Nursing informatics has been defined as, "a specialty that integrates nursing science, computer science, and information science to manage and communicate data, information, knowledge, and wisdom in nursing practice" (Shuler, 2011). The systems development life cycle (SDLC) is a conceptual model used in project management that describes the stages involved in the information system development, from a feasibility study to the maintenance of the completed system (Rouse, 2009)
Nursing informatics has been defined as, "a specialty that integrates nursing science, computer science, and information science to manage and communicate data, information, knowledge, and wisdom in nursing practice" (Shuler, 2011). The systems development life cycle (SDLC) is a conceptual model used in project management that describes the stages involved in the information system development, from a feasibility study to the maintenance of the completed system (Rouse, 2009)
Nursing informatics has been defined as, "a specialty that integrates nursing science, computer science, and information science to manage and communicate data, information, knowledge, and wisdom in nursing practice" (Shuler, 2011)
In SDLC, team members are held accountable for the quality and success of the end project and must work together, understanding strengths and skills of other members, which includes the nurse informaticist (Rouse, Whole-team approach (team-based approach), 2011). This means the nurse informaticist takes apart in the accountability of implementations, usability, change requests, and operability of the system (Staggers, Fall 2013)
From a nontechnical view, the nurse informaticist plays a bigger role in increasing the use of the information technology system by the older population and enabling understanding of how the system can improve life and decision making by the ease of getting involved in one's own care. This becomes a challenge as technological activities decrease as age increases (Tavakoli, Fall 2013)
With these two definitions in mind, the nursing informaticist plays a vital role in the development of the healthcare information system that incorporates the quality of care and safety outcomes of patients as well as the affect the system plays on effective decision making processes. The most frustrating elements and challenges has involved poor integration and/or interoperability, regular system failures, limited access to information and applications, and the lack of training (Tietz, 2008)
Within five years, our institution should have made the transition. Informatics can help create and promote a culture of safety because of the value o electronic medical records (Snyder, et al
Research has indicated that this alarming trend is not does not result from unwillingness on the part of medical center executives to adapt, but rather from the lack of institutional capability to process EHR data effectively and efficiently. In order to address this pressing issue, many major hospitals now employ entire divisions of informaticists, which include informatics experts specializing in nursing and clinical medicine who work to "ensure that important data are captured and aggregated in report formats that support the planning process & #8230; (while) making sure that EHR systems support nursing practice, nor detract from it, and that nurse, not database developers, guide nursing practice" (McLane & Turley)
According to the Georgia Partnership for Telehealth (GPT), one hallmark of the BCHHS' inclusion in the program is the hospital's status as a hub within "the Open Access Network, which is a web of statewide access points based on strategic partnerships with successful existing Telemedicine programs & #8230; to maximize opportunities for timely specialty services" (2012). One of the pillars of the cooperative relationship between the BCHHS and the GPT is the emerging field of healthcare informatics, which "brings together the various health sciences (eg, medicine, nursing, public health) and other relevant fields including information science, computer science, and cognitive science & #8230; to promote the effective organization, analysis, management, and use of information in health care in order to facilitate optimal health care delivery" (Travers & Mandelkehr, 2008)
In order for patients to receive quality care, they need excellent communication from their nurses who are taking care of them. When it comes to any kind of conversing, three components are worth noting: "a sender, a receiver, and a message" (Anderson, 2011)
As a result, patient care is not at its best because of all the gaps present with various medical companies. Managementn has to change so that people are more motivated in getting into this field to help others become healthy (Mattke, 2010)
Autonomy is needed for EHR. People should respect patient's independence as well as any decision made about how he or she accesses their information in regards to "content and ownership of the records" (Mercuri, 2010)
Furthermore, by having strategies in place for teaching others is important because it will increase a person's confidence through this process. For example, some nurse managers prefer "in-house training as part of the continuing education as opposed to full time study" (Wanjuki Kivuti & Chepchirchir, 2011)
Nursing Informatics NEW COMPETENCIES Nursing informatics or NI is a field specialty that blends and integrates the nursing, computer and information sciences in managing and transferring information and insights in nursing (Anderson, 2008; Coleman et al
Thus, it serves as a strategy in placing nurse staff educators to meet increasing healthcare demands and demonstrates leadership in the profession at the same time (Johnson). Core competencies of nurse educators are the facilitation of learning, learning development and socialization; the use of assessment and evaluation strategies; and participation in curriculum design and evaluation of program outcomes; serving as change agents and leaders; continuous quality improvements in their role; acquisition of scholarships; and functioning within an educational environment (Brunt, 2007)
Core competencies of nurse educators are the facilitation of learning, learning development and socialization; the use of assessment and evaluation strategies; and participation in curriculum design and evaluation of program outcomes; serving as change agents and leaders; continuous quality improvements in their role; acquisition of scholarships; and functioning within an educational environment (Brunt, 2007). In the second part of my chosen functional area of patient education, nurse informaticists can apply the new instructional methodology called patient stimulation (Durham & Alden, 2008)
Patient stimulation emphasizes prevention of medical errors, promotes effective communication, and enhances teamwork (Durham & Allen). There are, however, issues connected in accomplishing appropriate and comprehensive patient education (Freda, 2004)
Specifically in the area of education, they can contribute to the transformation of nursing education through the inclusion of informatics competencies and appropriate behavior in all levels of academic preparation and continuing education in all nursing levels (Anderson). Their educator competencies can be used as professional process components of peer input, self=evaluation, and portfolio development (Johnson, 2002)
Moreover, many providers do not have the specific training for patient education or the development of suitable health educational materials comprehensible to diverse populations they serve (Durham & Alden). Other competencies, which will enhance my chosen functional area, include the 6 domains of Quality and Safety Education for Nurses (McKeon et al
We nurse educations understand this and the benefits of continued technological advancement in our delivery of care. A Caring Framework for Excellence Nursing practice rests completely on the quality of nursing education (Sawatzky, 2009)