Introduction to Health Information Technology Systems and Nursing Informatics Assignment

Introduction to Health Information Technology Systems and Nursing Informatics Assignment

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In 1943, Tom Watson was quoted as saying, “I think there is a world market for maybe five computers.” Little did this chairman of IBM realize that the advent of computers would revolutionize all facets of society, including health care. The health care industry has used the power of technology to dramatically improve the quality of patient care. Today, bar code scanners document patient medications, robotic machinery is used to perform minimally invasive surgeries, and pill bottles feature audible labels to assist patients in taking the correct medication. As health care continues to change and new innovations appear, what types of skills will nurses need in order to harness the potential of emerging and evolving technologies?

This week you will examine the history of nursing informatics as well as the Technology Informatics Guiding Education Reform (TIGER) initiatives that drive technology education for nurses. Using the TIGER and American Nurses Association guidelines, you also evaluate your own informatics competencies.

Reference: Rinkworks. (n.d.) Things people said: Bad predictions. Retrieved from http://www.rinkworks.com/said/predictions.shtml

Learning Objectives

Students will:

• Summarize how informatics has impacted or changed nursing practice
• Evaluate the influence of informatics competencies on quality of care and nursing practice
• Apply online learning resources to professional growth and development
• Compare the contributions of two nursing informatics pioneers

Fundamentally, the adoption of CAC and NLP system was aimed at countering ICD-10-CM/PCS. However, the framework’s legitimate approximation is yet to be established. Since the system’s ultimate objective is counteract re-affirmations, 3M 360 produces daily report that helps in recognizing the patients with unremitting conditions such as congestive heart failure and to provide population health awareness for hospitalized patients to get appropriate medication to prevent re-infection before being discharged. The data obtained from the framework encompass vital details such as the gravity of the disease and mortality risks.  According to Brock, that data is presently shared via an answer to case administration to decide options to call the insurance agency to acquire authorization for consideration. Essentially, the esteem-based consideration connotes the covering of installment for the clinical deliberation of a group of patients and it integrates healthcare facilities, physicians, nursing staff, or restoration in the installment. Often, the installment can be narrowed or expanded based on the rates from the data conveyed two years prior to installment. Consequently, Y. Brock contend that it is important to accurately record complete documentation, PSIs, quality measures, and coding due to their ability to influence the intensity of installation.

Innovative Facets of the System

Primarily, coders and CDI nurses are the biggest beneficiaries of the innovation within the 3M 360. Operationally, the NLP has the capacity to work with different types of documentation and read the free-text from the organized notes in the EHR to transcription. The NLP then construe the notes by utilizing exceptional algorithms and is also capable of obtain codes from the documentation. Besides, NLP can offer logical suggestions from amorphous documentation. The NLP application can also facilitate working from a distant location due to its accessibility to all information in the system. Finally, the application has ensured massive cost reduction by eliminating the requirement of purchasing coding books for more than 60 users at an estimated cost of $ 150 per book.

Introduction to Health Information Technology Systems and Nursing Informatics Assignment

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

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.

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.

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.

Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript

HIMSS/AMDIS Physician Community Podcast Series. (Producer). (2009). Episode #15: TIGER initiative – technology informatics guiding education reform. [Audio podcast]. Retrieved from https://www.himss.org/episode-15-tiger-initiative-technology-informatics-guiding-education-reform

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

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: Introduction to Health Information Technology Systems and Nursing Informatics Assignment

I really enjoyed reading your discussion post and learning about your nursing experiences and interests as they related to nursing

informatics. According to Ball et al., (2011) there is an acute need to initiate purposeful change in the nursing profession through the use of healthcare informatics, which seeks to better understand health outcomes, cost, and quality of care. I also recognize the emergence of EHRs as the most influential informatics-driven practice change that I have experienced in my nursing career. During EHR downtime at the organization that I work for, many staff struggles to transition back to the paper documentation.  A major benefit of EHRs that relates to improved care quality is the best practices and safety checks that are embedded into the daily workflows (Walker-Czyz, 2016). Further, Ball et al., (2011) remind us that in order for new information-based technologies to be successful, that the organizational leadership team and staff must embrace the change in order to effectively support the initiatives. With that being said, as nursing professionals seeking doctoral degrees, I believe that we are in an excellent position to advocate for change and recognize potential barriers as well as methods to overcome the proposed challenges. Thank you for sharing!

References

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.

Walker-Czyz, A. (2016). The Impact of an Integrated Electronic Health Record Adoption on

Nursing Care Quality. Journal of Nursing Administration, 46(7/8), 366-372.

Name: NURS_8210_ Week1_Discussion_Rubric

• Grid View
• List View

		Exemplary	Proficient	Sufficient	Developing
Discussion Postings and Responses		4 (100%) – 4 (100%) • Discussion postings and responses are responsive to the requirements of the Discussion instructions and are posted by the due date. • Discussion postings and responses significantly contribute to the quality of interaction by providing rich and relevant examples, applicable research support, discerning ideas, and/or stimulating thoughts/probes and are respectful when offering suggestions, constructive feedback, or opposing viewpoints. • Discussion postings and responses demonstrate an in-depth understanding of concepts and issues presented in the course (e.g., insightful interpretations or analyses, accurate and perceptive parallels, and well-supported opinions) and are well supported, when appropriate, by pertinent research. • Discussion postings and responses provide evidence that the student has read and considered a sampling of colleagues’ postings and synthesized key comments and ideas, as applicable.	3 (75%) – 3 (75%) • Discussion postings and responses are responsive to the requirements of the Discussion instructions and are posted by the due date. • Discussion postings and responses contribute to the quality of interaction by providing examples, research support when appropriate, ideas, and/or thoughts/probes, and are respectful when offering suggestions, constructive feedback, or opposing viewpoints. • Discussion postings and responses demonstrate some depth of understanding of the issues and show that the student has absorbed the general principles and ideas presented in the course, although viewpoints and interpretations are not always thoroughly supported. • Discussion postings and responses provide evidence that the student has considered at least some colleagues’ postings and synthesized some key comments and ideas, as applicable.	2 (50%) – 2 (50%) • Discussion postings and responses are posted by the due date but are not always responsive to the requirements of the Discussion instructions. • Discussion postings and responses do little to contribute to the quality of interaction or to stimulate thinking and learning. • Discussion postings and responses demonstrate a minimal understanding of concepts presented, tend to address peripheral issues, and, although generally accurate, display some omissions and/or errors. • Discussion postings and responses do not provide evidence that the student has considered at least some colleagues’ postings or synthesized at least some key comments and ideas, as applicable.	0 (0%) – 1 (25%) • Discussion postings and responses are posted past the late deadline, defined as 11:59 p.m. on the due date, and/or do not address the requirements of the Discussion instructions. • Discussion postings and responses do not contribute to the quality of interaction or stimulate thinking and learning. • Discussion postings and responses do not demonstrate an understanding of the concepts presented in the course, and/or do not address relevant issues, and/or are inaccurate and contain many omissions and/or errors. • Discussion postings and responses do not provide evidence that the student has read or considered colleagues’ postings, as applicable.
Total Points: 4