NURS 8210 Discussion Controlled Terminology and Standards
Walden University NURS 8210 Discussion Controlled Terminology And Standards-Step-By-Step Guide
This guide will demonstrate how to complete the Walden University NURS 8210 Discussion Controlled Terminology And Standards 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 Controlled Terminology And Standards
Whether one passes or fails an academic assignment such as the Walden University NURS 8210 Discussion Controlled Terminology And Standards 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 Controlled Terminology And Standards
The introduction for the Walden University NURS 8210 Discussion Controlled Terminology And Standards 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 Controlled Terminology And Standards
After the introduction, move into the main part of the NURS 8210 Discussion Controlled Terminology And Standards 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 Controlled Terminology And Standards
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 Controlled Terminology And Standards
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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Sample Answer for NURS 8210 Discussion Controlled Terminology And Standards
Challenges that Health Care Organizations Face When Sharing Data Across Systems
Health care organizations face interoperability challenges when trying to transmit, create, store, and manage health information (Ball et al, 2011). Many of the interoperability challenges are related to the lack of standards in health information technology (Ball, et al, 2011). The significant costs of various technical interfaces and the ever-evolving technology increases the complexity of situation (Hovenga, 2010).
Two Specific Examples of Interoperability Challenges
In the community hospital setting, there are several interoperability challenges that exist. A clear example is seen with the oncology division and the need for collaborative care. The hospital, community medical oncologists, and surgical oncologists all use different health information systems which makes it difficult to share information amongst the three stakeholders. The lack of standardization causes some documents to have to be uploaded as scanned records, which is very laborious for the clinicians to glean information from or notice trends. This cumbersome collaboration is evident during tumor boards as the clinicians discuss oncology patients and try to improve transparency of data with one another. A second interoperability challenge is pullin
g data from physician or nursing notes. Impeding access to data can lead to a decrease in quality and increase in cost or resources (Kuperman, et al, 2010). The hospital’s research department uses tracks adverse events of study patients by reading nursing notes and physicians notes. Since these notes do not contain standardized terminology or grades for specific events it is difficult to pull out the discrete data. Having to weed through all the notes is very inefficient.
Strategies To Address Interoperability Challenges
Strategies are needed in order to improve interoperability amongst organizations. Medical staff and hospital administration need to work together to determine the minimum data needs to be made available for clinicians to improve the shared data (Hovenga, 2010). Adoption of standards to govern the electronic health records would be an appropriate strategy to improve interoperability challenges (Hovenga, 2010). Prior to the purchase of new health information software and hardware components, IT administrations should strategize how all these tools with effectively interface together and support the needs of all the clinicians involved. Collaboration amongst hospitals, local physician offices, and national agencies is an essential strategy to improving electronic health information interoperability (Kuperman, et al., 2010)
References
Ball, M.J., et al., (2011). Nursing informatics: Where technology and caring meet (4th ed.).
London, England: Springer-Verlag
Hovenga, E.J.S. (2010). National standards in health informatics. Studies in Health Technology
and Informatics, 151. 133-155.
Kuperman, et al., (2010). Developing data content specifications for the nationwide health
information network trial implementations. Journal of the American Medical Informatics
Association, 17(1).6-12.
Sample Answer 2 for NURS 8210 Discussion Controlled Terminology And Standards
I do agree with you that the integration of informatics and big data in the healthcare practice is crucial to achieving quality care and increased patient satisfaction. EHRs are intended to make it easier to identify individual patients in clinical workflows (Mitchell & Kan, 2019). Patient identifiers include the patient’s full name, date of birth, contact information such as address and phone numbers, the next of kin’s name and contact information, emergency contact information, and other personal data deemed relevant for healthcare delivery operations (e.g., employer information, insurance information) (Yen et al., 2017). EHRs provide a unique patient ID (i.e., medical record number) for internal operations, which is used to identify a specific patient within the care setting. EHRs typically include patient demographic data such as age, gender, and ethnicity/race. These data are required for clinical operations and are mandated by Meaningful Use goals. Because of the various mandates to collect accurate age and gender data, the quality of data is often acceptable. However, other factors such as mode of measurement, user errors, and data conversion issues may have an impact on the quality of demographics data. EHRs frequently have a moderate to high missing data rate for non-essential demographic information such as income, marital status, education, employment status, and nationality (Ehrenstein et al., 2019).
References
Ehrenstein, V., Kharrazi, H., Lehmann, H., & Taylor, C. O. (2019). Obtaining Data From Electronic Health Records. In www.ncbi.nlm.nih.gov. Agency for Healthcare Research and Quality (US). https://www.ncbi.nlm.nih.gov/books/NBK551878/
Mitchell, M., & Kan, L. (2019). Digital Technology and the Future of Health Systems. Health Systems and Reform, 5(2), 113–120. https://doi.org/10.1080/23288604.2019.1583040
Yen, P.-Y., McAlearney, A. S., Sieck, C. J., Hefner, J. L., & Huerta, T. R. (2017). Health Information Technology (HIT) Adaptation: Refocusing on the Journey to Successful HIT Implementation. JMIR Medical Informatics, 5(3), e28. https://doi.org/10.2196/medinform.7476
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 3 Discussion Rubric
Post by Day 3 and Respond by Day 6
To participate in this Discussion:
Week 3 Discussion
Discussion – Week 3Top of Form
Controlled Terminology and Standards
What are the advantages of standardizing coding terminologies? And what is the best way to achieve consistency for information systems?
As Dr. John Glaser notes in the “What Is Health Informatics?” media presentation (assigned in Week 1), a group of physicians may use
many different terms to describe one patient’s painful experience. This simple example can be extrapolated to guide your thinking about the obstacles that have arisen for information system development because of the varied and complex nature of health care.
In this week’s Discussion, you evaluate the interoperability and coding challenges encountered in today’s health care organizations.
To prepare:
- Think about how controlled terminology and standards facilitate information sharing, for example, sharing data between an emergency care clinic and a pharmacy or between a primary care physician’s office and a specialist’s office.
- Reflect on the national health IT agenda as presented in the Learning Resources.
- Consider challenges health care providers are facing in light of the national health IT agenda related to sharing data across information systems and/or controlled terminology standards. What strategies could a health care organization use to address interoperability challenges? Conduct additional research as necessary to determine possible solutions.
By Day 3 post a cohesive response that addresses the following:
- Evaluate the challenges that health care organizations may face when sharing data across systems
- Using your professional experience and/or information gathered through research, provide at least two specific examples of interoperability challenges.
- Propose at least two strategies a health care organization might implement to address interoperability 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.
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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.
Sample Answer 3 for NURS 8210 Discussion Controlled Terminology And Standards
The availability of data across systems has undoubtably transitioned healthcare in the 20th century. Ease in availability, communication, patient access to records and uniformity are just a few benefit advances that informatics provides. Sharing data across systems can present challenges. While working in inpatient psychiatry I have personally witnessed patient concern for “this information in my chart.” As health care professionals, we are not immune to mental health and physical challenges. While treating members in our health care system for mental health related issues the fear of judgment and embarrassment is often identified. The concern of maintaining HIPPA with the ease and accessibility can contribute to patients feeling uneasy and potentially guarded in information recall.
Additional experiences I have encountered as a challenge specifically to interoperability communication is resistance to change. Resistance to change is not uncommon to encounter initially however with exposure and time the initial fears can be resolved. The uniformization of hand offs in care with intraoperative communication can be intimidating to individuals with a lower comfort level in computerized records and charting. Comfort levels in computer technology and programing can present a significant obstacle to interoperability in our health care system worldwide.
A strategical approach to accommodating the protentional fear during hand off reposts can be alleviated by the utilization of primary interoperative care. According to Dexter, et al., (2019) intraoperative care provides multiple opportunities for a different provider to assume responsibility for the patients between cases, thus avoiding an official face to face handoff altogether. Providing learning opportunities in skill labs, hands on training and resources readily available can also assist in identifying and managing challenges associated with intraoperative communication and advances throughout healthcare.
References
Basa, S. (2017). Intraoperative challenges and management strategies in orthognathic surgery. International Journal of Oral & Maxillofacial Surgery, 46, 8.
Dexter F, Osman BM, & Epstein RH. (2019). Improving intraoperative handoffs for ambulatory anesthesia: challenges and solutions for the anesthesiologist. Local and Regional Anesthesia, volume 12, 37–46.
Grain, H., (2010) Clinical Technology. International Journal of Oral & Maxillofacial Surgery, 46, 8.
Sample Answer 4 for NURS 8210 Discussion Controlled Terminology And Standards
With the widespread use of health information technology within the healthcare system, there are a variety of challenges that an organization may face. Organizations who have adopted electronic strategies and resources likely utilize an electronic health record (EHR), however, if another organization has a different system, connectivity may be an issue (Hovenga, 2010). This lends itself to the notion that implementation may only benefit a portion of the healthcare system and not all the collaborating population (Hovenga, 2010). These limitations may be due to financial constraints and could hinder the progress of EHRs and their functionality.
The implementation of standards specific to information technology are important to ensure there is a standardized approach to policy and procedures. These act as a foundation for systems, however, adopted standards may vary between organizations. There are several standards which are recognized by the American Nurses Association (ANA) including the TIGER Standards and Interoperability Collaborative (Ball et al., 2011).
For the use of information technology within an organization to be effective, nurses must be educated regarding technology and informatics. Nurses require a basic level of understanding to meet standards and ensure that care is safe and of high quality (Ball et al., 2011). The education of nurses can be difficult and time consuming. Moving forward, further training and supports should be provided to health care workers to enhance understanding and further career development. It will be beneficial to build a presence within nursing education so that students and nurses develop an interest in informatics as currently there is a shortage of skill workers in the health information area (Truran et al., 2010).
Privacy and confidentiality are challenges with the use of technology to maintain healthcare records. Health records contain information that is specific and sensitive regarding individuals. To address these challenges, it is imperative to have well-defined operational standards (Ball et al., 2020). Once in place, these standards should be specific to security and confidentiality in healthcare systems. This can be completed by restricting access and completing audits.
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.
Hovenga, E. J. S. (2010). National standards in health informatics. Studies in Health Technology
and Informatics, 151, 133–155.
Truran D, Saad P, Zhang M, & Innes K. (2010). SNOMED CT and its place in health
information management practice. Health Information Management Journal, 39(2), 37–
Rubric Detail
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Content
Name: NURS_8210_Week3_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 | |||||