NR 512 Week 4 Threaded Discussion: Informatics Skills

Informatics can be merely defined as a focus on information instead of technology (Beckham & Reidford, 2014). Every new skill we are reading or learning about in class is an opportunity to personally develop on or expand personal and new skill levels in informatics for myself. I am a relatively quick learner when it comes to technology. My husband is an Information Technology major, so I have learned plenty of shortcuts and tricks throughout the years. I have always put on my resumes that I am proficient with computer skills. I thought I was…

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Beckham & Reidford (2014) believe clarifying personal informatics goals is a crucial step for graduate-level nursing students and instructors for integration of topics into the curriculum. After taking the self-assessment in week one of class, I realized that I still have so much to learn in the world of informatics. The TIGER assessment we did is part of the TANIC self-assessment. The TIGER consists of basic computer competencies, information literacy, and information management, including the use of an electronic health record. (Sensmeier, Anderson, & Shaw, 2017). The self-assessments when used in combination with Nursing Informatics education, conversation, and research, are meant to influence adoption into practice (Sensmeier et al., 2017).

Thankfully, I used the self-assessment show me where I am currently and what to learn and improve from competent to proficient or expert. We are also in this class receiving extra information on all things informatics. We research what to post and converse with one another to add information to the threaded discussions. Between class, discussions, research, and the self-assessment, I have a personal guide in where to emphasize my studies. I can put what I have learned from this class and apply the focus of information to my clinical setting. I am interested to see what my reassessment at the end of this class shows and how I have grown throughout the course.

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Beckham, R., & Riedford, K. (2014). Evolution of a graduate-level informatics course for the noninformatics specialist nurse. Journal for Nurse Practitioners, 10(6), 387-392. doi:10.1016/j.nurpra.2014.03.012

Sensmeier, J., Anderson, C., & Shaw, T. (2017). International evolution of TIGER informatics competencies. Studies in Health Technology and Informatics, 232(1), 69-76.

Entering the workforce ready and able to properly handle and use nursing informatics is critical. Unfortunately recent studies have concluded that the embedding of nursing informatics into curricula has been slow worldwide and that graduates entering the workplace are not ready to use nursing informatics tools effectively which can pose a significant threat to patient safety (Shin, Cummings, Ford, 2017). I personally found the TANIC self-assessment to be eye-opening in some aspects. There were various areas in which I felt as though I was proficient and even a few in which I felt as though I was at expert level; however there were many in which I certainly felt as though my novice level is in need of much more development. I am grateful that we began this course with a self-assessment to get a sense of our current competency level; it is impossible to grow and improve if you don’t know what you don’t know. The study that I mentioned above also found that inefficient hospital systems were a major barrier to the implementation of nursing informatics practice (Shin, Cummings, Ford, 2017). Another source noted that continuous education is necessary to ensure that documentation does not become a ‘tick box’ exercise (Stewart, Doody, Bailey, Moran, 2017). I have witnessed and experienced this ‘tick box’ exercise mentality myself in the hospital setting and it is an easy trap to fall into when systems are inadequate, time and resources are scarce, and training is limited. By participating in this course and applying the knowledge gained perhaps we can serve to be agents of change in this regard upon entering the workforce as master’s prepared nurses. I am certain that, by way of the assignments and thoughtful discussions taking place throughout this course, by the end of the session my assessment of my own level of proficiency in many areas of informatics skills will have improved.

References

Eun Hee Shin, Elizabeth Cummings & Karen Ford (2017) A qualitative study of new graduates’ readiness to use nursing informatics in acute care settings: clinical nurse educators’ perspectives, Contemporary Nurse, DOI: 10.1080/10376178.2017.1393317Links to an external site.

Kate Stewart, Owen Doody, Maria Bailey, Sue Moran. (2017) Improving the quality of nursing documentation in a palliative care setting: a quality improvement initiative. International Journal of Palliative Nursing 23:12.

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How do the informatics skills you are now developing/expanding upon and validating help you meet current informatics skills levels?
Did the TANIC self-assessment change your impression of your current informatics skill levels?

We utilize informatic skills every day in nursing. The skills that we are developing/expanding upon not only validate ourselves to be current in informatic skills, but also validate our decision-making skills. As a nurse, we communicate with our patients and utilize technology to communicate patient care with one another.

Before I was enrolled in this course, I did not even know what “nursing informatics” was. I remember a friend of mine was talking about it and I had absolutely no idea what they were talking about. However, in the four weeks I have been in this class, I have realized how significant informatics is to our profession. Upon being enrolled in this course, I am learning things throughout my work shifts that involve informatics. I feel that being enrolled in this course I am able to care for my patients in a more safe, diligent way than I was before. With technology and informatics constantly improving, we are provided opportunities that can allow us to reform our current practice to better future practice. Informatics and technology allow us to experience an endless amount of education, resources, and connect us to a world within reach (Moen & Knudsen, 2013).

Until I attended this course, I would have said that nursing informatics is understudied and underestimated and that most people would not understand it’s importance (including myself). But, daily, I see how important informatics truly is! Nursing informatics has proven to improve quality of care through effective communication, information sharing, and even through access of evidenced-based practices. Changes and innovations in our nursing profession contribute to health care, patient care, and even their treatments. Nursing informatics stimulates ways to improve outcomes, handle dilemmas, and prevent harm during transitional periods (Moen & Knudsen, 2013).

When I filled out the TANIC self-assessment, my impression was absolutely changed. I always believed I was pretty “tech-savvy.” I believed I could figure most things out on a computer. After completing the self-assessment, I realized there was a lot I had no idea what it meant. I began to underestimate my own abilities and my own informatic skills. I am looking forward to seeing the change in my pre TANIC self-assessment and my post TANIC self-assessment.

Reference:

Moen, A., & Knudsen, L. M. (2013). Nursing Informatics: Decades of Contribution to Health Informatics. Healthcare Informatics Research, 19(2), 86. doi:10.4258/hir.2013.19.2.86

An example of how technology improves communication within multidisciplinary teams includes emails, video conferences, online newsletters, instant messages, and the Intranet. The Intranet is a website designated for that company and is a crucial factor for employees. The Intranet can be used as a means of obtaining feedback from managers, other employees, and other colleagues from other units (Crowley & Heyer, 2018).

Another way that communication helps multidisciplinary team members is through a work e-mail. Every Thursday my work sends an e-mail with updates, new policies, changes, etc. We utilize e-mail unit to communicate anything and everything.
Technology often is utilized as a form of communication by acting as a “meeting place” for the employees. Technology makes global communication easily accessible (Crowley & Heyer, 2018).

For me, I think that technology is a phenomenal form of communication. It is convenient, especially for those with disabilities or impairments such as hearing impairment or vocal impairments. Technology acts as a substitute form of communication that is important in all aspects of our industry.

Reference:

Crowley, D., & Heyer, P. (2018). COMMUNICATION IN HISTORY: Technology, culture, society(6th ed.). S.l.: ROUTLEDGE.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.

Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.

One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.

I encourage you to incorporate the readings from the week (as applicable) into your responses.

NR 512 Week 4 Threaded Discussion: Informatics Skills

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.

In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.

Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).

Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

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APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).

Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.

I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.

As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.

It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Participation for MSN

Threaded Discussion Guiding Principles

The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

Participation Guidelines

Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.

Direct Quotes

Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.

Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread)	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements per discussion thread	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement per discussion thread	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.

When I filled out the TANIC self-assessment, my impression was ab

NR 512 Week 4 Threaded Discussion: Informatics Skills