NURS 8210 Discussion HIT Usability and Design Challenges
Walden University NURS 8210 Discussion HIT Usability And Design Challenges-Step-By-Step Guide
This guide will demonstrate how to complete the Walden University NURS 8210 Discussion HIT Usability And Design Challenges assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for NURS 8210 Discussion HIT Usability And Design Challenges
Whether one passes or fails an academic assignment such as the Walden University NURS 8210 Discussion HIT Usability And Design Challenges depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for NURS 8210 Discussion HIT Usability And Design Challenges
The introduction for the Walden University NURS 8210 Discussion HIT Usability And Design Challenges is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
How to Write the Body for NURS 8210 Discussion HIT Usability And Design Challenges
After the introduction, move into the main part of the NURS 8210 Discussion HIT Usability And Design Challenges assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for NURS 8210 Discussion HIT Usability And Design Challenges
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for NURS 8210 Discussion HIT Usability And Design Challenges
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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Post your responses to the Discussion based on the course requirements.
Your Discussion postings should be written in standard edited English and follow APA guidelines as closely as possible given the constraints of the online platform. Be sure to support your work with specific citations from this week’s Learning Resources and additional scholarly sources as appropriate. Initial postings must be 250–350 words (not including references).
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 6 Discussion Rubric
Post by Day 3 and Respond by Day 6
To participate in this Discussion:
Week 6 Discussion
Reflect on your experiences with the integration of new technology. How have these implementations affected the procedures that you perform at work?
As the end user, it is easy to overlook all of the critical decisions that went into the finished product in front of you. When looking at the final data management screens, you may find yourself at a fork in the road between two options. You may be 1) ecstatic about the much-needed change brought about by this system, or 2) frustrated because you believe the system adds new obstacles to your already hectic day. If you’ve ever had the latter option, the statement “I could have implemented a better system than this” may ring true. Though research agrees that user input helps HIT designers, developing and implementing new systems is not as simple as it appears. As they strive to meet the needs of all users within the proposed development timeline, HIT development teams are constantly in trial and error mode. Failure to deliver on promised usability benefits may result in increased costs and job complications. It is critical to use effective strategies to ov
ercome usability issues.
This week’s Discussion takes you from the perspective of a “outsider looking in” (end user) to a real-world implementation example. To finish this Discussion, you must evaluate a case study to determine where the implementation process went wrong. Use this week’s Learning Resources to suggest changes that could have helped this operation succeed.
To prepare:
- Review the Learning Resources, focusing on the TIGER Usability and Clinical Application Design Collaborative.
- Consider the “Best Practice Exemplars” provided in the course text Nursing Informatics: Where Technology and Caring Meet.
- Review “Case Study 1: A Usability and Clinical Application Design Challenge” presented on page 238 of the course text Nursing Informatics: Where Technology and Caring Meet.
- Determine the causes of the noted usability challenges (i.e., human factors, ergonomics, human-computer interaction), as well as potential usability concerns experienced by staff during implementation. Consider the possible design failures that lead to the usability challenges.
- What strategies might you employ to overcome these HIT usability challenges and concerns?
By Day 3 post a cohesive response to the following:
- Place yourself in the role of the clinical administrator tasked with implementing the case study’s new health information technology system.
- Evaluate the usability challenges that you faced during implementation as well as the factors that caused these challenges.
- Determine whether these challenges were a result of implementation or design.
- Formulate strategies for overcoming these usability challenges.
Read a selection of your colleagues’ postings.
By Day 6 respond to at least two of your colleagues in one or more of the following ways:
- Ask a probing question, substantiated with additional background information, evidence, or research.
- Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
- Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.
- Validate an idea with your own experience and additional research.
- Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.
- Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.
Return to this Discussion in a few days to read the responses to your initial posting. Note what you learned and/or any insights you gained as a result of the comments made by your colleagues.
Be sure to support your work with specific citations from this week’s Learning Resources and any additional sources.
Click on the Reply button below to post your response.
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Sample Answer for NURS 8210 Discussion HIT Usability And Design Challenges
Usability in HIT refers to the success, efficiency, and satisfaction with which specific users can attain a particular set of tasks in a specific environment. However, poor usability results in errors and challenges, which are attributed to patient harm (Ratwani et al., 2019). Usability challenges that I encountered as a clinical administrator during the implementation of the EMR in the medical center include a complicated user interface (Ball et al., 2011). There was also inadequate online assistance to help the clinicians and a poorly designed command menu that could not account for the use of short-cut keys for experienced end-users.
The complicated user interface was caused by the system developers failing to consider the design specifications provided by the end-users. Besides, the inadequate use of online assistance by clinicians was due to a lack of comprehensive training on the use of online tools present in the HIT system (Ratwani et al., 2019). The poorly designed command menu was due to the developers failing to predict the potential challenge when designing the EMR system. The challenges were a result of both poor design and implementation. Issues in the system design include the complicated user interface and poorly designed command menu (Ratwani et al., 2019). These could have been identified and prevented during the system development and testing phases. On the other hand, the ineffective use of online assistance was an implementation issue, which could have been addressed at the early stage by conducting staff training.
The challenges can be addressed by involving end-users, clinicians and nurses, at the initial stages of designing and developing the EMR system. The end users can provide insight on how the system should be designed to meet the priority needs in health care delivery (Russ & Saleem, 2018). Staff training is also crucial and should be conducted in the initial stages of implementation (Russ & Saleem, 2018). It ensures that the staff have the necessary knowledge and skills to implement the system and solve common technical challenges.
References
Ball, M. J., DuLong, D., & Hannah, K. J. (2011). Nursing informatics: where technology and caring meet.
Ratwani, R. M., Reider, J., & Singh, H. (2019). A decade of health information technology usability challenges and the path forward. Jama, 321(8), 743-744. https://doi.org/10.1001/jama.2019.0161
Russ, A. L., & Saleem, J. J. (2018). Ten factors to consider when developing usability scenarios and tasks for health information technology. Journal of biomedical informatics, 78, 123-133. https://doi.org/10.1016/j.jbi.2018.01.001
Sample Answer 2 for NURS 8210 Discussion HIT Usability And Design Challenges
Usability refers to the ability of individuals to utilize tools and computer applications that are specific to their environment. An example within a healthcare organization would be nurses who utilize an electronic medical record (EMR). It is expected that the EMR is user-friendly and accessible to all. This would include technology availability, capacity, as well as education/training provided (Ball et al., 2011). In the given case study, four usability challenges are present. These challenges include those which were a result of implementation such as the lack of specific training provided to staff and the minimal consideration and testing of workflow. Also present were challenges of design which included preestablished order sets and documents from other sites, and the delayed arrival of technology.
As usability allows nurses to give feedback in a structured way, it would have been appropriate to engage bedside staff within the design and implementation of the EMR (Ball et al., 2011). Within previous health information technology implementation, bedside staff have been seconded to be involved firsthand in projects. As noted in Ball et al (2011), physicians, nurses and other professionals are pivotal in all phases of the design and implementation process. Involving staff would have been beneficial to mediate the challenges regarding education and training of staff (Gruber et al., 2009). Nurses who are currently practicing in the environment are the best fit to provide information regarding order sets and documents that are frequented. Furthermore, these nurses can be super-users that staff can access if they are having issues during implementation after formal training is provided (Gruber et al., 2009). The staff should also be involved in placement of technology including bedside and nursing desk computers. By engaging staff early, this ensures that an appropriate amount of technology is ordered and will arrive in a timely manner. Another method is to ensure adequate resources is to perform a needs assessment in the earlier stages of the project (Kaufman et al., 2006).
Further challenges can be overcome by conducting usability evaluations (Ball et al., 2011). This allows for systems to be tested and redesigned as necessary to ensure a successful implementation. This would be crucial in ensuring evaluation is not an afterthought and would present as a summative approach in the later design stages of the project (Kaufman et al., 2006) In design, it is beneficial to utilize order sets and documents from other sites as these have been tested and trialed.
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.
Gruber, D. , Cummings, G. , Leblanc, L. & Smith, D. (2009). Factors Influencing Outcomes of
Clinical Information Systems Implementation. CIN: Computers, Informatics, Nursing, 27 (3), 151-163. doi: 10.1097/NCN.0b013e31819f7c07.
Kaufman, D. , Roberts, W. , Merrill, J. , Lai, T. & Bakken, S. (2006). Applying an Evaluation
Framework for Health Information System Design, Development, and Implementation. Nursing Research, 55 (2), S37-S42.
Sample Answer 3 for NURS 8210 Discussion HIT Usability And Design Challenges
The assigned scenario is the implementation of an electronic medical record (EMR) system using orders, clinical documentation and results in the perinatal units of a medical center. Because of a previous implementation at another facility, the administration thought they could ‘plug and play’ the system with a six-month implementation timeline (Staggers & Toroseth, 2011). The Expanded Systems Life Cycle (ESLC) framework defines four risk areas during an implementation which include key executive support, user-driven planning, buy-in from stakeholders, use of product lines, impact on workflow, and evaluation (Gruber, Cummings, Leblanc, & Smith, 2009). Many of these aspects were not accomplished. Usability challenges included not having order sets developed specific to perinatal as a specialty. Workflow was not assessed for current state and future state. Not enough computer equipment and training was not specific to the specialty (Staggers & Toroseth, 2011).
There are multiple challenges that the implementation did not plan for ahead of time, and caused frustration for the end-users. Clinical application design (CAD) should take place throughout the system designs process. It is an iterative process including the clinicians from planning to implementation. Evidence-based ractice (EBP) specific to the clinical specialty should be integrated into the design of the application (Staggers & Toroseth, 2011). The lack of the clinical documentation and order sets into the system based on the new perinatal units at the medical center is a design issues. It should have been developed based on the EBP being used for these specific units. The workflow and the training are both implementation issues. The changes will significantly impact the clinicians and should be considered prior to the implementation. The workflow changes should be integrated into the training plans for the clinicians (Coplan & Masuda, 2011). The final implementation challenge is the ordering of workstations to be placed in the clinical units. It also could be considered a design issue. Nursing informatics (NI) functional areas include consultation and coordination, facilitation, and integration. During the implementation the NI can be used to determine the equipment to be used and placement that assists in the usability by the end users (“American Nursing Association “, 2015).
The first strategy is to use the NI in the planning and design of the system and implementation. As the NI, the role included designing the inpatient rooms and clinic areas to facilitate the usability for the clinicians. It was to determine where to place the computers, bar code scanners, and printers within the facilitate. Staggers and Troseth (2011) recommend having an informatics team with knowledge of the human factors and usability issues. The design of the system can also use the NI to work with the end users to define the needs and the characteristics of the system to make sure it includes EBP based on their patient population (Staggers & Toroseth, 2011).
The implementation of an electronic health record (EHR) is a change that includes having to learn new technology, no matter if the facility was on paper or a different EHR, and learning new workflows. Part of the implementation project is to obtain feedback from the user about the configuration of the new system and the workflow. The project team should listen to individuals who are resistant but offer improvements for the configuration or workflow (Coplan & Masuda, 2011). Mcbride (2012) studied the training and practice flows of EMR implementations, and the physicians surveyed responded that more attention needs to be made on training and the background of the trainers (McBride, 2012). Because of the specific needs for the training of the oncologists, we did not use any vendor training. Instead we brought in twelve physicians for two days of training with the clinical informatics directors who understood the workflow and had advance experience with the system. The concentration was on the basic usage and chemotherapy order sets. Every two weeks after the initial training the EMR educators rounded to give advance training the system. It was well received, and the physicians were able to function in the system. There was also a training developed that focused on physician specialty such as pulmonary, gastro, or anesthesia and the initial setup of their user profile included tools within the EHR specific to their needs. It was found that the physicians were less resistant to change, when the focus was on their “need to know” in training. This type of implementation can be done with any specialty, and the organization in the scenario could have been successful if they included configuration and training specific to perinatal units.
References
American Nursing Association (2015) Nursing Informatics: Scope and standardsof practice (2nd ed.). Silver Spring, MD: American Nursing Association.
Coplan, S., & Masuda, D. (2011). Change mangement Project management for healthcare information technology (pp. 193-237). New York, NY: McGraw Hill Companies.
Gruber, D., Cummings, G. G., Leblanc, L., & Smith, D. L. (2009).Factors influencing outcomes of clinical information systems implementation. CIN: Computers, Informatics, Nursing, 27(3), 151-163. doi:10.1097/NCN.0b013e31819f7c07
McBride, M. (2012). Training, new practice flow critical with EHR installation. Study participants share insights about the effects of the technology in their practices as they approach year mark. Medical Economics, 89(22), 36.
Mitchell, G. (2013). Selecting the best theory to implement planned change. Nursing Management (Harrow, London, England: 1994), 20(1), 32-37.
Staggers, N., & Toroseth, M. R. (2011). Usability and Clinical Application Design. In M. J. Ball, J. V. Douglas, & P. H. Walker (Eds.), Nursing Informatics: Where technology and caring meet (Fourth ed., pp. 219-241). London New York: Springer.
Rubric Detail
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Content
Name: NURS_8210_Week6_Discussion_Rubric
| Excellent | Good | Fair | Poor | ||
| RESPONSIVENESS TO DISCUSSION QUESTION
Discussion post minimum requirements: *The original posting must be completed by Wednesday, Day 3, at 11:59pm MST. Two response postings to two different peer original posts, on two different days, are required by Saturday, Day 6, at 11:59pm MST. Faculty member inquiries require responses, which are not included in the minimum number of posts. Your Discussion Board postings should be written in standard edited English and follow APA 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 online databases. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct. |
Points Range: 8 (26.67%) – 8 (26.67%)
Discussion postings and responses exceed the requirements of the Discussion instructions. They: Respond to the question being asked or the prompt provided; – Go beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated); -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. – Demonstrate significant ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning -Resources as well as additional resources and has read, viewed, or considered a sampling of colleagues’ postings; -Exceed the minimum requirements for discussion posts*. |
Points Range: 7 (23.33%) – 7 (23.33%)
Discussion postings and responses meet the requirements of the Discussion instructions. They: -Respond to the question being asked or the prompt provided; -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence.re -Demonstrate ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning Resources and has read, viewed, or considered a sampling of colleagues’ postings -Meet the minimum requirements for discussion posts*. |
Points Range: 6 (20%) – 6 (20%)
Discussion postings and responses are minimally responsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or -May (lack) lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence; and/or -Do not adequately demonstrate that the student has read, viewed, and considered the Learning -Resources and/or a sampling of colleagues’ postings; and/or has posted by the due date at least in part. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not meet the minimum requirements for discussion posts*. |
Points Range: 0 (0%) – 5 (16.67%)
Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or – Lack in substance, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not demonstrate that the student has read, viewed, and considered the Learning Resources and/or a sampling of colleagues’ postings; and/or does not meet the minimum requirements for discussion posts*. |
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| CONTENT KNOWLEDGE | Points Range: 8 (26.67%) – 8 (26.67%)
Discussion postings and responses: -demonstrate in-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; – are well supported by pertinent research/evidence from a variety of and multiple peer- reviewed books and journals, where appropriate; -Demonstrate significant mastery and thoughtful/accurate application of content, applicable skills or strategies presented in the course. |
Points Range: 7 (23.33%) – 7 (23.33%)
Discussion postings and responses: -demonstrate understanding and application of the concepts and issues presented in the course, presented with some understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; -are supported by research/evidence from peer-reviewed books and journals, where appropriate; and · demonstrate some mastery and application of content, applicable skills, or strategies presented in the course. |
Points Range: 6 (20%) – 6 (20%)
Discussion postings and responses: – demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors; –lack support by research/evidence and/or the research/evidence is inappropriate or marginal in quality; and/or lack of analysis, synthesis or evaluation of topic – demonstrate minimal content, skills or strategies presented in the course. ——-Contain numerous errors when using the skills or strategies presented in the course |
Points Range: 0 (0%) – 5 (16.67%)
Discussion postings and responses demonstrate: -A lack of understanding of the concepts and issues presented in the course; and/or are inaccurate, contain many omissions and/or errors; and/or are not supported by research/evidence; and/or lack of analysis, synthesis or evaluation of topic -Many critical errors when discussing content, applicable skills or strategies presented in the course. |
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| CONTRIBUTION TO THE DISCUSSION | Points Range: 8 (26.67%) – 8 (26.67%)
Discussion postings and responses significantly contribute to the quality of the discussion/interaction and thinking and learning by: -providing Rich and relevant examples; discerning and thought-provoking ideas; and stimulating thoughts and probes; – -demonstrating original thinking, new perspectives, and extensive synthesis of ideas supported by the literature. |
Points Range: 7 (23.33%) – 7 (23.33%)
Discussion postings and responses contribute to the quality of the discussion/interaction and thinking and learning by -providing relevant examples; thought-provoking ideas – Demonstrating synthesis of ideas supported by the literature |
Points Range: 6 (20%) – 6 (20%)
Discussion postings and responses minimally contribute to the quality of discussion/interaction and thinking and learning by: – providing few and/or irrelevant examples; and/or – providing few if any thought- provoking ideas; and/or -. Information that is restated from the literature with no/little demonstration of critical thinking or synthesis of ideas. |
Points Range: 0 (0%) – 5 (16.67%)
Discussion postings and responses do not contribute to the quality of interaction/discussion and thinking and learning as they do not: -Provide examples (or examples are irrelevant); and/or -Include interesting thoughts or ideas; and/or – Demonstrate of critical thinking or synthesis of ideas |
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| QUALITY OF WRITING | Points Range: 6 (20%) – 6 (20%)
Discussion postings and responses exceed doctoral -level writing expectations. They: · Use grammar and syntax that is clear, concise, and appropriate to doctoral level writing; · Make few if any errors in spelling, grammar, and syntax; · Use original language and refrain from directly quoting original source materials; -provide correct APA · Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints. |
Points Range: 5 (16.67%) – 5 (16.67%)
Discussion postings and responses meet doctoral -level writing expectations. They: ·Use grammar and syntax that is clear and appropriate to doctoral level writing; ; · Make a few errors in spelling, grammar, and syntax; · paraphrase but refrain from directly quoting original source materials; Provide correct APA format · Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints;. |
Points Range: 4 (13.33%) – 4 (13.33%)
Discussion postings and responses are minimally below doctoral-level writing expectations. They: · Make more than occasional errors in spelling, grammar, and syntax; · Directly quote from original source materials and/or paraphrase rather than use original language; lack correct APA format; and/or · Are less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints. |
Points Range: 0 (0%) – 3 (10%)
Discussion postings and responses are well below doctoral -level writing expectations. They: · Use grammar and syntax that is that is unclear · Make many errors in spelling, grammar, and syntax; and –use incorrect APA format · Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints. |
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| Total Points: 30 | |||||