NURS 8210 Week 2 Discussion: Information Architecture

NURS 8210 Week 2 Discussion: Information Architecture

Walden University NURS 8210 Week 2 Discussion: Information Architecture-Step-By-Step Guide

 

This guide will demonstrate how to complete the Walden University  NURS 8210 Week 2 Discussion: Information Architecture  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 Week 2 Discussion: Information Architecture

 

Whether one passes or fails an academic assignment such as the Walden University  NURS 8210 Week 2 Discussion: Information Architecture 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 Week 2 Discussion: Information Architecture

The introduction for the Walden University  NURS 8210 Week 2 Discussion: Information Architecture 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 Week 2 Discussion: Information Architecture

 

After the introduction, move into the main part of the NURS 8210 Week 2 Discussion: Information Architecture 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 Week 2 Discussion: Information Architecture

 

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 Week 2 Discussion: Information Architecture

 

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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Our team of experienced writers is well-versed in academic writing and familiar with the specific requirements of the NURS 8210 Week 2 Discussion: Information Architecture assignment. We can provide you with personalized support, ensuring your assignment is well-researched, properly formatted, and thoroughly edited. Get a feel of the quality we guarantee – ORDER NOW. 

 

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Sample Answer for NURS 8210 Week 2 Discussion: Information Architecture

Differentiate the information needs within your organization. For example, how might the needs of an administrator differ from the needs of a physician or lab tech?

Administrators look at the larger picture. Then need to look at data, so they would be more interested in looking at how many patients were vaccinated in a quarter. The physician may look at what type of vaccination was administering the most to identify trends. The lab tech may look at how many vaccinations are being used in a certain area. This will help them prepare the proper number of vaccinations and supply the areas adequately with vaccination, so they are not running short. Although each role functions differently they each play a vital role. For example, there may be a certain number of patients that need to be vaccinated, the administer helps keep that target on goal. The physician could look at which vaccine is used more frequently so they would know what to prescribe. The lab tech would know which area to keep supplied with the vaccine that is being used more frequently based on the physicians’ prescriptions. Each part helps a process like vaccinations flow effectively and efficiently.

 

Explain the impact of these different needs on the implementation of HIT in your present organization.

Having well-developed HIT will allow for the organization to function at a higher level. For example, where I work is now offering booster shots for COVID. They have now developed a HIT that will set up a reminder that will notify you if the patient is eligible for the booster shot. This allows for the providers to be alerted so they will order the vaccination if the patient is eligible. This helps organize the process and allows for the boosters to be administered at a controlled rate, and minimal vaccinations are wasted.  I was reading about how a HIT was introduced into a long-term care facility and it would send an automated message to the user for a potential problem, it includes alerts for dehydration, constipation, skin integrity, and a few other alerts (Alexander, 2008).  This allowed for alerts that could have possibly been missed to be caught and potentially avoided.  The skin alert caused an increase in the observation of skin integrity (Alexander, 2008). This is what our clinical reminder did for us at the facility where I work. It allowed for more booster shots to be administered if they were eligible. The HIT allowed for safer and increased the number of preventable interventions that occurred.

Evaluate how the flow of information across HIT systems within your organization supports or inhibits evidence-based practice.

The flow of information across HIT systems in the organization where I work supports evidence-based practice. The alerts that are generated in the HIT system are alerts that are based on evidence-based practice. For example, when I worked in SICU some alerts reminded us to do turns every 2 hours. This is based on evidence that showed that if a patient is turned every two hours it helps with the prevention of skin breakdown (Cooper, 2013). There was also an alert that reminded us to do trach care every 8 hours. This helped with keeping the airway clean and minimized bacteria that could be exposed to the lungs (Chauhan et al., 2020). The HIT was a way to ensure we were following an evidence-based practice.

References

Alexander, G (2008). A descriptive analysis of a nursing home clinical information system with decision support. Perspectives in Health Information Management, 5(12), 1-22.

Cooper, K (2013). Evidence-Based prevention of pressure ulcers in the intensive care unit. Critical Care Nurse 33(6), 57-66.

Chauhan, N., Agnihotri, M., Kaur, S., Panda, N.K. (2020). Practices regarding the care of tracheostomy tube in the patients with long-term tracheostomy. Nursing and Midwifery Research Journal, 16(2), 63-69.

Sample Answer 2 for NURS 8210 Week 2 Discussion: Information Architecture

Differing Information Needs and The Impact on the Organization The healthcare system includes six hospitals and multiple physician practice organizations. EPIC is used by physicians, nursing therapy, etc. for inpatient and EPIC Ambulatory for outpatient and physician practice. The laboratory uses a system called SoftLab and radiation oncology uses Aria. For each of these systems to share patient data, an HL7 interface passes the information between the systems. Health Level Seven International (HL7) is the standard used to map data fields between systems and allow for the communication of the data (Nursing Informatics: Scope and standards of practice, 2015). The EHR has been configured with evidence-based order sets and documentation templates to guide patient care. In February 2016, an international task force was convened to define sepsis and septic shock (Singer, Deutschman, Seymour, & et al., 2016). Which is impacting several areas of the healthcare system technology, including the EBP order sets and the 3M 360 application.

Information Flow Across HIT and Evidence-Based Practice

Interfaces have been developed across 3M 360 and EPIC, but they are not complete. For example, all documentation from EPIC is interfaced into 3M 360 to all the clinical documentation improvement (CDI) nurse to review the record for completeness of the documentation to support the diagnosis and to meet quality measures. The CDI nurse if they find a lack of documentation or need for clarification, for example sepsis as a diagnosis, the nurse creates a query in EPIC. Because there is no interface for query information, the nurse must copy and paste the information back into 3M 360 for tracking. 3M 360 is supported by multiple EBP references by mapping information through Natural Language Processing (NLP) and through buttons. For example, the International Classification of Diseases, Tenth Revision, Clinical Modification (ICD-10-CM) is built into the system. The NLP will suggest diagnoses or needs to query based on the documentation from EPIC and if it meets certain EBP data within the documentation. EPIC and 3M 360 have the old definitions of sepsis and the EBP built into the systems to document and care for patients with sepsis. The issue now, is that the EBP has changed with SEPSIS 3 to include organ dysfunction based on Sequential [Sepsis-Related] Organ Failure Assessment Score (SOFA) (Singer et al., 2016). Recommendations to use codes R65.20 and R65.21 have also been made on the ICD-CM-10 codes to use, because the current codes do not match the new definitions (Singer et al., 2016). Even when a healthcare organization is trying to support EBP within HIT, when changes are made to the EBP it has clinical and billing impacts on the organization.

References

Hanson, D. (2011). Evidence-Based clinical decision support. In M. J. Ball, J. V. Douglas, & P. H. Walker (Eds.),

Nursing informatics: Where technology and caring meet (Fourth ed., pp. 243-258). London New York:

Springer. Nursing Informatics: Scope and standards of practice. (2015). (Second ed.). Silver Spring,

MD: American Nursing Association.

Piedmont Now. (2016). Retrieved from http://www.piedmont.org/patienttools/piedmont-now

Singer, M., Deutschman, C. S., Seymour, C., & et al. (2016). THe third international consensus definitions

for sepsis and septic shock (sepsis-3). JAMA, 315(8), 801-810. doi:10.1001/jama.2016.0287

Sample Answer 3 for NURS 8210 Week 2 Discussion: Information Architecture

Health information systems (HIS) facilitate patient safety in the organization through improved communication between health care professionals, improved tracking and reporting, quality care through clinical decision support systems, and improved medication safety (Ball et al., 2011). At my organization, the HIT system collects data for QI, outcome reporting, and surveillance purposes.

Information Workflow

When the patient enters the facility, the patient details are captured through the patient registration point. The next step in the flow of information is the triage nurse, who inputs the patient history and patient values into the Electronic Health Records (EHR). Next, providers record the patient’s diagnosis, notes, medications, and care plans. The data on medicines flow towards the laboratory and scans for evaluation of diagnostic tests. Afterward, the provider has a chance to integrate changes to care plans based on lab data. The information then flows to the pharmacy department as the patient awaits medications. The information flow represents a multidisciplinary facility. The communication between providers is collaborative and efficient, and gears towards patient-centered care (El-Said & El-Sol, 2018). Information continuity is a feature in the Women’s hospital, and the flow is efficient and contributes to quality care.

HIT Systems and Evidence-Based Practice

The health information system facilitates evidence-based practice through data collection to assess the efficacy of interventions and clinical decision support systems and alerts that optimize best practices. There is record uniformity to reduce variations in care. The HIS can also be utilized for a QI audit to assess compliance with (Evidence Based Practice) EBP. Patients can access medical records and are empowered to take an active role in managing their conditions. HIS can facilitate diagnostic tests and follow-ups for appointments/consultations. However, computerized order entry compromises EBP despite its benefits of decreased processing time and lower risk for adverse events. Clinical expertise is an integral domain of EBP, and automated entry disrupts workflow with incompatibilities that prevent full assessment of the patient’s needs (Oach & Watter, 2016). Improvements in design and integration between platforms and robust interoperability will facilitate evidence-based care. However, the exchange of data across all settings and providers within the organization improves safety.

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.

El-Said, A., & El-Sol, H. (2018). Technology into nursing practices: Enhance patient’s outcomes. Mansoura Nursing Journal, 5(1), 191-195. https://dx.doi.org/10.21608/mnj.2018.150637

Oach, P., & Watter, A. (2016). Health information management: Concepts, principles, and practice (Fifth ed.). Chicago: AHIMA.

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. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct. Initial postings must be 250–350 words (not including references).

Information Architecture

How do you incorporate health information technology into your daily work routine? Does your organization’s CNO use the same HIT as the nurses at the bedside? What about the people who work in admissions? An organization must consider the differing needs or perspectives of various departments when developing an information system that can facilitate the ability to track, share, and analyze patient data.

In this Discussion, you consider the various points of view of your organization’s professionals. Consider your colleagues’ needs and how they might access and share information using an HIT system to promote evidence-based care. How would physicians, lab technicians, administrators, nurses, informaticians, and others use this technology?

To prepare:

• Review this week’s media presentation, focusing on how the VA’s VistA system demonstrates data flow across an organization.
• Reflect on your organization’s information architecture and the various information needs of different groups within your work setting. What constraints has your organization faced with implementing health information technology systems that meet everyone’s needs? Consider speaking with your colleagues from different areas about this topic.
• Ask yourself: How does the flow of data across my organization support, or inhibit, evidence-based practice?

By Day 3 post a cohesive response that addresses the following:

• Differentiate the information needs within your organization. For example, how might the needs of an administrator differ from the needs of a physician or lab tech?
• Explain the impact of these different needs on the implementation of HIT in your present organization.
• Evaluate how the flow of information across HIT systems within your organization supports or inhibits evidence-based practice.

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 here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NURS 8210 Week 2 Discussion: Information Architecture

As stated in Week 1, information technology is a broad field that includes data collection, representation, processing, and communication. Health care professionals use health information technologies (HIT) to improve health care delivery quality, lower costs, and promote patient safety. HIT provides stakeholders with a plethora of tools for supporting, sharing, and analyzing health-related data.

This week, you consider an organization’s stakeholders’ health information technology needs and perspectives. You will also investigate how data flows across a health information system and the critical role that information systems can play in evidence-based practices.

Learning Objectives

Students will:

• Differentiate the information architecture needs of various stakeholders within an organization
• Evaluate how the flow of information across HIT systems can facilitate evidence-based practice
• Assess the flow of information within an organization

Photo Credit: Laureate Education

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Course Text: 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.

• Chapter 15, “Evidence-Based Clinical Decision Support”

In this chapter, the authors discuss the challenges that arise as HIT systems are employed to support evidence-based practices. The authors also provide examples of tools, features, and systems that promote evidence-based practices.

Course Text: American Nurses Association. (2008). Nursing informatics: Scope and standards of practice. Silver Spring, MD: Author.

• Metastructures, Concepts, and Tools of Nursing Informatics” (pp. 2-18
• Functional Areas for Nursing Informatics” (pp. 19-36)

These excerpts differentiate the metastructures (overarching concepts used in theory and science) of data, information, knowledge, and wisdom and examine how they are utilized in nursing informatics.

Alexander, G. L. (2008). A descriptive analysis of a nursing home clinical information system with decision support. Perspectives in Health Information Management, 5(12), 1–22.

Retrieved from the Walden Library databases.

This research study examines how data flows through a nursing home’s information system and includes a diagram to illustrate that flow.

Required Media

United States Department of Veterans Affairs. (Producer). (2011). Innovation in VA, The Story of VistA [Video]. Washington, DC: Author.

Note: The approximate length of this media piece is 4 minutes.

This video, created by the Department of Veterans Affairs (VA), demonstrates how VA innovations have dramatically changed the way in which the VA operates and provides patient care. Enlisting a diverse range of medical staff and IT professionals has helped the VA stay on the cutting edge of the technological tools that ensure patient safety.

Accessible player –Downloads– Download Transcript

Optional Resources

Chunhau, W., Levine, B. A., & Mun, S. K. (2009). Software architecture and engineering for patient records: Current and future. Military Medicine, 174(5) (May Suppl.), 27–34.

Reddy, M., McDonald, D. W., Pratt, W., & Shabot, M. M. (2005).Technology, work, and information flows: Lessons from the implementation of a wireless alert pager system. Journal of Biomedical Informatics, 38(3), 229–238.

Schleyer, R., & Beaudry, S. (2009). Data to wisdom: Informatics in telephone triage nursing practice. AAACN Viewpoint 31(5), 1, 10–13.

NURS 8200 Week 2: Information Architecture

Application 1: Nursing Informatics Pioneers

Nursing Informatics Pioneers Assignment: Application 1: Nursing Informatics Pioneers

Please see Week 1 for complete instructions.

By Day 7

Submit your Assignment.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

• Please save your Assignment using the naming convention “WK2Assgn+last name+first initial.(extension)” as the name.
• Click the Application 1 Rubric to review the Grading Criteria for the Assignment.
• Click the Week 2 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
• Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK2Assgn+last name+first initial.(extension)” and click Open.
• If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
• Click on the Submit button to complete your submission.

Submission and Grading Information

Rubric Detail

Select Grid View or List View to change the rubric’s layout.

Name: NURS_8210_ Week2_Discussion_Rubric

• Grid View
• List View

		Exemplary	Proficient	Sufficient	Developing
Discussion Postings and Responses		4 (100%) – 4 (100%) • Discussion postings and responses are responsive to the requirements of the Discussion instructions and are posted by the due date. • Discussion postings and responses significantly contribute to the quality of interaction by providing rich and relevant examples, applicable research support, discerning ideas, and/or stimulating thoughts/probes and are respectful when offering suggestions, constructive feedback, or opposing viewpoints. • Discussion postings and responses demonstrate an in-depth understanding of concepts and issues presented in the course (e.g., insightful interpretations or analyses, accurate and perceptive parallels, and well-supported opinions) and are well supported, when appropriate, by pertinent research. • Discussion postings and responses provide evidence that the student has read and considered a sampling of colleagues’ postings and synthesized key comments and ideas, as applicable.	3 (75%) – 3 (75%) • Discussion postings and responses are responsive to the requirements of the Discussion instructions and are posted by the due date. • Discussion postings and responses contribute to the quality of interaction by providing examples, research support when appropriate, ideas, and/or thoughts/probes, and are respectful when offering suggestions, constructive feedback, or opposing viewpoints. • Discussion postings and responses demonstrate some depth of understanding of the issues and show that the student has absorbed the general principles and ideas presented in the course, although viewpoints and interpretations are not always thoroughly supported. • Discussion postings and responses provide evidence that the student has considered at least some colleagues’ postings and synthesized some key comments and ideas, as applicable.	2 (50%) – 2 (50%) • Discussion postings and responses are posted by the due date but are not always responsive to the requirements of the Discussion instructions. • Discussion postings and responses do little to contribute to the quality of interaction or to stimulate thinking and learning. • Discussion postings and responses demonstrate a minimal understanding of concepts presented, tend to address peripheral issues, and, although generally accurate, display some omissions and/or errors. • Discussion postings and responses do not provide evidence that the student has considered at least some colleagues’ postings or synthesized at least some key comments and ideas, as applicable.	0 (0%) – 1 (25%) • Discussion postings and responses are posted past the late deadline, defined as 11:59 p.m. on the due date, and/or do not address the requirements of the Discussion instructions. • Discussion postings and responses do not contribute to the quality of interaction or stimulate thinking and learning. • Discussion postings and responses do not demonstrate an understanding of the concepts presented in the course, and/or do not address relevant issues, and/or are inaccurate and contain many omissions and/or errors. • Discussion postings and responses do not provide evidence that the student has read or considered colleagues’ postings, as applicable.
Total Points: 4

Name: NURS_8210_ Week2_Discussion_Rubric