NURS 601B Week 1 Discussion APRN Bridge course

NURS 601B Week 1 Discussion APRN Bridge course
NURS 601B Week 1 Discussion APRN Bridge course
 
Please respond to the discussion prompt.
Read the following article Informatics Competencies for Nursing and Healthcare Leaders and discuss the different informatics competencies needed for nurses entering into practice, experienced nurses, informatics nurses, and nurse specialists. Next, discuss how the use of health information (HI) technology has influenced your current nursing practice.
Use at least one scholarly source other than your textbook to connect your response to national guidelines and evidence-based research in support of your ideas. This is required. In addition, you may also provide an example case, either from personal experience or from the media, which illustrates and supports your ideas.  All sources must be referenced and cited using correct APA (including a link to the source).
NURS 601B Week 1 Discussion APRN Bridge course
In all posts referencing personal experiences, please be sure to respect and maintain patient and colleague confidentiality.

With the goal that all Americans have an electronic health record (EHR) by 2014, health care leaders must be prepared to select, adopt, and implement EHRs as well as other health information technologies (HITs). Historically, nursing education did not include informatics competencies; thus, current managers, administrators, or nurse executives may not be adequately prepared to use or lead change in the use of HITs. Healthcare organizations are beginning to emphasize the need for informatics competencies appropriate for leadership roles. In fact the American Organization of Nurse Executives (AONE) included informatics in it’s recent update of competencies for nursing executives, t, but most competencies were stated broadly and needed further specifications to translate them for implementation.1
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More recently, the TIGER Initiative (Technology Informatics Guiding Education) identified that all nurses in every role must be prepared to make HIT the stethoscope of the 21st century. TIER is a collaborative of 120 diverse organizations working together to educate nurses “to use informatics tools, principles, theories, and practices to make health care safer, more effective, efficient, patient-centered, timely, and equitable by interweaving enabling technologies transparently into nursing practice and education.”2 Management’s role is pivotal in organizational transformation using EHRs and other HITs. In fact, one of the seven pillars of the Tiger Initiative focuses on management and leadership; however, competencies in this area are yet to be defined. A number of resources for informatics competencies exist, however, a comprehensive list addressing the unique knowledge and skills required in the role of a manager or administrator was not found. 3–7 Therefore, the purpose of this study was to develop informatics competencies for nursing leaders.

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Method
Informatics competencies for nursing leaders were developed through review of the literature and validated through a Delphi approach. The investigators used the AONE Nursing Executive Competencies 1 to identify the roles and functions of the nursing executive or nursing leaders aspiring to be executives. Informatics competencies from the literature were identified.3–7 Competencies from each of these sources were categorized as computer skills, informatics knowledge and informatics skills, using the framework developed by Staggers, Gassert, and Curran.7 The combined competencies were then evaluated for redundancy and reworded for consistency. The initial list of competencies was again compared with AONE’s Nursing Executive Competencies. Some items were deleted, others reworded, and additional competencies added to reflect the role and functions of nursing leaders. Further subcategories were identified for categorizing competencies.
The first survey resulting from this process included a total of 119 items with 38 competencies addressing computer skills, 37 addressing informatics knowledge, and 44 addressing informatics skills. Within each of these three major categories were subdivisions for easier comprehension of content areas. Computer skills included: basic software applications, administration applications, electronic communications, data access and decision support, patient documentation and monitoring, education, systems, and research. Informatics knowledge included: data, impact, ethical and legal issues, systems, education, research, and usability and ergonomics. Informatics skills were categorized as: management, system requirements and selection, design and development, fiscal management, implementation, analysis and evaluation, and system maintenance.
A Delphi approach was used for obtaining consensus on the competencies. A purposive sample of 13 nursing leaders, informaticians, and researchers was selected from the American Medical Informatics Association Nursing Informatics Working Group, the Minnesota Organization of Nursing Leaders, and the University of Minnesota School Of Nursing. The Expert Panel consisted of registered nurses with a master’s degree or higher and a minimum of five years of experience in nursing informatics, leadership in a practice setting, or research. Three rounds of surveys were completed for validating the competencies, with each successive round including refinement from results of the previous survey. Experts were given a copy of the AONE Nursing Executive Competencies and a list of the Informatics Competencies for Nursing Leaders developed by the investigators. The Panel was asked to rate the relevance of each item for nursing leaders on a 4-point Likert-type scale: 1) not relevant, 2) somewhat relevant, 3) quite relevant, and 4) very relevant. Experts also were asked to reword any items that were not clear. Open ended questions were included for additional recommendations.

 
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