NRSE Week 1 Discussion: The Application of Data to Problem-Solving

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NRSE 6051 Transforming Nursing and Healthcare through Technology

NRSE Week 1 Discussion: The Application of Data to Problem-Solving

RE: Discussion – Week 1 Initial Post
                                                The Application of Data to Problem Solving

As we know, the health care field is constantly evolving.  Fortunately, advancements are continuously developed to adapt to situations and obstacles faced in various health care settings. I currently am employed for a virtual health care facility where the technical, remote, monitoring, and communication capabilities continue to amaze me. Working remotely as a Utilization Review Nurse, I can review patients in all our hospital units in multiple states from the time of admission to discharge and even review beyond discharge to properly close out the cases. Within my department, it is evident on a day-to-day basis the importance of collecting and utilizing available data to improve outcomes for the patients and the facilities we serve.

 

Management within our department and hospital leaders are constantly communicating with our team members, reporting new data and processes we adopt because of the interventions our department documents daily.  Before this week’s assignment, I never linked the connection between informatics and the many ways it is incorporated into our department. For example, as discussed in a resource provided in this week’s lesson, “MCG produces evidence-based clinical guidelines and software and is widely used in the US, UK, and Middle East” (Nagle, L. et al., 2017).  We utilize MCG daily when completing initial and concurrent stay reviews for patients admitted for observation and inpatient status in our facilities.  MCG does assist with determining the correct class status and preventing the delay of discharges.  Avoiding the delay of discharges is stressed in our department and to our physicians. “Delayed discharge was associated with mortality, infections, depression, reductions in patients’ mobility and their daily activities. The qualitative studies highlighted the pressure to reduce discharge delays on staff stress and interprofessional relationships, with implications for patient care” (Rojas-García, A. et al., 2018).  Therefore, data tools we utilize in our department to guide clinical decisions can easily apply data to practice to promote knowledge formation and problem-solving, resulting in improved outcomes for the facility and the patients we serve.

 

The hypothetical scenario that I present to this discussion is the instance of electronic notifications to decrease the chances of miscommunication or lack of communication between physicians and the Utilization Review Nurses.  Mainly working on the weekends, I often witnessed where sent communication to the physician communicating the request to change a patient from observation to inpatient status was missing.  This communication issue often results in three to four-day observation admissions when the goal is to have inpatient status if the patient exceeds a two-midnight admission.  When completing chart reviews, the chart contains the information of the payor type and the expected length of stay. Rather than relying on the UM nurse to review the observation admissions to determine the correct status, this scenario introduces the ideal the computer system would generate an automatic notification to the physician to request an Inpatient order based on those criteria methods. I agree that “Sophisticated protocols can be developed related to both routine and alert information, thereby more effectively organizing communications with physicians, nurses, and caregivers” (McGonigle and Mastrian, 2017, p.380). Developing a protocol to automatically set up notifications to the physicians of the request to consider entering an inpatient order for patients meeting criteria could prevent lengthy observation admissions and decrease the chances of miscommunication with the UM department and the physician, especially when understaffed the weekends and holidays.

 

As mentioned, I continue to be amazed by the processes our virtual facility utilizes to record the interventions for each case, applying that data to determine the effectiveness of the outcome. With our advanced technology capabilities, I see this scenario having excellent results that could easily be incorporated into daily practice and monitored to determine the effectiveness of decreasing lengthy observation admissions and communication errors between providers.  Data collection could occur by requiring the doctor to respond to the notification with yes, an inpatient order was entered or not, and the outcome was the patient remained observation status after receiving the notification.  Collecting responses to determine how many times the physician entered an inpatient order in response to the notification would be a way to determine the percentage of correct status cases before implementing the notification process.  The increased incidence of inpatient orders entered could positively impact the number of avoidable long observation admissions. I can see the ability of my nursing supervisor to monitor the responses from the physicians and the occurrence of lengthy observation cases, which are monitored already. Tracking the outcome of this intervention leading to an inpatient order entered as a response from the physician could lead to knowledge formation to determine if this is a method to improve communication and to serve as a reminder to physicians as they enter the patients’ charts admitted as observation status in our facilities.

 

 References

McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.

Nagle, L., Sermeus, W.& Junger, A. (2017). Evolving Role of the Nursing Informatics Specialist. In J Murphy, W. Goosen, & P. Weber (EDS.), Forecasting Competencies for Nurses in the Future of Connected Health (212-221). Clifton, VA: IMIA and IOS Press. Retrieved from https://several.unil.ch/resource/several:BIB_4A0FEA56B8CB.P001/REF

Rojas-García, A., Turner, S., Pizzo, E., Hudson, E., Thomas, J., & Raine, R. (2018, February). Impact and experiences of delayed discharge: A mixed-studies systematic review. Health expectations: an international journal of public participation in health care and health policy. Retrieved November 30, 2021, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5750749/.

In this Discussion, you will consider a scenario that would from access to data and how such access could facilitate both problem-solving and knowledge formation.

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.

NRSE 6051 Transforming Nursing and Healthcare through Technology

NRSE 6051 Week 2 Assignment: The Nurse Leader as Knowledge Worker

The term “knowledge worker” was first coined by management consultant and author Peter Drucker in his book, The Landmarks of Tomorrow (1959). Drucker defined knowledge workers as high-level workers who apply theoretical and analytical knowledge, acquired through formal training, to develop products and services. Does this sound familiar?

Nurses are very much knowledge workers. What has changed since Drucker’s time are the ways that knowledge can be acquired. The volume of data that can now be generated and the tools used to access this data have evolved significantly in recent years and helped healthcare professionals (among many others) to assume the role of knowledge worker in new and powerful ways.

In this Assignment, you will consider the evolving role of the nurse leader and how this evolution has led nurse leaders to assume the role of knowledge worker. You will prepare a PowerPoint presentation with an infographic (graphic that visually represents information, data, or knowledge. Infographics are intended to present information quickly and clearly.) to educate others on the role of nurse as knowledge worker.

Reference: Drucker, P. (1959). The landmarks of tomorrow. New York, NY: HarperCollins Publishers.

To Prepare:

Review the concepts of informatics as presented in the Resources.

Reflect on the role of a nurse leader as a knowledge worker.

Consider how knowledge may be informed by data that is collected/accessed.

The Assignment:

Explain the concept of a knowledge worker.

Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.

Develop a simple infographic to help explain these concepts.

NOTE: For guidance on infographics, including how to create one in PowerPoint, see “How to Make an Infographic in PowerPoint” presented in the Resources.

Your PowerPoint should Include the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data that you could use, how the data might be accessed/collected, and what knowledge might be derived from that data. Be sure to incorporate feedback received from your colleagues’ responses.

By Day 7 of Week 2

Submit your completed Presentation.

Submission and Grading Information

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Click on the Submit button to complete your submission. NRSE Week 1 Discussion: The Application of Data to Problem-Solving

RE: Discussion – Week 1

Initial post

I think about how the EMR helps nurses know when the last time a patient had a PRN pain medication, how easy it is to look in the computer to see the doctors’ orders of how often the patient can have the pain reliever and when the last time he had it, all in the same place. Nurses need to be organized when caring for patients, but computer systems in place make it easier for them and safer for the patients. Each nurse has their way of doing things, but the computer systems take out the nurse’s way and ensure each patient gets the same care regardless of who the caregiver is.

Another example is the prescription drug monitoring program (PDMP), an electronic database that tracks controlled substance prescriptions in a state (Prescription Drug Monitoring Programs (PDMPs), 2020, opioid overdose section). With this program in place, it helps the pandemic of the opioid overdose. The PDMP can provide healthcare professionals with timely information about prescribing and a patient’s behavior that contributes to the epidemic of fatalities due to narcotics (Prescription Drug Monitoring Programs (PDMPs), 2020, opioid overdose section). Without this program in place, a patient could go to one doctor, get a narcotic prescribed and filled, to go to another facility to get another narcotic prescribed and filled to be able to abuse the narcotics and potentially overdose. This program is saving lives.

The evolution of nursing informatics has been a significant advancement in patient safety in the healthcare environment. According to McGonigle & Mastrian, The American Nurses Association (ANA) describes nursing informatics as a specialty that incorporates nursing science, computer science, and information science to manage and communicate data, information, knowledge, and wisdom in the nursing practice (McGonigle & Mastrian, 2017). With the direct utilization of informatics, the healthcare environment has entirely converted into a technological system where the patient’s data is collected and mainstreamed for healthcare professionals to obtain patient information concurrently. Healthcare professionals are able to gain a perspective of the patient’s electronic healthcare records and work collectively to provide a better quality of patient care and safety outcomes.

Information technology enhances healthcare nurses’ various conditions to involve effective communication of patient medical information. Involving clinicians, expeditious access to policy and protocol when necessary, comfort in assembling data, and even gives notice when a task is due.  Acquiring an integrated system in one spot allows professional nurses and leaders to examine any issues or problems in the current practice setting and ways it can improve. (Laureate Education, 2018).

 

References

Laureate Education (Producer). (2018). Health Informatics and Population Health: Trends in

            Population Health (Video file). Baltimore, MD: Author.

Prescription Drug Monitoring Programs (PDMPs). (2020, June 10). Center of Disease Control and Prevention (CDC).

Mcgonigle, D., & Mastrian, K. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Jones & Bartlett Learning.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

  • Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
  • Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
  • One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
  • I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

  • Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
  • In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
  • Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
  • Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

  • Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
  • Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
  • I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

  • I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
  • As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
  • It is best to paraphrase content and cite your source.

 

LopesWrite Policy

  • For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
  • Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
  • Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
  • Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

  • The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
  • Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
  • If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
  • I do not accept assignments that are two or more weeks late unless we have worked out an extension.
  • As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

  • Communication is so very important. There are multiple ways to communicate with me: 
    • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
    • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Rubric Detail

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Content
Name: NURS_5051_Module01_Week01_Discussion_Rubric

Grid View
List View

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

Assignment Rubric Details

Rubric

NURS_5051_Module01_Week01_Discussion_Rubric
You’ve already rated students with this rubric. Any major changes could affect their assessment results.
NURS_5051_Module01_Week01_Discussion_Rubric
Criteria Ratings Pts
Main Posting

50 to >44.0 pts

Excellent
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.

44 to >39.0 pts

Good
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.

39 to >34.0 pts

Fair
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.

34 to >0 pts

Poor
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.
50 pts
Main Post: Timeliness

10 to >0.0 pts

Excellent
Posts main post by day 3.

0 pts

Poor
Does not post by day 3.
10 pts
First Response

18 to >16.0 pts

Excellent
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.

16 to >14.0 pts

Good
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.

14 to >12.0 pts

Fair
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.

12 to >0 pts

Poor
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.
18 pts
Second Response

17 to >15.0 pts

Excellent
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.

15 to >13.0 pts

Good
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.

13 to >11.0 pts

Fair
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.

11 to >0 pts

Poor
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.
17 pts
Participation

5 to >0.0 pts

Excellent
Meets requirements for participation by posting on three different days.

0 pts

Poor
Does not meet requirements for participation by posting on 3 different days.
5 pts
Total Points: 100

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