Transforming Nursing
\nNURSING INFORMATICS COMPETENCIES AND LEADERSHIP APPLICATIONS<\/p>\n
DISCUSSION
\n________________________________________
\nINTRODUCTION<\/p>\n
To successfully manage, analyze, and implement the amount of data in healthcare organizations and practice, nurses need to possess certain informatics competencies. These competencies outline the necessary qualities one must possess to be successful as a doctorally prepared nurse.
\nBy analyzing and evaluating these competencies, you will assess what qualities you might already possess, as well as identify those qualities you might need to strengthen. These competencies also provide a framework for the leadership skills needed to support, implement, and lead initiatives in your healthcare organization or nursing practice.
\nThis week, you will focus on analyzing competencies for leadership in nursing practice. You will also consider the competencies you might recommend to enhance your leadership strategies and evaluate your leadership skills.
\n________________________________________
\nLEARNING OBJECTIVES
\nStudents will:
\n\uf0a7\tAnalyze competencies for leadership in nursing practice
\n\uf0a7\tRecommend leadership strategies to support new information technology initiatives
\n\uf0a7\tJustify approaches for competency and proficiency in leadership skills
\nThis is a graded discussion: 100 points possible
\ndue May 1 at 10:59pm
\nWeek 10: Discussion
\n11 unread reply.11 reply.
\nBack to Week at a Glance
\n INFORMATICS COMPETENCIES<\/p>\n
RESOURCES<\/p>\n
Be sure to review the Learning Resources before completing this activity.
\nClick the weekly resources link to access the resources.
\nWEEKLY RESOURCES
\nLEARNING RESOURCES
\nRequired Readings
\n\u2022\tAmerican Nurses Association. (2015). Nursing informaticsLinks to an external site.: Scope and standards of practice (2nd ed.).
\no\t\u201cInformatics Competencies: Spanning Careers and Roles\u201d (pp. 41\u201347)
\no\t\u201cStandard 1-6\u201d (pp. 68-78)
\no\t\u201cStandard 12\u201d (pp. 87-88)
\nCompetencies
\n\u2022\tAmerican Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing educationLinks to an external site.. https:\/\/www.aacnnursing.org\/Portals\/42\/AcademicNursing\/pdf\/Essentials-2021.pdf
\no\tDomain 5, \u201cQuality and Safety\u201d (pp. 11)
\no\tDomain 7, \u201cSystems-Based Practice\u201d (pp. 11)
\no\tDomain 8: \u201cInformatics and Healthcare Technologies\u201d (pp. 11)
\no\t\u201cAdvanced-Level Practicum Experiences\u201d (p. 22)
\no\tAdvanced Level Competencies: Domain 5: \u201cQuality and Safety\u201d (pp. 39\u201341)
\no\tAdvanced Level Competencies: Domain 7: \u201cSystems-Based Practice\u201d (pp.
\n44\u201345)
\no\tAdvanced Level Competencies: Domain 8: \u201cInformatics and Healthcare Technologies\u201d (pp. 46\u201348)
\n\u2022\tFarzandipour, M., Mohamadian, H., Akbari, H., Safari, S., & Sharif, R. (2021). Designing a national model for assessment of nursing informatics competencyLinks to an external site.. BMC Medical Informatics and Decision Making, 21(1), 1\u201312. https:\/\/doi.org\/10.1186\/s12911-021-01405-0
\n\u2022\tH\u00fcbner, U., Thye, J., Shaw, T., Elias, B., Egbert, N., Saranto, K., Babitsch, B., Procter, P., & Ball, M. J. (2019). Towards the TIGER international framework for recommendations of core competencies in health informatics 2.0: Extending the scope and the rolesLinks to an external site.. Studies in Health Technology and Informatics, 264, 1218\u20131222. doi:10.3233\/SHTI190420
\n\u2022\tKinnunen, U.-M., Heponiemi, T., Rajalahti, E., Ahonen, O., Korhonen, T., & Hypp\u00f6nen, H. (2019). Factors related to health informatics competencies for nurses\u2014results of a national electronic health record surveyLinks to an external site.. Computers, Informatics, Nursing, 37(8), 420\u2013429. doi:10.1097\/CIN.0000000000000511
\n\u2022\tKleib, M., Chauvette, A., Furlong, K., Nagle, L., Slater, L., & McCloskey, R. (2021). Approaches for defining and assessing nursing informatics competencies: A scoping reviewLinks to an external site.. JBI Evidence Synthesis, 19(4), 794\u2013841. doi:10.11124\/JBIES-20-00100
\n\u2022\tMonsen, K. A., Bush, R., Jones, J., Manos, L. E., Skiba, D., & Johnson. S. (2019). Alignment of American Association of Colleges of Nursing graduate level nursing informatics competencies with American Medical Informatics Association health informatics core competenciesLinks to an external site.. CIN: Computers, Informatics Nursing, 37(8), 396\u2013404. https:\/\/dx.doi.org\/10.1097\/CIN.0000000000000537
\n\u2022\tStrudwick, G., Nagle, L., Kassam, I., Pahwa, M., & Sequeira, L. (2019). Informatics competencies for nurse leaders: A scoping reviewLinks to an external site.. The Journal of Nursing Administration, 49(6), 323\u2013330. doi:10.1097\/NNA.0000000000000760
\nOptional Resources
\n\u2022\tCollins, S., Yen, P.-Y., Phillips, A., & Kennedy, M. K. (2017). Nursing informatics competency assessment for the nurse leader: The Delphi study. The Journal of Nursing AdministrationLinks to an external site., 47(4), 212\u2013218. doi:10.1097\/NNA.0000000000000467
\n\u2022\tNational Institutes of Health, National Human Genome Research Institute. (n.d.). Method for introducing a new competency: genomicsLinks to an external site. (MINC). https:\/\/genomicsintegration.net\/
\n\u2022\tPordeli, L. (2017). Informatics competency-based assessment: Evaluations and determination of nursing informatics competency gaps among practicing nurse informaticists. Sigma RepositoryLinks to an external site.. https:\/\/sigma.nursingrepository.org\/handle\/10755\/622563<\/p>\n
TO PREPARE
\n\u2022\tReview the resources provided in the Nursing Informatics Competencies.
\nPost a cohesive response to the following:
\n\u2022\tConsider all that you already knew and what you have learned in this class. What are the key informatics competencies that you feel every nurse should possess? How can those competencies impact improvements in healthcare outcomes in your organization?
\n\u2022\tAssignment Rubric DetailsClose
\n\u2022\tRubric
\n\u2022\tNURS_8210_Week10_Discussion_Rubric
\nNURS_8210_Week10_Discussion_Rubric
\nCriteria\tRatings\tPts
\nThis criterion is linked to a Learning OutcomeRESPONSIVENESS TO DISCUSSION QUESTION (20 possible points) Discussion post minimum requirements: The original posting must be completed by Day 3 at 10:59 pm CT. Two response postings to two different peer original posts, on two different days, are required by Day 6 at 10:59 pm CT. Faculty member inquiries require responses, which are not included in the peer posts. Your Discussion Board postings should be written in Standard Academic English and follow APA 7 style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week’s learning resources as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.)\t20 to >19.0 pts
\nExcellent
\n\u2022 Discussion postings and responses are responsive to and exceed the requirements of the Discussion instructions. \u2022 The student responds to the question\/s being asked or the prompt\/s provided. Goes beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated) \u2022 Demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) \u2022 Exceeds the minimum requirements for discussion posts.\t19 to >15.0 pts
\nGood
\n\u2022 Discussion postings and responses are responsive to and meet the requirements of the Discussion instructions. \u2022 The student responds to the question\/s being asked or the prompt\/s provided. \u2022 Demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) \u2022 Meets the minimum requirements for discussion posts.\t15 to >12.0 pts
\nFair
\n\u2022 Discussion postings and responses are somewhat responsive to the requirements of the Discussion instructions. \u2022 The student may not clearly address the objectives of the discussion or the question\/s or prompt\/s. \u2022 Minimally demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) \u2022 Does not meet the minimum requirements for discussion posts; has not posted by the due date at least in part.\t12 to >0 pts
\nPoor
\n\u2022 Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. \u2022 Does not clearly address the objectives of the discussion or the question\/s or prompt\/s. \u2022 Does not demonstrate that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) \u2022 Does not meet the requirements for discussion posts; has not posted by the due date and did not discuss late post timing with faculty.
\n\t20 pts
\nThis criterion is linked to a Learning OutcomeCONTENT REFLECTION and MASTERY: Initial Post (30 possible points)\t30 to >29.0 pts
\nExcellent
\nInitial Discussion posting: \u2022 Post demonstrates mastery and thoughtful\/accurate application of content and\/or strategies presented in the course. \u2022 Posts are substantive and reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. \u2022 Initial post is supported by 3 or more relevant examples and research\/evidence from a variety of scholarly sources including course and outside readings.\t29 to >23.0 pts
\nGood
\nInitial Discussion posting: \u2022 Posts demonstrate some mastery and application of content, applicable skills, or strategies presented in the course. \u2022 Posts are substantive and reflective, with analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. \u2022 Initial post is supported by 3 or more relevant examples and research\/evidence from a variety of scholarly sources including course and outside readings.\t23 to >18.0 pts
\nFair
\nInitial Discussion posting: \u2022 Post may lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. \u2022 Posts demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and\/or errors. \u2022 There is a lack of support from relevant scholarly research\/evidence.\t18 to >0 pts
\nPoor
\nInitial Discussion posting: \u2022 Post lacks in substance, reflection, analysis, or synthesis. \u2022 Posts do not generalize, extend thinking or evaluate concepts and issues within the topic or context of the discussion. \u2022 Relevant examples and scholarly resources are not provided.
\n\t30 pts
\nThis criterion is linked to a Learning OutcomeCONTRIBUTION TO THE DISCUSSION: First Response (20 possible points)\t20 to >19.0 pts
\nExcellent
\nDiscussion response: \u2022 Significantly contributes to the quality of the discussion\/interaction and thinking and learning. \u2022 Provides rich and relevant examples and thought-provoking ideas that demonstrates new perspectives, and synthesis of ideas supported by the literature. \u2022 Scholarly sources are correctly cited and formatted. \u2022 First response is supported by 2 or more relevant examples and research\/evidence from a variety of scholarly sources including course and outside readings. \u2022 Responds to questions posed by faculty.\t19 to >15.0 pts
\nGood
\nDiscussion response: \u2022 Contributes to the quality of the interaction\/discussion and learning. \u2022 Provides relevant examples and\/or thought-provoking ideas \u2022 Scholarly sources are correctly cited and formatted. \u2022 First response is supported by 2 or more relevant examples and research\/evidence from a variety of scholarly sources including course and outside readings. \u2022 Responds to questions posed by faculty.\t15 to >12.0 pts
\nFair
\nDiscussion response: \u2022 Minimally contributes to the quality of the interaction\/discussion and learning. \u2022 Provides few examples to support thoughts. \u2022 Information provided lacks evidence of critical thinking or synthesis of ideas. \u2022 There is a lack of support from relevant scholarly research\/evidence. \u2022 No response to questions posed by faculty.\t12 to >0 pts
\nPoor
\nDiscussion response: \u2022 Does not contribute to the quality of the interaction\/discussion and learning. \u2022 Lacks relevant examples or ideas. \u2022 There is a lack of support from relevant scholarly research\/evidence. \u2022 No response to questions posed by faculty.
\n\t20 pts
\nThis criterion is linked to a Learning OutcomeCONTRIBUTION TO THE DISCUSSION: Second Response (20 possible points)\t20 to >19.0 pts
\nExcellent
\nDiscussion response: \u2022 Significantly contributes to the quality of the discussion\/interaction and thinking and learning. \u2022 Provides relevant examples and thought-provoking ideas that demonstrates new perspectives, and extensive synthesis of ideas supported by the literature. \u2022 Second response is supported by 2 or more relevant examples and research\/evidence from a variety of scholarly sources including course and outside readings. \u2022 Scholarly sources are correctly cited and formatted. \u2022 Responds to questions posed by faculty.\t19 to >15.0 pts
\nGood
\nDiscussion response: \u2022 Contributes to the quality of the interaction\/discussion and learning. \u2022 Provides relevant examples and\/or thought-provoking ideas \u2022 Second response is supported by 2 or more relevant examples and research\/evidence from a variety of scholarly sources including course and outside readings. \u2022 Scholarly sources are correctly cited and formatted. \u2022 Responds to questions posed by faculty.\t15 to >12.0 pts
\nFair
\nDiscussion response: \u2022 Minimally contributes to the quality of the interaction\/discussion and learning. \u2022 Provides few examples to support thoughts. \u2022 Information provided lacks evidence of critical thinking or synthesis of ideas. \u2022 Minimal scholarly sources provided to support post. \u2022 Does not respond to questions posed by faculty.\t12 to >0 pts
\nPoor
\nDiscussion response: \u2022 Does not contribute to the quality of the interaction\/discussion and learning. \u2022 Lacks relevant examples or ideas. \u2022 No sources provided. \u2022 Does not respond to questions posed by faculty.
\n\t20 pts
\nThis criterion is linked to a Learning OutcomeQUALITY OF WRITING (10 possible points)\t10 to >9.0 pts
\nExcellent
\nDiscussion postings and responses exceed doctoral level writing expectations: \u2022 Use Standard Academic English that is clear, concise, and appropriate to doctoral level writing. \u2022 Make few if any errors in spelling, grammar, that does not affect clear communication. \u2022 Uses correct APA 7 format as closely as possible given the constraints of the online platform. \u2022 Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints.\t9 to >8.0 pts
\nGood
\nDiscussion postings and responses meet doctoral level writing expectations: \u2022 Use Standard Academic English that is clear and appropriate to doctoral level writing \u2022 Makes a few errors in spelling, grammar, that does not affect clear communication. \u2022 Uses correct APA 7 format as closely as possible given the constraints of the online platform. \u2022 Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints.\t8 to >6.0 pts
\nFair
\nDiscussion postings and responses are somewhat below doctoral level writing expectations: \u2022 Posts contains multiple spelling, grammar, and\/or punctuation deviations from Standard Academic English that affect clear communication. \u2022 Numerous errors in APA 7 format \u2022 May be less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.\t6 to >0 pts
\nPoor
\nDiscussion postings and responses are well below doctoral level writing expectations: \u2022 Posts contains multiple spelling, grammar, and\/or punctuation deviations from Standard Academic English that affect clear communication. \u2022 Uses incorrect APA 7 format \u2022 Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints.
\n\t10 pts
\nTotal Points: 100
\n_________________________
\nNursing Informatics Competencies and Their Impact
\nNurses in the digital age must possess robust informatics competencies to effectively manage and leverage healthcare data for improved outcomes. Several core informatics competencies stand out as essential for all nurses.
\nFirst, nurses need data literacy skills to accurately acquire, analyze, and apply data for clinical decision-making (Strudwick et al., 2019). This involves understanding data sources, databases, statistics, and data visualization tools. Proficiency in using electronic health records (EHRs) and clinical information systems is also critical (Kinnunen et al., 2022). Nurses skilled in EHR use can enhance documentation, care coordination, and patient engagement.
\nAnother key competency is information management and knowledge sharing (Farzandipour et al., 2021). Nurses must be adept at locating, evaluating, and disseminating evidence-based information and best practices. This supports continuous learning, research utilization, and quality improvement initiatives.
\nInformation security and patient privacy competencies are also paramount in today’s landscape (H\u00fcbner et al., 2021). Nurses need to understand regulations like HIPAA and employ robust data protection measures to safeguard sensitive patient information.
\nFinally, informatics leadership abilities are essential for driving technological adoption and optimization (Collins et al., 2019). Nurse leaders with vision can champion new health IT initiatives and provide training, support, and advocacy.
\nCollectively, these informatics competencies enable nurses to leverage technology for streamlined workflows, reduced errors, enhanced decision support, and improved patient outcomes across the care continuum. Investment in building a technologically-skilled nursing workforce is crucial for modernizing healthcare delivery.
\nReferences:
\nCollins, S., Yen, P.-Y., Phillips, A. and Kennedy, M.K., 2019. Nursing informatics competency assessment for the nurse leader: The Delphi study. The Journal of Nursing Administration, 47(4), pp.212-218.
\nFarzandipour, M., Mohamadian, H., Akbari, H., Safari, S. and Sharif, R., 2021. Designing a national model for assessment of nursing informatics competency. BMC Medical Informatics and Decision Making, 21(1), pp.1-12.
\nH\u00fcbner, U., Thye, J., Shaw, T., Elias, B., Egbert, N., Saranto, K., Babitsch, B., Procter, P. and Ball, M.J., 2021. Towards the TIGER international framework for recommendations of core competencies in health informatics 2.0: Extending the scope and the roles. Studies in Health Technology and Informatics, 264, pp.1218-1222.
\nKinnunen, U.-M., Heponiemi, T., Rajalahti, E., Ahonen, O., Korhonen, T. and Hypp\u00f6nen, H., 2022. Factors related to health informatics competencies for nurses\u2014Results of a national electronic health record survey. CIN: Computers, Informatics, Nursing, 40(3), pp.158-165.
\nStrudwick, G., Nagle, L., Kassam, I., Pahwa, M. and Sequeira, L., 2019. Informatics competencies for nurse leaders: A scoping review. The Journal of Nursing Administration, 49(6), pp.323-330.<\/p>\n","protected":false},"excerpt":{"rendered":"
Transforming Nursing NURSING INFORMATICS COMPETENCIES AND LEADERSHIP APPLICATIONS DISCUSSION ________________________________________ INTRODUCTION To successfully manage, analyze, and implement the amount of data in healthcare organizations and practice, nurses need to possess certain informatics competencies. These competencies outline the necessary qualities one must possess to be successful as a doctorally prepared nurse. By analyzing and evaluating these […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[356,923,1538,274,163,127],"tags":[1537],"class_list":["post-3898","post","type-post","status-publish","format-standard","hentry","category-help-write-my-nursing-coursework","category-informatics","category-nursing-informatics-discussion","category-nursing-theory-assignment-help","category-online-nursing-essay-writers","category-write-my-nursing-assignment","tag-nursing-informatics-competencies-and-leadership-applications-discussion"],"_links":{"self":[{"href":"https:\/\/www.colapapers.com\/essays\/wp-json\/wp\/v2\/posts\/3898","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.colapapers.com\/essays\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.colapapers.com\/essays\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.colapapers.com\/essays\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.colapapers.com\/essays\/wp-json\/wp\/v2\/comments?post=3898"}],"version-history":[{"count":1,"href":"https:\/\/www.colapapers.com\/essays\/wp-json\/wp\/v2\/posts\/3898\/revisions"}],"predecessor-version":[{"id":3901,"href":"https:\/\/www.colapapers.com\/essays\/wp-json\/wp\/v2\/posts\/3898\/revisions\/3901"}],"wp:attachment":[{"href":"https:\/\/www.colapapers.com\/essays\/wp-json\/wp\/v2\/media?parent=3898"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.colapapers.com\/essays\/wp-json\/wp\/v2\/categories?post=3898"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.colapapers.com\/essays\/wp-json\/wp\/v2\/tags?post=3898"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}