NURS 6051 Discussion: The Application of Data to Problem-Solving
NURS 6051 Discussion: The Application of Data to Problem-Solving
NURS 6051 Discussion: The Application of Data to Problem-Solving
Scenario:
A nursing home trach to vent patient comes in to the ER. Their vital signs are a Temperature of 101 F, heart rate of 110, respiratory rate of 24, BP of 85/60. He complains of pain in his back and upon assessment we see a large amount of discharge from his stage 4 sacral wound. Blood work is drawn and white blood cells are greater than 16,000/mm3, with a lactic level of 3. The vital signs are inputted into my charting system, Epic, by the nurse. With Epic, we get an automatic pop-up that due to this patients vital signs, this patient meets sepsis criteria and should be worked up appropriately. When the lab results come back, they are automatically added to epic, which also triggers the sepsis warning. The nurse and provider document their physical assessment, including the stage 4 wound, which along with the sepsis warning pop-up, help us think this may be the source of their infection.
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Data collection, Knowledge Derived, Clinical Reasoning:
As you can see from the description of the scenario, data like vital signs, blood work, and a physical assessment are collected and assessed. Knowledge can be derived from that data from our medical knowledge, but as a reminder, the charting system can remind us that a patient meets sepsis criteria. Based on the physical assessment, the nurse can use clinical reasoning and judgement to find the cause of the abnormal vital signs and blood work. The likely diagnosis is sepsis due to a sacral wound. These criteria in the EHR are developed based on evidence-based studies, such as the International Guidelines for Management of Severe Sepsis and Septic Shock (Dellinger et al., 2012). I see this scenario very often when I worked as a medical step-down nurse, where many chronically ill, bed-bound, chronically vented nursing home patients came in.
Supporting Data:
As described by Walden University, very soon artificial intelligence is going to be a great support to medical professionals, where when a patient comes in with a certain complaint, asking a certain set of questions will help diagnose or rule out the most common possible conditions (Walden University, 2018). This does not replace the nurse or physician but certainly supports us in our decision-making, just like how the Epic Sepsis warning helps remind us to keep this diagnosis in mind if the patient meets the initial criteria.
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Public Health Informatics professionals are the ones who make it so that an EHR like Epic works between different hospitals, outpatient offices, and more (Public Health Informatics Institute, 2017). For example, I would be able to see that the above patient in my scenario had a recent primary care office visit for a fever 1 week prior, and was discharged on antibiotics. When the provider enters the billing code for sepsis, it is thanks to the work of Informatics professionals that that code can be translated from ICD-10 to another medical billing language, so that everyone including insurance companies are receiving the correct information (Public Health Informatics Institute, 2017).
References:
Walden University, LLC. (Producer). (2018). Health Informatics and Population Health: Trends in Population Health [Video file]. Baltimore, MD: Author.
Public Health Informatics Institute. (2017). Public Health Informatics: “translating” knowledge for health Links to an external site. [Video file]. Retrieved from https://www.youtube.com/watch?v=fLUygA8Hpfo
Dellinger, Levy, Rhodes, Annane, Gerlach, & Opal. (2012). Surviving Sepsis Campaign: International Guidelines for Management of Severe Sepsis and Septic Shock: 2012. Guideline Central. Retrieved 2022, from http://content.guidelinecentral.com/guideline/get/pdf/3525.
In the modern era, there are few professions that do not to some extent rely on data. Stockbrokers rely on market data to advise clients on financial matters. Meteorologists rely on weather data to forecast weather conditions, while realtors rely on data to advise on the purchase and sale of property. In these and other cases, data not only helps solve problems, but adds to the practitioner’s and the discipline’s body of knowledge.
Of course, the nursing profession also relies heavily on data. The field of nursing informatics aims to make sure nurses have access to the appropriate date to solve healthcare problems, make decisions in the interest of patients, and add to knowledge.
In this Discussion, you will consider a scenario that would benefit from access to data and how such access could facilitate both problem-solving and knowledge formation.
To Prepare:
- Reflect on the concepts of informatics and knowledge work as presented in the Resources.
- Consider a hypothetical scenario based on your own healthcare practice or organization that would require or benefit from the access/collection and application of data. Your scenario may involve a patient, staff, or management problem or gap.
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? How would a nurse leader use clinical reasoning and judgment in the formation of knowledge from this experience?
NURS 6051 Discussion: The Application of Data to Problem-Solving
Nursing informatics is currently described as the study, management, and processing of nursing data, information, and knowledge (Nelson, 2018). Data is an important part of everyday life that some of us may not notice. Data can be used to make policy changes that can affect practices. While data is important to show what is happening it does not necessarily answer the question why something is happening (Zhu et al., 2019). Another problem with data is that it can be compromised if not collected correctly or without biases.
Therapeutic hypothermia has been used for the last 20 years. This has been shown to lower mortality and improve neurological status following cardiac arrest (Schafer et al., 2021). Following a cardiac arrest, the main goal is reperfusion of brain tissue. This is most important 24 post arrest. Better outcomes have been shown to be linked to lower temperatures within the range of 32-36 degrees Celsius. It is also important to reach this temperature in time frame of less than 6-8 hours. A study showed that patients who underwent this protocol versus those who didn’t have had a better neurological outcome of 49%
The scenario I would like to discuss is the hypothermic protocol after cardiac arrest. The hospital I currently work at we have recently seen an increase in cardiac arrests. With all the recent increase in cardiac arrest, we have noticed some gaps in care. Whether it may be provider or nurse base is unclear. As stated above it is important to implement this protocol in the 24 hours following an arrest for the best outcomes. It seems that at my facility there is a lack of knowledge on this protocol among staff. The current workforce is more than half travel nurses.
Data in this scenario could be used to test the knowledge of the protocol. This could be done by having staff fill out a survey. Collecting this data could lead to improved implementation of the protocol. It could also help figure out where the gap lies with this protocol. A nurse would be able to base interventions on the data collected.
References
Nelson, R. (2018). Informatics: Evolution of the Nelson Data, Information, Knowledge and Wisdom Model: Part 1. OJIN, 10.3912.
Schäfer, A., Bauersachs, J., & Akin, M. (2021). Therapeutic Hypothermia Following Cardiac Arrest After the TTM2 trial–More Questions Raised Than Answered. Current Problems in Cardiology, 101046.
Zhu, R., Han, S., Su, Y., Zhang, C., Yu, Q., & Duan, Z. (2019). The application of big data and the development of nursing science: a discussion paper. International Journal of Nursing Sciences, 6(2), 229-234.
By Day 6 of Week 1
Respond to at least two of your colleagues* on two different days, asking questions to help clarify the scenario and application of data, or offering additional/alternative ideas for the application of nursing informatics principles.
*Note: Throughout this program, your fellow students are referred to as colleagues.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 1 Discussion Rubric
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Post by Day 3 and Respond by Day 6 of Week 1
To participate in this Discussion:
Week 1 Discussion
Module 1: What Is Informatics? (Weeks 1-2)
Laureate Education (Producer). (2018). What is Informatics? [Video file]. Baltimore, MD: Author.
Learning Objectives
Students will:
- Analyze how data collection and access can be used to derive knowledge in a healthcare setting
- Analyze the role of the nurse leader in using clinical reasoning and judgement in the formation of knowledge
- Explain the role of the nurse as a knowledge worker
- Explain concepts of nursing informatics
- Create infographics related to nursing informatics and the role of the nurse as a knowledge worker
| Due By | Assignment |
| Week 1, Days 1–2 | Read/Watch/Listen to the Learning Resources. Compose your initial Discussion post. |
| Week 1, Day 3 | Post your initial Discussion post. Begin to compose your Assignment. |
| Week 1, Days 4-5 | Review peer Discussion posts. Compose your peer Discussion responses. Continue to compose your Assignment. |
| Week 1, Day 6 | Post at least two peer Discussion responses on two different days (and not the same day as the initial post). Continue to compose your Assignment. |
| Week 1, Day 7 | Wrap up Discussion. |
| Week 2, Day 1–6 | Continue to compose your Assignment. |
| Week 2, Day 7 | Deadline to submit your Assignment. |
Learning Resources
Required Readings
McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.
- Chapter 1, “Nursing Science and the Foundation of Knowledge” (pp. 7–19)
- Chapter 2, “Introduction to Information, Information Science, and Information Systems” (pp. 21–33)
- Chapter 3, “Computer Science and the Foundation of Knowledge Model” (pp. 35–62)
Sweeney, J. (2017). Healthcare informatics. Online Journal of Nursing Informatics, 21(1).
Required Media
Laureate Education (Producer). (2018). Health Informatics and Population Health: Trends in Population Health [Video file]. Baltimore, MD: Author.
Credit: Provided courtesy of the Laureate International Network of Universities.
Rubric Detail
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Content
Name: NURS_5051_Module01_Week01_Discussion_Rubric
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Excellent Good Fair Poor
Main Posting
Points Range: 45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
Points Range: 40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
Points Range: 35 (35%) – 39 (39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors.
Points Range: 0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness
Points Range: 10 (10%) – 10 (10%)
Posts main post by day 3.
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Does not post by day 3.
First Response
Points Range: 17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English.
Points Range: 15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English.
Points Range: 13 (13%) – 14 (14%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
Points Range: 0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited.
Second Response
Points Range: 16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English.
Points Range: 14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English.
Points Range: 12 (12%) – 13 (13%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
Points Range: 0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited.
Participation
Points Range: 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days.
Total Points: 100
Name: NURS_5051_Module01_Week01_Discussion_Rubric