Discussion: Interaction Between Nurse Informaticists and Other Specialists

Discussion: Interaction Between Nurse Informaticists and Other Specialists

Nature offers many examples of specialization and collaboration. Ant colonies and bee hives are but two examples of nature’s sophisticated organizations. Each thrives because their members specialize by tasks, divide labor, and collaborate to ensure food, safety, and general well-being of the colony or hive.

Of course, humans don’t fare too badly in this regard either. And healthcare is a great example. As specialists in the collection, access, and application of data, nurse informaticists collaborate with specialists on a regular basis to ensure that appropriate data is available to make decisions and take actions to ensure the general well-being of patients.

In this Discussion, you will reflect on your own observations of and/or experiences with informaticist collaboration. You will also propose strategies for how these collaborative experiences might be improved Discussion: Interaction Between Nurse Informaticists and Other Specialists.

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                                                  To Prepare: 

Review the Resources and reflect on the evolution of      nursing informatics from a science to a nursing specialty.

Consider your experiences with nurse Informaticists or technology specialists within your healthcare organization

Post a description of experiences or observations about how nurse informaticists and/or data or technology specialists interact with other professionals within your healthcare organization. Suggest at least one strategy on how these interactions might be improved. Be specific and provide examples. Then, explain the impact you believe the continued evolution of nursing informatics as a specialty and/or the continued emergence of new technologies might have on professional interactions.

                                     Required Readings

McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.

· Chapter 25, “The Art of Caring in Technology-Laden Environments” (pp. 525–535)

· Chapter 26, “Nursing Informatics and the Foundation of Knowledge” (pp. 537–551)

American Nurses Association. (2018). Inclusion of recognized terminologies supporting nursing practice within electronic health records and other health information technology solutions. Retrieved from https://www.nursingworld.org/practice-policy/nursing-excellence/official-position-statements/id/Inclusion-of-Recognized-Terminologies-Supporting-Nursing-Practice-within-Electronic-Health-Records/

Glassman, K. S. (2017). Using data in nursing practice. American Nurse Today, 12(11), 45–47. Retrieved from https://www.americannursetoday.com/wp-content/uploads/2017/11/ant11-Data-1030.pdf 

Macieria, T. G. R., Smith, M. B., Davis, N., Yao, Y., Wilkie, D. J., Lopez, K. D., & Keenan, G. (2017). Evidence of progress in making nursing practice visible using standardized nursing data: A systematic review. AMIA Annual Symposium Proceedings, 2017, 1205–1214. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5977718/

Office of the National Coordinator for Health Information Technology. (2017). Standard nursing terminologies: A landscape analysis. Retrieved from https://www.healthit.gov/sites/default/files/snt_final_05302017.pdf 

Rutherford, M. A. (2008). Standardized nursing language: What does it mean for nursing practice? Online Journal of Issues in Nursing, 13(1), 1–12. doi:10.3912/OJIN.Vol13No01PPT05 Discussion: Interaction Between Nurse Informaticists and Other Specialists.

Note: You will access this article from the Walden Library databases.

Thew, J. (2016, April 19). Big data means big potential, challenges for nurse execs. Retrieved from https://www.healthleadersmedia.com/nursing/big-data-means-big-potential-challenges-nurse-execs

Wang, Y. Kung, L., & Byrd, T. A. (2018). Big data analytics: Understanding its capabilities and potential benefits for healthcare organizations. Technological Forecasting and Social Change, 126(1), 3–13. doi:10.1016/j.techfore.2015.12.019.

Note: You will access this article from the Walden Library databases.

Required Media

Laureate Education (Executive Producer). (2012). Data, information, knowledge and wisdom continuum [Multimedia file]. Baltimore, MD: Author. Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/NURS/6051/03/mm/continuum/index.html

Public Health Informatics Institute. (2017). Public Health Informatics: “shipping” information for better health [Video file]. Retrieved from https://www.youtube.com/watch?v=q1gNQ9dm0zg.

Public Health Informatics Institute. (2017). Public Health Informatics: knowledge “architecture” [Video file]. Retrieved from https://www.youtube.com/watch?v=sofmUeQkMLU.

Nursing professionals are information-dependent knowledge workers. As health
care continues to evolve in an increasingly competitive information marketplace,
professionals—that is, the knowledge workers—must be well prepared to make
significant contributions by harnessing appropriate and timely information. Nursing informatics (NI), a product of the scientific synthesis of information in nursing,
encompasses concepts from computer science, cognitive science, information science,
and nursing science. NI continues to evolve as more and more professionals access,
use, and develop the information, computer, and cognitive sciences necessary to
advance nursing science for the betterment of patients and the profession. Regardless of their future roles in the healthcare milieu, it is clear that nurses need to
understand the ethical application of computer, information, and cognitive sciences
to advance nursing science.
To implement NI, one must view it from the perspective of both the current
healthcare delivery system and specific, individual organizational needs, while anticipating and creating future applications in both the healthcare system and the nursing
profession. Nursing professionals should be expected to discover opportunities to
use NI, participate in the design of solutions, and be challenged to identify, develop,
evaluate, modify, and enhance applications to improve patient care. This text is
designed to provide the reader with the information and knowledge needed to meet
this expectation.
Section I presents an overview of the building blocks of NI: nursing, information,
computer, and cognitive sciences. Also included in this section is a chapter on ethical
applications of healthcare informatics. This section lays the foundation for the
remainder of the book Discussion: Interaction Between Nurse Informaticists and Other Specialists.
The Nursing Science and the Foundation of Knowledge chapter describes nursing science and introduces the Foundation of Knowledge model as the conceptual
framework for the book. In this chapter, a clinical case scenario is used to illustrate
the concepts central to nursing science. A definition of nursing science is also derived
from the American Nurses Association’s definition of nursing. Nursing science is the
ethical application of knowledge acquired through education, research, and practice
to provide services and interventions to patients to maintain, enhance, or restore
their health, and to acquire, process, generate, and disseminate nursing knowledge
to advance the nursing profession. Information is a central concept and health care’s
most valuable resource. Information science and systems, together with computers,
are constantly changing the way healthcare organizations conduct their business. This
will continue to evolve.
2 section i Building Blocks of Nursing Informatics
To prepare for these innovations, the reader must understand fundamental information and computer concepts, covered in the Introduction to Information, Information Science, and Information Systems and Computer Science and the Foundation
of Knowledge Model chapters, respectively. Information science deals with the interchange (or flow) and scaffolding (or structure) of information and involves the
application of information tools for solutions to patient care and business problems
in health care. To be able to use and synthesize information effectively, an individual
must be able to obtain, perceive, process, synthesize, comprehend, convey, and manage the information. Computer science deals with understanding the development,
design, structure, and relationship of computer hardware and software. This science
offers extremely valuable tools that, if used skillfully, can facilitate the acquisition
and manipulation of data and information by nurses, who can then synthesize these
resources into an ever-evolving knowledge and wisdom base. This not only facilitates
professional development and the ability to apply evidence-based practice decisions
within nursing care, but, if the results are disseminated and shared, can also advance
the profession’s knowledge base. The development of knowledge tools, such as the
automation of decision making and strides in artificial intelligence, has altered the
understanding of knowledge and its representation. The ability to structure knowledge electronically facilitates the ability to share knowledge structures and enhance
collective knowledge.
As discussed in the Introduction to Cognitive Science and Cognitive Informatics
chapter, cognitive science deals with how the human mind functions. This science
encompasses how people think, understand, remember, synthesize, and access stored
information and knowledge. The nature of knowledge, including how it is developed,
used, modified, and shared, provides the basis for continued learning and intellectual
growth.
The Ethical Applications of Informatics chapter focuses on ethical issues associated with managing private information with technology and provides a framework
for analyzing ethical issues and supporting ethical decision making.
The material within this book is placed within the context of the Foundation of
Knowledge model (shown in Figure I-1 and periodically throughout the book, but
more fully introduced and explained in the Nursing Science and the Foundation of
Knowledge chapter).

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The Foundation of Knowledge model is used throughout the
text to illustrate how knowledge is used to meet the needs of healthcare delivery systems, organizations, patients, and nurses. It is through interaction with these building
blocks—the theories, architecture, and tools—that one acquires the bits and pieces of
section i Building Blocks of Nursing Informatics 3
data necessary, processes these into information, and generates and disseminates the
resulting knowledge. Through this dynamic exchange, which includes feedback, individuals continue the interaction and use of these sciences to input or acquire, process,
and output or disseminate generated knowledge. Humans experience their environment and learn by acquiring, processing, generating, and disseminating knowledge.
When they then share (disseminate) this new knowledge and receive feedback on the
knowledge they have shared, the feedback initiates the cycle of knowledge all over
again. As individuals acquire, process, generate, and disseminate knowledge, they are
motivated to share, rethink, and explore their own knowledge base. This complex
process is captured in the Foundation of Knowledge model. Throughout the chapters
in the Building Blocks of Nursing Informatics section, readers are challenged to think
about how the model can help them to understand the ways in which they acquire,
process, generate, disseminate, and then receive and process feedback on their new
knowledge of the building blocks of NI Discussion: Interaction Between Nurse Informaticists and Other Specialists.