NURS 8210 Discussion health information technology (HIT) frameworks
Walden University NURS 8210 Discussion health information technology (HIT) frameworks-Step-By-Step Guide
This guide will demonstrate how to complete the Walden University NURS 8210 Discussion health information technology (HIT) frameworks 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 health information technology (HIT) frameworks
Whether one passes or fails an academic assignment such as the Walden University NURS 8210 Discussion health information technology (HIT) frameworks 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 health information technology (HIT) frameworks
The introduction for the Walden University NURS 8210 Discussion health information technology (HIT) frameworks 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 health information technology (HIT) frameworks
After the introduction, move into the main part of the NURS 8210 Discussion health information technology (HIT) frameworks 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 health information technology (HIT) frameworks
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 health information technology (HIT) frameworks
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 health information technology (HIT) frameworks
Today, the health care systems are reportedly encountering problems in the delivery of comprehensive and suitable clinical documentation that can satisfy vital care elements such as quality, clinical, and cost needs (Kostkova et al., 2016). Fundamentally, through health information technology (HIT) frameworks, it is possible to devise various data innovations to facilitate clinical documentation based on specialty. For instance, health care settings tend to seek verified electronic health records (EHRs) to attain vital meaningful requirements. Mostly, health care organizations rely on a vendor capable of providing best of breed EHR to facilitate provision of programs that are centered on the particular needs of the setting (Wager, Lee & Glaser, 2017). In a nutshell, the application of numerous EHRs is crucial in ensuring the delivery of patient-centered needs. However, physicians tend to emphasize mostly on patients’ needs at the expense of accomplishing the documentation precisely. However, the utilization of natural language processing (NLP) and computer-assisted coding (CAC) can potentially integrate the effort by stakeholders such as physicians, coders, and clinical documentation improvement specialists (CDIS) to complete and make the records clear, thus, fostering the attainment of quality, clinical, and financial needs.
The adoption of the International Classification of Disease, Tenth Revision, Clinical Modification and Procedure Coding System (ICD-10-CM/PCS) in the year 2015 facilitated increment in quantity of codes for patient diagnosis. Essentially, codes are proven to play vital roles in clinical documentation (Watzlaf, Alkarwi, Meyers & Sheridan, 2015). Consequently, due to the important roles of codes and the dynamic nature of medical services, the implementation of CAC programming arrangements is necessitated. The CAC is also integrated with EHR to ensure significant benefits for CDIS and coders (Amoia et al., 2018). The aim of this paper, therefore, is to describe the implementation of HIT in the medical services association, the inventive facets of the HIT system, and how the system support changes in the health care system.
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 andadditional 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 11 Discussion Rubric
Post by Day 3 and Respond by Day 6
To participate in this Discussion:
Week 11 Discussion
Discussion – Week 11
As a nurse practicing in the age of technology, it is important for you to discriminate between HIT system evaluation and other forms of evaluation. As a doctorally prepared nurse, you may have the opportunity to become involved with the HIT system evaluation process. How can you guide your practice setting to meaningfully evaluate HIT systems? What strategies might you employ to assess the outcomes and effectiveness of a HIT system?
To prepare:
- Reflect on the information presented in the Learning Resources, focusing on the various strategies used to evaluate the effectiveness of a health information system.
- Consider the strategies you use to evaluate other health care issues. How are those strategies similar or dissimilar to those used for evaluating a health information system?
By Day 3 post a cohesive response that addresses the following:
- Differentiate the process of evaluating health information technology systems from other types of evaluation in health care. What specific strategies might you employ for an information system evaluation? What factors might you examine to judge the system’s effectiveness?
- Assess the main challenges of designing a successful information system evaluation.
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.
Rubric Detail
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Sample Answer 2 for NURS 8210 Discussion health information technology (HIT) frameworks
With the increased implementation and integration of information technology (IT) within health care systems it is important to continually assess and evaluate the outcomes of these various systems. Evaluating information technology applications allows for decision makers to gain knowledge regarding the functioning of the IT-based system within the organization (Rahimi & Vimarlund, 2007). Within the literature, it is apparent that various methods to IT system assessment are present and vary according to the application in use. For example, in assessment of clinical decision support systems (CDSS) it is recommended to utilize randomized controlled clinical trials (RCCT) to gain further insight regarding effectiveness (Rahimi & Vimarlund, 2007). Further discussion regarding computer-based patient record systems, such as electronic medical records (EMRs), recommend utilizing a systematic survey to assess the impact on medical practice, quality of care, and user as well as patient satisfaction (Rahimi & Vimarlund, 2007). It is important to involve all stakeholders within evaluation to ensure outcomes are being met and that strategies are effective (American Nurses Association, 2008).
In comparison to other methods of assessment within healthcare, IT assessment involves the inclusion of all stakeholders including patients, staff, and administration. During assessment, various methods of evaluation can be utilized as previously discussed. With regards to evaluation, this should be conducted in a systematic and ongoing matter (American Nurses Association, 2008). As health information technology is continually evolving, evaluation should continue as well to ensure that implementation and technology is effective. Effective technology should include user acceptance, as well as satisfaction of patients which refers to increased or improved quality of care. Furthermore, financial effects should be within budget and not include additional costs (Nahm et al. 2007; Rahimi & Vimarlund, 2007). A barrier to designing a successful evaluation for IT is that a variety of applications may be required dependent upon the technology. Nahm et al. (2007) found that randomized control led trials, pre and post test studies, time and motion studies, surveys and user testing were frequently utilized in outcome assessment.
References
American Nurses Association. (2008). Nursing informatics: Scope and standards of practice.
Silver Spring, MD: Author.
Nahm, E., Vaydia, V., Ho, D., Scharf, B., & Seagull, J. (2007). Outcomes assessment of clinical
information system implementation: A practical guide, Nursing Outlook, 55 (6), 282-288.
https://doi.org/10.1016/j.outlook.2007.09.003.
Rahimi, B., & Vimarlund, V. (2007). Methods to evaluate health information systems in
healthcare settings: A literature review. Journal of Medical Systems, 31(5), 397-432.
doi:http://dx.doi.org/10.1007/s10916-007-9082-z
Sample Answer for NURS 8210 Discussion health information technology (HIT) frameworks
Influential Informatics Innovators and Impacts on Nursing
In 1992, after a decade of evolution, the American Nurses Association (ANA) recognized nursing informatics (NI) as a specialty comprising information and technology (ANA, 2015). NI is imperative for managing health-related information, aiming to improve patient health outcomes and better access to treatment for all patients (ANA, 2015). Luppa (2023) refers to NI as using computers and the ability to utilize information using an electronic database. NI is indispensable in reinforcing decision-making capacities across multiple healthcare settings by interweaving information structures, processes, and technology principles. Such intersections ensure holistic health enhancements for diverse patient populations, thereby acting as a catalyst in transforming healthcare deliverables (Luppa, 2023). The purpose of this discussion is to discuss nursing informatics, innovators, and the impact it has on nursing. This writer will also share experiences with NI and enhancement of informatic skills in nursing.
According to the American Medical Informatics Association [AMIA] (2024), James Turley attended The University of Texas Health Science Center in Houston, Texas, earning a master’s degree in American literature and philosophy. Mr. Turley also obtained a Bachelor of Science in nursing while earning a secondary master’s in public health (AMIA, 2024). Turley earned a doctorate in community health education and a post-doctorate degree in medicine (AMIA, 2024). James Turley made influential changes in healthcare by focusing on standardizing healthcare information using information technology (AMIA, 2024). Turley contributes to NI and IT by using a patient-centered approach for gaining insight into the patients’ perspective of the importance of HI and how nurses could improve patients’ accessibility to electronic healthcare records through engagement (AMIA, 2024).
James Turley also utilized the Image Model, which efficiently married nursing and computer science, known as Health Information Technology (HIT). HIT comprises the patients’ and clinicians’ user sides (AMIA, 2024). The Image Model allowed James Turley to identify the relevance of understanding important cognitive structures missing with computer-based theories (AMIA, 2024). The Image Model comprises human components to identify limitations imposed by computer systems that do not consider the inherent nature of the patients’ and the healthcare clinicians’ needs (AMIA, 2024). The Image Model has improved the evolution of nursing informatics by evolving over time and yields a continuous cycle that minimizes barriers and milestones for a growing and demanding arena for electronically stored healthcare data (AMIA, 2024). Overall, James Turley utilized a holistic approach by looking at computational knowledge and fostering the pinnacle of electronic databases accessible to patients and healthcare workers through shared human perspectives (AMIA, 2024).
Nursing Background, Interests, and Impact of Informatics
This writer has 29 years of nursing experience and attests to the evolving changes in how healthcare information is retrieved, shared, and stored. I am interested in improving the clinical practice of healthcare for the mental health population as an APRN at the Doctor of Nursing Practice (DNP) prepared level. A DNP nurse leader will impact NI by identifying patterns of practice that will improve social determinants of healthcare and patient accessibility to healthcare for patients who have poor follow-up compliance rates. I identified some patients who have poor access to mental health services post-discharge from acute care behavioral health services. Kyanko et al. (2022) cite that 33% of Americans diagnosed with a mental health disorder do not receive post-acute care mental health treatment. Social determinants of health such as finances, transportation, stigmas, lack of in-network insurance providers, and not allocating or knowing where to go for outpatient services are significant barriers to patients not being able to access healthcare (Kyanko et al., 2022).
Personal experience in retrospective electronic chart reviews allowed this writer to identify many patients who did not follow up with their outpatient appointments over several months. I had the opportunity to work with a quality improvement team by identifying barriers that impeded patients’ ability to access healthcare post-discharge from the mental health inpatient unit. Repetitive patterns and high readmission rates were often identified via electronically shared databases for mental health patients of low-economic backgrounds living in impoverished neighborhoods. A DNP prepared leader should be able to identify negative repetitive patterns within demographics to improve access to healthcare for all healthcare populations (Freguia et al., 2022). Utilizing a nursing minimum data set (NMDS) will enable the DNP-prepared nurse leader to search national trends and patterns of healthcare delivery approaches that best meet the specific needs of patients globally (Freguia et al., 2022). I would utilize NMDS to implement and modify policies that will improve safe and quality healthcare by allocating funds to improve and make resources available to the mental health population.
Goals and Competencies for Advanced Nursing Practice
Sipes (2020) believes that every nurse should be competent in nursing informatics, thus acquiring computer-literate skills in various working environments. The ANA (2008, 2010, 2015), as cited in Sipes (2020), mentions the importance of advanced practice nurses (APRNs) ascertaining information technology (IT) skills to implement into the clinical practice phases of assessment, diagnosis, and evaluation. APRNs are at the forefront of nursing care, and their healthcare delivery approaches with the use of IT will improve patient outcomes and healthcare management (Luppa, 2023).
Luppa (2023) identified that IT is efficient in computing value-based outcomes. It is a core competence skill strongly associated with safety quality measures (Luppa, 2023). Effective APRNs align their core competence skills with NI to measure their work and transfer this information into meaningful data that identifies if clinical outcomes are being aligned with the scope and standards of nursing practice (Luppa, 2023). Luppa (2023) stresses that the importance of NI encompasses safety, quality, financial, and efficient healthcare delivery approaches that engage patients and their healthcare providers. Daily clinical operations and practice rely on digital dashboards and scorecards that provide accessible data that identifies healthcare elements needing organizational improvement (Luppa, 2023). Conclusively, technological advances have led to many significant strides in healthcare, including improvements in general health, quality of care, and costs of receiving and providing services (Freguia et al., 2022)
References
American Medical Informatics Association (AMIA). (2024). Nursing Informatics Innovators: James P. Turley. Retrieved from: Informatics Innovators: James P. Turley | AMIA – American Medical Informatics Association
American Nurses Association (ANA). (2015). Nursing informatics links to an external site.
Links to an external site.: Scope and standards of practice (2nd ed.).
Freguia, F., Danielis, M., Moreale, R., & Palese, A. (2022). Nursing minimum data sets: Findings from an umbrella review. Health Informatics Journal, 28(2), 14604582221099826. https://doi.org/10.1177/14604582221099826
Kyanko, K. A., A Curry, L., E Keene, D., Sutherland, R., Naik, K., & Busch, S. H. (2022). Does Primary Care Fill the Gap in Access to Specialty Mental Health Care? A Mixed Methods Study. Journal of General Internal Medicine, 37(7), 1641–1647. https://doi.org/10.1007/s11606-021-07260-z
Luppa, N. (2023). Computing the value of nursing informatics. Nursing Management, 54(7), 10–13. https://doi.org/10.1097/nmg.0000000000000033
Sipes, C. (2020). Project management for the advanced practice nurse (2nd ed.). Springer Publishing.
Content
Name: NURS_8210_Week11_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 | |||||