st century. Washington, DC: National Academy Press.

Retrieved from https://www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2001/Crossing-the-Quality-Chasm/Quality%20Chasm%202001%20%20report%20brief.pdf

 

This report outlines the Institute of Medicine’s (IOM’s) six aims to improve the quality of health care. Review this information through the lens of evaluation. (Assigned in a previous week.)

 Kaplan, R. S., & Norton, D. P. (1992). The balanced scorecard—Measures that drive performance. Harvard Business Review, 70(1), 71–79.

Retrieved from https://cb.hbsp.harvard.edu/cbmp/pl/51234252/51234314/2e0c84fdce3c69ab0253b5cbc9db9988

 

In this seminal article, the authors introduce the use of a new performance measurement system called the balanced scorecard. The balanced scorecard provides a comprehensive framework for leaders and managers to align strategic objectives with performance measures.

 Kaplan, R. S., & Norton, D. P. (1996). Linking the balanced scorecard to strategy. California Management Review, 39(1), 53–79.

Retrieved from the Walden Library databases.

 

In this early follow-up article, Kaplan and Norton further explain research on the use and application of the balanced scorecard.

 Balanced Scorecard Institute. (2012). What is the balanced scorecard? Retrieved from http://www.balancedscorecard.org/BSCResources/AbouttheBalancedScorecard/tabid/55/Default.aspx 

 Institute for Healthcare Improvement. (2012b). The IHI triple aim. Retrieved from http://www.ihi.org/offerings/Initiatives/TripleAim/Pages/default.aspx

Optional Resources

 Marr, B. (2012). What is a balanced scorecard? Retrieved from http://www.ap-institute.com/Balanced%20Scorecard.html

 

Please use the below links:

 

https://www.ap-institute.com/kpi-white-papers/what-is-a-modern-balanced-scorecard

 

http://www.ihi.org/engage/initiatives/TripleAim/Pages/default.aspx

 

http://www.balancedscorecard.org/Resources/About-the-Balanced-Scorecard

 

https://services.hbsp.harvard.edu/services/proxy/content/51234252/51234314/2e0c84fdce3c69ab0253b5cbc9db9988

 

 

 

Measuring Market Risk module 5

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In this assignment you will assume the role of a senior analyst hired by a fictitious company, Premium Acceptance, a midsized property insurance carrier. Premium Acceptance is performing well with respect to several key performance indicators, including policies in force, policy retention, and new business counts.

However, the company’s bottom line has been hindered due to poor loss ratios. A loss ratio is simply the difference between the ratios of claims paid by an insurance carrier and the ratio of premiums paid. The board of directors depends on the ability to forecast loss ratios, which in turn enables them to forecast profitability metrics to the shareholders. The organization will now consider implementing the use of statistics for measuring risks.

 

For this assignment, you will write a minimum three-page paper (not including APA title or references pages). In this paper, please address the following:Provide a general overview of statistics and how they support the risk assessment process.Discuss at least two statistical tools that can be employed to measure risk.Convey which tool best serves the company’s purposes and explain why it is.What are the ramifications of the organization electing not to use statistics in this process? Be sure to include an introductory paragraph at the beginning and a concluding paragraph at the end of your paper.Because your paper is required to be at least three pages in length, you should use subject headings to label your paper as appropriate.Be sure to include APA citations to support your assertions and to inform your paper.You will need to include an APA formatted reference page with this paper (separate from the body of your paper).Be sure to proofread your paper to ensure that is free from all grammar and spelling errors.