Feb 23, 2024 NR 512 Week 1 Discussion Integration of Nursing Informatics Skills and Competencies
NR 512 Week 1 Discussion Integration of Nursing Informatics Skills and Competencies
NR 512 Week 1 Discussion Integration of Nursing Informatics Skills and Competencies
Reflect on your own practice. Discuss how informatics is used in your practice. What is your primary area where you would use informatics? From completing the Pre-TANIC TIGER assessment for this week, what do you plan to achieve in this course? How did you feel your competency level was compared to the assessment?
Good Evening Hailey,
Thanks so much for replying to my post. I came from a tiny hospital that was still doing paper charting when I left up on the unit. So starting at this huge hospital with the Epic program was a bit intimidating for me but I’m still hanging in there and learning something new everyday. It sounds like you’ll have a lot of safety items to check before, during and after your procedures, which I’m sure is very time consuming but still very necessary in order to prevent major mishaps. If I make a mistake on the floor even with a dual verification from another nurse there is still a good chance we have something to correct the mishap such as an antidote or reversal agent. It may be dangerous and inconvenient and I may even get in trouble whether something happens to the patient or not. Being in the operating room is a place where these mishaps more than likely can’t be reversed such as with removing the wrong limb or something to that extent. I see the need for double and even triple checking to make sure everyone is on the same page. We have to go through a similar procedure on the unit when surgeons do procedures at the bedside but on a much smaller level then you’ll do.
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I remember when I did my surgical rotations in Key West at our tiny hospital. I did love being in the operating room actually watching problems physically get fixed (I always begged to stay longer). I remember them needing to scan every surgical towel at the end of the procedure. I remember the circulating nurse stressing because she couldn’t account for one towel. When I inquired what the big deal was it actually was a big deal. They scanned every towel and had to account for every piece of equipment they started with in order to assure they didn’t leave any items inside the patient. This makes perfect sense because I have heard horror stories of items being left inside patients for years until they were later discovered by another surgeon. BTW the missing surgical was found in the trashcan, someone actually had to dig in the trash to find it. Hailey do you’ll use this extra level of safety in your operating room? This was years ago and it was at a tiny hospital so I’m sure you’ll have better ways of doing things n
Good Afternoon Dr. Barry,
I use nursing informatics in several other ways for additional layers of safety. We use dual verification many times which I or another nurse must be logged into the system then the patient must be scanned which ensures we have the correct patient. Then whether it is heparin or other drips, a PCA pump, insulin, chemo or hazardous meds, or even a blood sample for a type and screen the system will require another nurse to sign off. This forces the other nurse to actually pay attention to the orders or request because they have to enter their login and password in order to complete the task. This makes both nurses accountable to ensure safety for the patients. Sometimes tracking down another busy nurse and asking them to dual verify is not an easy task, but a kind reminder that is part of their job seems to fix the problem. These additional steps may take more time but it does force the nurse to slow down and review the information, which has been proven to be effective in avoiding potential mistakes.
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.
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