Discussion: The Applications of Data to Problem-Solving

Discussion: The Applications of Data to Problem-Solving

Discussion: The Applications of Data to Problem-Solving

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RE: Discussion – Week 1
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One pivotal area of health informatics within my personal nursing practice is the gathering of patient data before they are admitted into the hospital. I work in a critical care unit, so it is imperative to have that level of previous background information before admission into our facility. Data must first ensure that the new patient meets admission criteria, then I am able to learn about the patient in which I will be providing care for. One of the primary ways that informatics has changes nursing practice is through documentation (2020). This is where much of the data for nurses is obtained. During todays society, almost all nursing documentation is electronic, and this makes things much easier when trying to keep the patient’s medical history up-to-date and easily accessible.

The patient data that I collect before admission is based on the medical record that resides within the computer system. An abundance of this information comes from previous documentation that was entered under the medical record. The details that I collect would include their primary and secondary diagnoses, previous assessments, hospitalizations, past treatments, lab results, and medications used. Modern nursing care is driven by individual patient needs and history- information that is collected and organized in electronic patient records. Advances in medical informatics and widespread implementation of electronic medical records facilitate the implementation of best practices and improve quality of care in the ICU (HealthManagement.org, 2020). It is important to develop a new and updated plan based on what was documented in the past.

Discussion: The Applications of Data to Problem-Solving

Throughout my time with the current health care organization I am employed with,  many steps have been taken towards ensuring the security and well-being of our patients. We have no paper charting, as everything is currently charted electronically on our desktops or portable computers. Each patient on our unit receives a bar-coded wristband, which allows us to safely administer our medications and glucometer checks. I can think of one particular situation where I had both of my patients asking me for pain medication. Each patient had Morphine ordered for pain, but one consisted of 2 milligrams and the other 4 milligrams. Being a nurse in the ICU, things can get busy very quickly, and this makes it easy to make mistakes if you are not careful. Needless to say, I accidentally switched the dosages, almost giving the patient who had an order for 2 milligrams of morphine 4 milligrams instead. I did not catch this error until I scanned the patient’s bar coded wrist band, then scanned the medication. Our computer system gave me a pop-up warning that I did not need to proceed with this administration, as there was no active order for 4 milligrams of morphine within the patient’s chart. If there had been no way for me to verify the correct medication for the correct patient, I could have potentially given the patient too much mediation, thus causing possible issues. Bar code bands prevent harmful medication errors and help to prevent minor emergencies from becoming severe ones (Technologies, 2018).

References

HealthManagement.org. (2020, August 29). Medical Informatics Improves Quality of Care in the Intensive Care Unit. Retrieved August 30, 2020, from https://healthmanagement.org/c/icu/issuearticle/medical-informatics-improves-quality-of-care-in-the-intensive-care-unit

Informatics in Nursing: Impact and Importance: UIC Online. (2020, July 20). Retrieved August 30, 2020, from https://healthinformatics.uic.edu/blog/the-impact-of-health-informatics-on-nursing-practice/

Technologies, H. (2018, August 06). Importance of Patient Wristband in Healthcare. Retrieved September 01, 2020, from https://medium.com/@healteccbe/importance-of-patient-wristband-in-healthcare-d3cce9dc1c9c

Order an original top nursing paper specifically for you : Discussion: The Applications of Data to Problem-Solving

Discussion: The Application of Data to Problem-Solving

In the modern era, there are few professions that do not to some extent rely on data. Stockbrokers rely on market data to advise clients on financial matters. Meteorologists rely on weather data to forecast weather conditions, while realtors rely on data to advise on the purchase and sale of property. In these and other cases, data not only helps solve problems, but adds to the practitioner’s and the discipline’s body of knowledge.

Of course, the nursing profession also relies heavily on data. The field of nursing informatics aims to make sure nurses have access to the appropriate date to solve healthcare problems, make decisions in the interest of patients, and add to knowledge.

In this Discussion, you will consider a scenario that would benefit from access to data and how such access could facilitate both problem-solving and knowledge formation.

To Prepare:

  • Reflect on the concepts of informatics and knowledge work as presented in the Resources.
  • Consider a hypothetical scenario based on your own healthcare practice or organization that would require or benefit from the access/collection and application of data. Your scenario may involve a patient, staff, or management problem or gap.

By Day 3 of Week 1

Post a description of the focus of your scenario. Describe the data that could be used and how the data might be collected and accessed. What knowledge might be derived from that data? How would a nurse leader use clinical reasoning and judgment in the formation of knowledge from this experience?

By Day 6 of Week 1

Respond to at least two of your colleagues* on two different days, asking questions to help clarify the scenario and application of data, or offering additional/alternative ideas for the application of nursing informatics principles.

*Note: Throughout this program, your fellow students are referred to as colleagues.

Name: NURS_5051_Module01_Week01_Discussion_Rubric

Excellent Good Fair Poor
Main Posting
Points Range: 45 (45%) – 50 (50%)

Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.

Supported by at least three current, credible sources.

Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
Points Range: 40 (40%) – 44 (44%)

Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

At least 75% of post has exceptional depth and breadth.

Supported by at least three credible sources.

Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
Points Range: 35 (35%) – 39 (39%)

Responds to some of the discussion question(s).

One or two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Post is cited with two credible sources.

Written somewhat concisely; may contain more than two spelling or grammatical errors.

Contains some APA formatting errors.
Points Range: 0 (0%) – 34 (34%)

Does not respond to the discussion question(s) adequately.

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only one or no credible sources.

Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness
Points Range: 10 (10%) – 10 (10%)
Posts main post by day 3.
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Does not post by day 3.
First Response
Points Range: 17 (17%) – 18 (18%)

Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.
Points Range: 15 (15%) – 16 (16%)

Response exhibits critical thinking and application to practice settings.

is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.
Points Range: 13 (13%) – 14 (14%)

Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
Points Range: 0 (0%) – 12 (12%)

Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.
Second Response
Points Range: 16 (16%) – 17 (17%)

Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.
Points Range: 14 (14%) – 15 (15%)

Response exhibits critical thinking and application to practice settings.

is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.
Points Range: 12 (12%) – 13 (13%)

Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
Points Range: 0 (0%) – 11 (11%)

Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.
Participation
Points Range: 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days.
Total Points: 100

Name: NURS_5051_Module01_Week01_Discussion_Rubric

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