NURS-6051N Transforming Nursing & HC
BY DAY 3 OF WEEK 1
Post a description of the focus of your scenario. Describe the data that could be used and how the data might be collected and accessed. What knowledge might be derived from that data? NURS-6051N Module 1: Week 1: Discussion THE APPLICATION OF DATA TO PROBLEM-SOLVING How would a nurse leader use clinical reasoning and judgment in the formation of knowledge from this experience?
Electronic health record (EHR) systems are now widely used, making it easy to retrieve patient records digitally and extract helpful clinical data. As a result, several ancillary applications, including translational research, quality control, and health management, have become available. These supplementary uses are all intended to raise patient care. Data quality has a major impact on how well patients are treated and how well healthcare is provided overall. Therefore, having erroneous, lacking, and inconsistent data and documentation may lead to mistakes and unfavorable outcomes that may compromise patient safety, restrict the exchange of health information, and impede clinical research(Alzu’bi et al.,2021). The most efficient treatment plan can be created by gathering information on the patient’s health in addition to determining whether they fit the admittance standards. Making a new and more successful treatment plan for a patient requires considering previous treatment plans and their effectiveness. When establishing a treatment strategy that results in positive patient and healthcare outcomes, data from earlier treatment methods and their level of success must be considered.
Patients experiencing adverse reactions to several types of pharmaceuticals and the measures taken to ensure that the patient does not receive the same medicine while undergoing treatment are common occurrences in practice that profit from the collection and application of data. In my experience as a psychiatric nurse, I have worked with patients who had adverse responses to mental drugs, which not only complicated care processes but also created a fresh crisis and caused the patient tremendous distress. Because of this, it is essential for medical providers to know whether a patient has had unfavorable side effects from a prescription provided during a prior hospitalization. To effectively treat the patient in the scenario I just described, knowledge of previous hospital stays and treatments, bad drug reactions, notes from medical specialists about the patient’s condition, and a clear understanding of the diagnosis would all be essential (Nagle et al., 2017). Evidence-based techniques may need to be applied, the patient may need to be involved in the assessment process, and earlier evaluations may need to be identified using electronic health records. This information could enhance evidence-based practice by broadening the body of knowledge on the subject and providing an in-depth understanding of the patient’s condition and effective treatments without using drugs with unfavorable side effects. Psychiatric patients should be reminded that while it is important to discuss any prior medications with them even if they were not in the correct frame of mind, they might not remember any negative side effects. As a result, by evaluating the staff notes of those who have worked with the patient and the prior physicians, we may create an effective treatment plan using the patient’s medical record.
Knowing that a patient has had a certain response to a medication or simply a setting is extremely helpful when counseling patients, especially in the psychiatric field. If the patient had previously exhibited manic, aggressive, or self-destructive behaviors in response to a medication, we would make sure that the medication was never given to them again (McGonigle & Mastrian, 2022). We could also flag the medical record, if it has not already been done, to alert others of the reaction. Before providing the doctor with information on the patient, nurses should be aware of any allergies since they are plainly listed on the patient’s chart. Before administering medication to a patient, it should be scanned. If the patient is allergic to the medication, a warning will appear and prompt them with questions if nurses intend to ignore the allergies. I have encountered dangerous situations like this before, but fortunately, the patient’s treatment was promptly modified throughout the process.
Gaps will persist if clinicians are not involved in creating and implementing. The development of a robust product that is accessible to all healthcare team members can be facilitated by the involvement of healthcare informaticists. Despite the information acquired from the patient record being helpful, it is essential to have first-hand knowledge about the patient from practitioners who have direct contact with them (Sweeney,2017). The prior care team is typically the first to notice even the smallest changes in the patient, therefore I want to discuss the patient’s habits with them before sharing that information with my own. Clinical nursing judgment encompasses cognitive, psychomotor, and emotional processes that are expressed through actions and behaviors, whereas clinical reasoning is the metacognitive and cognitive process of interpreting knowledge that is relevant to a certain patient or clinical circumstance (Nagle et al., 2017). When applied correctly, clinical reasoning and judgment contribute to knowledge generation and the development of normative orders in nursing and healthcare. Nursing leaders must thoroughly compile and analyze data regarding the patients’ conditions before implementing any treatment strategies. They must also meticulously document the course of the treatment for future use. The nurse leader accomplishes this by using clinical judgment and reasoning to assess and modify information and data for better decision-making processes inside the information system (Sweeney,2017).
References
Alzu’bi, A. A., Watzlaf, V. J. M., & Sheridan, P. (2021). Electronic Health Record (EHR) Abstraction. Perspectives in health information management, 18(Spring), 1g. http://www.ncbi.nlm.nih.gov/pmc/articles/pmc8120673/Links to an external site.
McGonigle, D., & Mastrian, K. G. (2022). Nursing informatics and the foundation of knowledge (5th ed.). Jones & Bartlett Learning.
Nagle, L. M., Sermeus, W., & Junger, A. (2017). Evolving Role of the Nursing Informatics Specialist…NI 2016, Switzerland. Studies in Health Technology & Informatics, 232, 212–221. https://doi.org/10.3233/978-1-61499-738-2-212Links to an external site.
Sweeney, J. (2017). Healthcare Informatics. Online Journal of Nursing Informatics, 21(1), 4–1.
THE NURSE LEADER AS KNOWLEDGE WORKER
The term “knowledge worker” was first coined by management consultant and author Peter Drucker in his book, The Landmarks of Tomorrow (1959). Drucker defined knowledge workers as high-level workers who apply theoretical and analytical knowledge, acquired through formal training, to develop products and services. Does this sound familiar?
Nurses are very much knowledge workers. What has changed since Drucker’s time are the ways that knowledge can be acquired. The volume of data that can now be generated and the tools used to access this data have evolved significantly in recent years and helped healthcare professionals (among many others) to assume the role of knowledge worker in new and powerful ways.
In this Assignment, you will consider the evolving role of the nurse leader and how this evolution has led nurse leaders to assume the role of knowledge worker. You will prepare a PowerPoint presentation with an infographic (graphic that visually represents information, data, or knowledge. Infographics are intended to present information quickly and clearly.) to educate others on the role of nurse as knowledge worker.
Reference: Drucker, P. (1959). The landmarks of tomorrow. New York, NY: HarperCollins Publishers.
RESOURCES
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
To Prepare:
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.
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.
Include one slide that visually represents the role of a nurse leader as knowledge worker.
Your PowerPoint should Include 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’ responses.
BY DAY 7 OF WEEK 2
Submit your completed Presentation.
SUBMISSION INFORMATION
Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.
To submit your completed assignment, save your Assignment as WK2Assgn_LastName_Firstinitial
Then, click on Start Assignment near the top of the page.
Next, click on Upload File and select Submit Assignment for review.
Rubric
NURS_5051_Module01_Week02_Assignment_Rubric
NURS_5051_Module01_Week02_Assignment_Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeDevelop a 5- to 6-slide PowerPoint presentation that addresses the following:· Explain the concept of a knowledge worker.· Define and explain nursing informatics.
25 to >22.0 pts
Excellent
Ably synthesize the literature and course resources to present a clear and accurate explanation of the 2 concepts….The presentation clearly and accurately explains the concept of a knowledge worker….The presentation clearly and accurately defines and explains nursing informatics.
22 to >19.0 pts
Good
Summarize the literature and course resources to present a clear and accurate explanation of the 2 concepts….The presentation explains the concept of a knowledge worker. …The presentation defines and explains nursing informatics.
19 to >17.0 pts
Fair
The presentation is missing one of the concepts or one of the concepts is superficially addressed.
17 to >0 pts
Poor
The presentation is missing two concepts or the concepts are superficially addressed.
25 pts
This criterion is linked to a Learning OutcomeDevelop a graphic visual representation of the role of the nurse leader as a knowledge worker. On the slide, include an explanation of the role.
15 to >13.0 pts
Excellent
The presentation includes a detailed graphic and explanation of the role of the nurse leader as a knowledge worker.
13 to >11.0 pts
Good
The presentation includes a graphic and an adequate explanation of the role of the nurse leader as a knowledge worker.
11 to >10.0 pts
Fair
The presentation includes a graphic, yet the explanation of the role is not addressed or is superficially addressed.
10 to >0 pts
Poor
The presentation is missing a graphic, an explanation of the role, or both the graphic and explanation of the role are missing.
15 pts
This criterion is linked to a Learning OutcomePresent 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.
35 to >31.0 pts
Excellent
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. …The presentation incorporates peer feedback.
31 to >27.0 pts
Good
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. …The presentation incorporates peer feedback.
27 to >24.0 pts
Fair
The presentation includes the hypothetical scenario originally shared in the Discussion Forum; one or two of the criteria are not addressed or are superficially addressed.
24 to >0 pts
Poor
The presentation is missing the hypothetical scenario originally shared in the Discussion Forum or three or more of the criteria are not addressed or are superficially addressed.
35 pts
This criterion is linked to a Learning OutcomePowerPoint presentation:The presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order.
5 to >4.0 pts
Excellent
The presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order.
4 to >3.0 pts
Good
Eighty percent of the presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order.
3 to >2.0 pts
Fair
Sixty to seventy nine percent of the presentation follows these guidelines: presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order.
2 to >0 pts
Poor
Less than sixty percent of the presentation follows these guidelines: presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order.
5 pts
This criterion is linked to a Learning OutcomeResources
10 to >8.0 pts
Excellent
Presentation includes: 3 or more peer-reviewed articles and 2 or more course resources.
8 to >7.0 pts
Good
Presentation includes: 2 peer-reviewed articles and 2 course resources.
7 to >6.0 pts
Fair
Presentation includes: 1 peer-reviewed article and 1 course resource.
6 to >0 pts
Poor
Presentation includes: 1 or no resources.
