Introduction to Health Information Technology Systems and Nursing Informatics What brought you to the nursing profession and what are your strengths as a nurse? Many times, nurses are called upon to use skills that do not relate to the reasons that made them enter their profession. What is your attitude toward change, especially the increased reliance on technology in health care? Organizations such as TIGER are developing computer competency resources to improve nursing professionals’ understanding of health care informatics. How might nursing informatics and competencies increase quality, patient safety, and job satisfaction?To prepare:

• Review this week’s media presentation, focusing on the benefits and challenges of health informatics.
• Reflect on your professional nursing experiences and how informatics has impacted or changed your practice.
• Examine the TIGER and ANA informatics competencies presented in the Learning Resources. Introduction to Health Information Technology Systems and Nursing Informatics. What insights do these give you with regard to:

• How these competencies influence nursing informatics, improve quality of care and patient safety, and promote excellence in nursing practice
• Ways in which nursing practices have changed and/or will change as a result of informatics
• Your personal skills, strengths, and preferences related to informatics
• Potential challenges or areas in which you need to strengthen your capabilities, and at least one strategy for accomplishing professional growth in this area

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By Tomorrow 08/29/17, write a minimum of 550 words in APA format with a minimum of 3 references from the list below which include the level one headings as numbered below:

post a cohesive response that addresses the following:

1)     Briefly share your nursing background and professional interests. (background: cardiac nurse, critical care, nurse informatics).

2)     Summarize how informatics has impacted or changed nursing practice. Provide an example from your professional experience.

3)     Evaluate how established informatics competencies influence quality of care, safety improvements, and excellence in nursing practice.

4)     Assess your informatics strengths and preferences, as well as potential challenges and areas for development. (Be sure to refer to specific TIGER and ANA competencies.)

5)     Describe one strategy for enhancing your informatics skills and competencies.

Required Readings

Course Text: Ball, M. J., Douglas, J. V., Hinton Walker, P., DuLong, D., Gugerty, B., Hannah, K. J., . . . Troseth, M. R. (Eds.) (2011). Nursing informatics: Where technology and caring meet (4th ed.). London, England: Springer-Verlag.

Chapter 1, “Nursing Informatics: Transforming Nursing”

Chapter 12, “The Evolving National Informatics Landscape”

 Chapter 1 introduces the need for health care reform by detailing cost concerns and future needs of the nursing profession. A look at the beginning stages of the TIGER collaborative is also given, detailing its start at the 2006 Uniformed Services University of Health Sciences in Bethesda, Maryland. Chapter 12 provides an overview of technology’s emergence into the health care industry Introduction to Health Information Technology Systems and Nursing Informatics.

Course Text: American Nurses Association. (2008). Nursing informatics: Scope and standards of practice. Silver Spring, MD: Author.

“Introduction” (pp. 1–2)

“Informatics Competencies” (pp. 33–40)

 The 2-page excerpt from the introduction offers a brief description of the field of informatics and presents the rationale for referring to the scope and standards throughout your nursing career. The excerpt from the “Informatics Competencies” section uses research and matrices to correlate informatics competencies with the education and roles of nursing professionals.

Cesnik, B., & Kidd, M. R. (2010). History of health informatics: A global perspective. Studies in Health Technology and Informatics, 151, 3–8.

Retrieved from the Walden Library databases.

 The authors of this article begin by summarizing the rise of computer development and use. They then examine how technology will build the capabilities of future businesses.

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Hovenga, E. J., Kidd, M. R., Garde, S., & Hullin Lucay Cossio, C. (2010). Health informatics: An introduction. Studies in Health Technology and Informatics, 151, 9–15.

Retrieved from the Walden Library databases.

 A brief explanation of informatics principles is given in this article.

Ozbolt, J. G., & Saba, V. K. (2008). A brief history of nursing informatics in the United States of America. Nursing Outlook, 56(5), 199–205.

Retrieved from the Walden Library databases.

 Examine the initiatives and technological developments that have informed the field of informatics by using this article as a guide.

Technology Informatics Guiding Education Reform (TIGER). (n.d.). The TIGER Initiative: Informatics competencies for every practicing nurse: Recommendations from the TIGER collaborative. Retrieved from: http://www.mhsinformatics.org/CI-Fellowship/Workforce-Development/Competencies/Tiger.Report_Competencies_final.pdf

 For this week, focus on the executive summary and Appendix A, B, and C for review of the TIGER initiative and resulting competencies.

Required Media

Laureate Education, Inc. (Executive Producer). (2011). Transforming nursing and healthcare through technology: What is health informatics? Baltimore, MD: Author.

 Note:  The approximate length of this media piece is 13 minutes.

 In this week’s media presentation, the presenters discuss the extensive applications, implications, and benefits of health informatics for patients, practitioners, and health care organizations as a whole.

HIMSS/AMDIS Physician Community Podcast Series. (Producer). (2009). Episode #15: TIGER initiative – technology informatics guiding education reform. [Audio podcast]. Retrieved from http://podbay.fm/show/popout.php?id=285132709&e=1246544022

 Joyce Sensmeier, vice president of informatics at the Healthcare Information and Management Systems Society (HIMSS), presents the Technology Informatics Guiding Education Reform (TIGER) initiative that is aimed at educating nurses on new digital technologies. This podcast also highlights the organizational accomplishments and future informatics goals of the TIGER initiative.To access the podcast, scroll through the page linked above to find Episode #15.

American Medical Informatics Association. (2011). Video Library 1: Nursing informatics pioneers.

 Retrieved from http://www.amia.org/programs/working-groups/nursing-informatics/history-project/video-library-1

 The AMIA developed a Nursing Informatics History Project, aimed at documenting and preserving the history of nursing informatics. This project consists of two video libraries. Video Library 1 portrays the viewpoints and accomplishments of those recognized as pioneers in the informatics field.

Optional Resources

 Gugerty, B. Delaney, C. (August, 2009). Technology Informatics Guiding Educational Reform (TIGER). TIGER Informatics Competencies Collaborative (TICC) Final Report. Retrieved from http://tigercompetencies.pbworks.com/f/TICC_Final.pdf

Technology Informatics Guiding Education Reform (TIGER). (n.d.). Evidence and Informatics Transforming Nursing: 3-Year Action Steps toward a 10-Year Vision. Retrieved from http://www.aacn.nche.edu/education-resources/TIGER.pdf Introduction to Health Information Technology Systems and Nursing Informatics

Transforming Nursing and Healthcare Through Information Technology

In order for organizations to receive the incentives offered through the HITECH legislation, they must be able to demonstrate that they are using the technology in meaningful ways. The following criteria for meaningful use must be evident to qualify for EHR incentives (U.S. Department of Health & Human Services, 2012). The technology must:

• Improve quality, safety, and efficiency, and reduce health disparities
• Engage patients and families
• Improve care coordination
• Improve population and public health
• Ensure adequate privacy and security protections for personal health information

For this Discussion you consider the impact of the meaningful use criteria of the HITECH legislation on the adoption of health information technology.

To prepare:

• Review the Learning Resources on the HITECH legislation and its primary goals.
• Reflect on the positive and negative impact this legislation has had on your organization or one with which you are familiar.
• Consider the incentives to encourage the use of EHRs. Focus on the definition of meaningful use and how it is measured.
• Reflect on how the incentives and meaningful use impact the quality of patient care.
• Find an article in the Walden Library dealing with one of the criteria to qualify for meaningful use and how it has been successfully met.

Post a description of how HITECH legislation has positively or negatively impacted your organization. Address how its related incentives influence the adoption of health information technology in health care and impact the quality of patient care. Provide a summary of the article you identified and explain how it demonstrates the ability of health information technology to meet the requirements of meaningful use. Transforming Nursing and Healthcare Through Information Technology

1 &1/2 pages with 3 references from the below resources, APA.

Required Readings

McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning.

• Chapter 9, “Legislative Aspects of Nursing Informatics: HITECH and HIPAA”This chapter explores two pieces of legislation that dramatically impact nursing informatics: the Health Information Technology for Economic and Clinical Health Act of 2009 and the Health Insurance Portability and Accountability Act of 1996.

Arlotto, P. (2010). 7 strategies for improving HITECH readiness. hfm(Healthcare Financial Management), 64(11), 90–96.

Retrieved from the Walden Library databases.

This article reviews seven strategies to help prepare for the implementation of the Health Information Technology for Economic and Clinical Health Act (HITECH). The central point of the article focuses on demonstrating meaningful use of electronic health records.

Begum, R., Smith Ryan, M., Winther, C. H., Wang, J. J., Bardach, N. S., Parsons, A. H., & … Adams Dudley, R. (2013). Small Practices’ Experience With EHR, Quality Measurement, and Incentives. American Journal Of Managed Care, 19eSP12–8.

This article presents a study of clinician’s attitudes toward the use of financial incentives for the implementation of electronic health records in small practices.

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Brown, B. (2010). The final rules for meaningful use of EHRs. Journal of Health Care Compliance, 12(5), 49–50.

Retrieved from the Walden Library databases.

In this article, the author poses four questions pertaining to the EHR system in the United States. In particular, the article examines Medicare and Medicaid incentive payments and the ways the meaningful use of certified EHRs will be verified.

Classen, D. C., & Bates, D. W. (2011). Finding the meaning in meaningful use. New England Journal of Medicine, 365(9), 855–858.

Retrieved from the Walden Library databases.

This article details the challenges of meeting the meaningful use standards in order to receive the benefits legislated under the HITECH Act. The authors specify the requisites for achieving benefits with EHRs, the relationship between meaningful use and commercial EHRs, and the tools needed to evaluate EHRs after implementation.

Kempfert, A. E., & Reed, B. D. (2011). Health care reform in the United States: HITECH Act and HIPAA privacy, security, and enforcement Issues. FDCC Quarterly, 61(3), 240–273. Transforming Nursing and Healthcare Through Information Technology

Retrieved from the Walden Library databases.

The authors of this article examine HITECH, in addition to the impact of the privacy rules under the Health Insurance Portability and Accountability Act (HIPAA). The article details the potential negative repercussions of failing to comply with HIPAA and HITECH.

Murphy, J. (2010b). Nursing informatics. The journey to meaningful use of electronic health records. Nursing Economic$, 28(4), 283–286.

Retrieved from the Walden Library databases.

This article reviews HITECH and the background leading up to its passage. The author also details the financial incentives intended to assist health care providers in purchasing and implementing HIT and EHR systems.

Optional Resources

U.S. Department of Health & Human Services. (2011). Health IT home. Retrieved from http://www.healthit.gov/

U.S. Department of Health & Human Services. (2012). Regulations and guidance. Retrieved from http://www.healthit.gov/policy-researchers-implementers/health-it-rules-regulations. Transforming Nursing and Healthcare Through Information Technology

Exercise 27

Data was taken from the data table in the textbook and analyzed using SPSS.

1.     What is the mean age of the sample data?

2.     What percentage of patient never used tobacco?

3.     What is the standard deviation for age?

4.     Are there outliers among the values for age?  Provide a rationale for your answer.

5.     What is the range of age values?

6.     What percentage of patients were taking infliximab?

7.     What percentage of patients had rheumatoid arthritis as their diagnosis?

8.     What percentage of patients had irritable bowel syndrome as their diagnosis?

9.     What is the 95% CI for age? Improving health behaviors to maintain bone health in women at high risk of osteoporosis

10.                        What percentage of patients had psoriatic arthritis as their primary diagnosis?

Exercise 6

1. What are the frequency and percentage of the COPD patients in the severe airflow limitation group who are employed in the Eckerblad et al. (2014) study?

2. What percentage of the total sample is retired? What percentage of the total sample is on sick leave?

3. What is the total sample size of this study? What frequency and percentage of the total sample were still employed? Show your calculations and round your answer to the nearest whole percent.

4. What is the total percentage of the sample with a smoking history—either still smoking or former smokers? Is the smoking history for study participants clinically important? Provide a rationale for your answer.

5. What are pack years of smoking? Is there a significant difference between the moderate and severe airflow limitation groups regarding pack years of smoking? Provide a rationale for your answer.

6. What were the four most common psychological symptoms reported by this sample of patients with COPD? What percentage of these subjects experienced these symptoms? Was there a significant difference between the moderate and severe airflow limitation groups for psychological symptoms?

7. What frequency and percentage of the total sample used short-acting β2-agonists? Show your calculations and round to the nearest whole percent.

8. Is there a significant difference between the moderate and severe airflow limitation groups regarding the use of short-acting β2-agonists? Provide a rationale for your answer.

9. Was the percentage of COPD patients with moderate and severe airflow limitation using short-acting β2-agonists what you expected? Provide a rationale with documentation for your answer.

10. Are these findings ready for use in practice? Provide a rationale for your answer.

Exercise 8

1. The number of nursing students enrolled in a particular nursing program between the years of 2010 and 2016, respectively, were 563, 593, 606, 520, 563, 610, and 577. Determine the mean ( X ), median ( MD ), and mode of the number of the nursing students enrolled in this program. Show your calculations.

2. What is the mode for the variable inpatient complications in Table 2 of the Winkler et al. (2014) study? What percentage of the study participants had this complication?

3. Does the distribution of inpatient complications have a single mode, or is this distribution bimodal or multimodal? Provide a rationale for your answer. Improving health behaviors to maintain bone health in women at high risk of osteoporosis

4. As reported in Table 1 , what are the three most common cardiovascular medical history events in this study, and why is it clinically important to know the frequency of these events?

5. What are the mean and median lengths of stay (LOS) for the study participants?

6. Are the mean and median for LOS similar or different? What might this indicate about the distribution of the sample? Provide a rationale for your answer.

7. Examine the study results and determine the mode for arrhythmias experienced by the partici-pants. What was the second most common arrhythmia in this sample?

8. Was the most common arrhythmia in Question 7 related to LOS? Was this result statistically signifi cant? Provide a rationale for your answer.

9. What study variables were independently predictive of the 50 premature ventricular contractions (PVCs) per hour in this study?

10. In Table 1 , what race is the mode for this sample? Should these study fi ndings be generalized to American Indians with ACS? Provide a rationale for your answer.

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Exercise 9

1. What were the name and type of measurement method used to measure Caring Practices in the Roch, Dubois, and Clarke (2014) study?

2. The data collected with the scale identifi ed in Questions 1 were at what level of measurement? Provide a rationale for your answer.

3. What were the subscales included in the CNPISS used to measure RNs ’ perceptions of their Caring Practices? Do these subscales seem relevant? Document your answer.

4. Which subscale for Caring Practices had the lowest mean? What does this result indicate?

What were the dispersion results for the Relational Care subscale of the Caring Practices in Table 2 ? What do these results indicate?

6. Which subscale of Caring Practices has the lowest dispersion or variation of scores? Provide a rationale for your answer.

7. Which subscale of Caring Practices had the highest mean? What do these results indicate? 8. Compare the Overall rating for Organizational Climate with the Overall rating of Caring Practices. What do these results indicate?

9. The response rate for the survey in this study was 45%. Is this a study strength or limitation? Provide a rationale for your answer. Improving health behaviors to maintain bone health in women at high risk of osteoporosis

10. What conclusions did the researchers make regarding the caring practices of the nurses in this study? How might these results affect your practice? Copyright © 2017, Elsevier Inc. All rights reserved. 97 Description of a Study Sample STATISTICAL TECHNIQUE IN REVIEW Most research reports describe the subjects or participants who comprise the study sample. This description of the sample is called the sample characteristics , which may be presented in a table and/or the narrative of the article. The sample characteristics are often presented for each of the groups in a study (i.e., intervention and control groups). Descriptive statistics are calculated to generate sample characteristics, and the type of statistic conducted depends on the level of measurement of the demographic variables included in a study ( Grove, Burns, & Gray, 2013 ). For example, data collected on gender is nominal level and can be described using frequencies, percentages, and mode. Measur-ing educational level usually produces ordinal data that can be described using frequen-cies, percentages, mode, median, and range. Obtaining each subject ’ s specifi c age is an example of ratio data that can be described using mean, range, and standard deviation. Interval and ratio data are analyzed with the same statistical techniques and are some-times referred to as interval/ratio-level data in this text. RESEARCH ARTICLE Source Oh, E. G., Yoo, J. Y., Lee, J. E., Hyun, S. S., Ko, I. S., & Chu, S. H. (2014). Effects of a three-month therapeutic lifestyle modifi cation program to improve bone health in postmeno-pausal Korean women in a rural community: A randomized controlled trial. Research in Nursing & Health, 37 (4), 292–301. Introduction Oh and colleagues (2014) conducted a randomized controlled trial (RCT) to examine the effects of a therapeutic lifestyle modifi cation (TLM) intervention on the knowledge, self-effi cacy, and behaviors related to bone health in postmenopausal women in a rural com-munity. The study was conducted using a pretest-posttest control group design with a sample of 41 women randomly assigned to either the intervention ( n = 21) or control group ( n = 20). “The intervention group completed a 12-week, 24-session TLM program of individualized health monitoring, group health education, exercise, and calcium–vitamin D supplementation. Compared with the control group, the intervention group showed signifi cant increases in knowledge and self-effi cacy and improvement in diet and exercise after 12 weeks, providing evidence that a comprehensive TLM program can be effective in improving health behaviors to maintain bone health in women at high risk of osteoporosis” ( Oh et al., 2014 , p. 292). Improving health behaviors to maintain bone health in women at high risk of osteoporosis

This file of NR 361 Week 6 Assignment Interview with Nursing Information Expert comprises:

The purpose of this assignment is to Communicate your understanding of the importance of quality information in everyday nursing practice,Discuss the roles and responsibilities of a Nursing Information Expert, andArticulate how the professional nurse uses information or data in everyday practice to improve outcomes.Course OutcomesThis assignment enables the student to meet the following course outcomes.CO #1: Describe patient-care technologies as appropriate to address the needs of a diverse patient population. (PO #1)CO #4: Investigate safeguards and decision-making support tools embedded in patient care technologies and information systems to support a safe practice environment for both patients and healthcare workers. (PO #4)CO #8: Discuss the value of best evidence as a driving force to institute change in delivery of nursing care. (PO #8)PointsThis assignment is worth a total of 250 points.Due  DateThis assignment, Interview with a Nursing Information Expert, is due at the end of Week 6. Submit your completed Interview, using the Interview Form, to the basket in the Dropbox by Sunday, 11:59 p.m. mountain time. Post questions to the weekly Q A Forum. Contact your instructor if you need additional assistance.See the Course Policies regarding late assignments. Failure to submit your paper to the Dropbox on time will result in a deduction of points.

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Understanding of the importance of quality information in everyday nursing practice.Directions1. Download the NR361 Interview Form from Doc Sharing. It is found under the Week 6 Interview link.2. Select your interviewee and schedule an interview. This individual must be a registered nurse. Job titles of RNs who may be considered include but, are not limited to, Nursing Clinical Information Manager, Super User, Director/Manger Clinical Education, Chief Information Officer, Quality Assurance or Performance Improvement Nurse, Nurse Informaticist, Telenursing Specialist, Nurse Abstractor, Case Manager, Compliance Nurse. If you have any concerns about whether the RN is suitable for this assignment, contact your instructor BEFORE you schedule the interview.3. Review all questions (areas of inquiry) on the Interview Form located in Doc Sharing PRIOR to conducting the interview. You may print the form and take it with you to the interview.4. Note that there are five (5) Required Questions to ask the RN.5. Note that there are four (4) Optional Questions. You need to select only ONE of them to ask the RN.6. Note that there are two (2) Follow-Up Questions that must be answered by YOU.Prior to conducting your interview, review two scholarly resources. These resources should guide your understanding of the RNs role and responsibilities or make you more knowledgeable about GIGO, interprofessional communication, or other key concepts in the questions that you may not fully understand. For example, if your interviewee is a Telenurse, you would want to review information on this specialty. If you do not know what GIGO means, look it up.7. Conduct your interview. The length of your interview will vary but should not exceed one hour.8. Submit the form to the Dropbox prior to the deadline outlined above. Understanding of the importance of quality information in everyday nursing practice

Adopting Evidence-Based Practice in Clinical Decision Making

Discussion: Nursing Research and Evidence-Based Practice

In your practice as a nurse, you may use procedures and methods that did not necessarily originate in evidence, but instead were derived from informal and unwritten conventions, traditions, and observations. While these techniques may have merit, practices are constantly being updated and contradicted by information from scholarly research studies and professional guidelines. This new information serves as “evidence” for revising practices to improve outcomes across health care.

Based on this evidence, you can formulate a question. In this Discussion, you consider the use of evidence-based practice in your own organization and formulate a question that you will need to answer for your portfolio project. This is called a PICOT question. You will also investigate strategies for overcoming barriers to implementing evidence-based practice (EBP). Adopting Evidence-Based Practice in Clinical Decision Making

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To prepare:                                                         

• Consider a recent clinical experience in which you were providing care for a patient.
• Determine the extent to which the care that you provided was based on evidence and research findings or supported only by your organization’s standard procedures. How do you know if the tasks were based on research?
• What questions have you thought about in a particular area of care such as a procedure or policy?
• Review Chapter 2, pages 31–34 on “Asking Well worded Clinical Questions” in Polit & Beck and consult the resource from the Walden Student Center for Success: Clinical Question Anatomy & examples of PICOT questions (found in this week’s Learning Resources). Formulate your background questions and PICOT question.
• Reflect on the barriers that might inhibit the implementation of evidence-based practice in your clinical environment.
• Review the article “Adopting Evidence-Based Practice in Clinical Decision Making” in this week’s Learning Resources. Select one of the barriers described that is evident in your organization and formulate a plan for overcoming this barrier.

By Day 3

Post an evaluation of the use, or lack thereof, of EBP in a recent clinical experience. Identify which aspects of the care delivered, if any, were based on evidence and provide your rationale. List your background questions and PICOT question about this nursing topic. Critique how the policies, procedures, and culture in your organization may hinder or support the adoption of evidence-based practices. Identify the barrier you selected from the article and explain how this barrier could be overcome within your organization. Adopting Evidence-Based Practice in Clinical Decision Making