NURS 8210 Week 11: Evaluating Health Information Technology Systems
NURS 8210 Week 11: Evaluating Health Information Technology Systems
Evaluating Health Information Technology Systems essay paper assignment
This course has introduced many of the benefits and challenges of health information technology systems. You have explored innovative technologies and examined some of the platforms commonly used today. For this final week of the course, you are to consider the most appropriate measures for evaluating new technology systems. As informatics is a relatively new field, so too is the process of successfully evaluating health information technology systems.
In this final week of the course, you synthesize methods and challenges of system evaluation. You complete a final evaluation for the health information technology system or application that you researched in the Week 9 Assignment: Health Information Technology Project and disseminate your findings in the form of an executive summary.
Learning Objectives
Students will: Get NURS 8210: Transforming Nursing and Healthcare Through Technology Essay Help
- Differentiate information system evaluation from other types of evaluation
- Assess the main challenges in designing successful evaluations for information systems
- Develop an executive summary that articulates the evaluation of a health information technology system
GET THE SOLUTION TO THE PAPER. ORDER A CUSTOM-WRITTEN, PLAGIARISM-FREE PAPER NURS 8210 Week 11: Evaluating Health Information Technology Systems.
Boost your grades and write with our nursing papers writing service. Enjoy guaranteed originality and affordable excellence from a skilled essay writer.
Discussion: Welcome to the Week 11 Discussion area!
ORDER NURS 8210: Transforming Nursing and Healthcare Through Technology Essay Assignment
Post your responses to the Discussion based on the course requirements
More NURS 8210 Transforming Nursing and Healthcare Through Technology Walden Nursing Essays;
NURS 8210 Week 1: Introduction to Health Information Technology Systems and Nursing Informatics
Check out a sample on telehealth and how it can be used in nursing education
NURS 8210 Week 2: Information Architecture
NURS 8210 Week 3: Controlled Terminology and Standards
NURS 8210 Week 4: System Development Life Cycle
NURS 8210 Week 5: Nursing and Health Informatics Ethics and the Law
NURS 8210 Week 6: Health Information Technology Systems
NURS 8210 Week 7: Nursing and Health Care Informatics Tools: Telehealth, Robotics, and Decision Support Systems
NURS 8210 Week 8: Consumer Health Informatics
NURS 8210 Week 9: Personal Health Records
NURS 8210 Week 10: Information Systems and Changing Organizational Culture
NURS 8210 Week 11: Evaluating Health Information Technology Systems
Sample essay:
As a nurse practicing in the age of technology, it is important for you to discriminate between HIT system evaluation and other forms of evaluation. As a doctorally prepared nurse, you may have the opportunity to become involved with the HIT system evaluation process. How can you guide your practice setting to meaningfully evaluate HIT systems? What strategies might you employ to assess the outcomes and effectiveness of a HIT system?
Health information technology (HIT) evaluation presents a framework for the assessment of designs, aims, procedures and data analysis skills of technologies used in healthcare. The most common approach used for HIT evaluation is the socio-technical approach which evaluates social practices within the organization as opposed to the technology itself. HIT evaluation therefore differs from other health evaluations as it targets other health systems to gain insights on its own. The American Nurses Association (2008) provides means by which an informatic nurse evaluates progress, which is to “conduct a systematic, ongoing, and criterion-based evaluation of the outcomes in relation to the structures and processes prescribed by the project plan and indicated timeline (p. 78)”.
Evaluation Strategies
Strategies involved in HIT evaluation are defined by three dimensions which include domain, mechanism and timing. Evaluation of the HIT interventions or outcomes of the interventions are defined by the domain dimension (Nguyen, Bellucci & Nguyen, 2014). Specific components of the system to be evaluated are determined by the mechanism while the timing dimension considers if the evaluation takes place before or after the implementation of the HIT systems. Based on the chosen dimensions thereafter study questions, data collection methods and analysis procedures become clear.
Factors Considered
HIT evaluation takes into account four major factors which include technology, social, human and timing. Technology is evaluated based on device function and performance through the analysis of software, hardware and functionality states. HIT addresses user needs and therefore the human factor is purposeful for summative evaluations in ensuring safety and effectiveness of the technology in serving users (Jones, Rudin, Perry & Shekelle, 2014). The social factor addresses the impact of HIT systems on organizations. The timing factor takes into account evolution of technology designs, developments and implementation over time.
Challenges
HIT evaluation is based on major factors that determine its complexity. They include evaluation scope, evaluation timing, and units of analysis and levels of analysis. Because the evaluation involves in depth analysis of various elements in the organization such as management, finance, and products and services, it is time consuming (Ammenwerth, Gräber, Herrmann, Bürkle & König, 2003). The various units analyzed also pertain to various areas of expertise increasing the complexity of the evaluation. The main challenges are therefore on the complexity of the evaluation based on time, scope and expertise.
Read Also : Assignment: Academic Success and Professional Development Plan Part 5: Professional Development
To prepare:
- Reflect on the information presented in the Learning Resources, focusing on the various strategies used to evaluate the effectiveness of a health information system.
- Consider the strategies you use to evaluate other health care issues. How are those strategies similar or dissimilar to those used for evaluating a health information system?
By Day 3 post a cohesive response that addresses the following:
- Differentiate the process of evaluating health information technology systems from other types of evaluation in health care. What specific strategies might you employ for an information system evaluation? What factors might you examine to judge the system’s effectiveness?
- Assess the main challenges of designing a successful information system evaluation.
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 on the Reply button below to post your response.
ORDER NOW FOR ORIGINAL PAPER on Information System Evaluation assignment
Evaluation Process
Health information technology (HIT) evaluation presents a framework for the assessment of designs, aims, procedures and data analysis skills of technologies used in healthcare. The most common approach used for HIT evaluation is the socio-technical approach which evaluates social practices within the organization as opposed to the technology itself. HIT evaluation therefore differs from other health evaluations as it targets other health systems to gain insights on its own. The American Nurses Association (2008) provides means by which an informatic nurse evaluates progress, which is to “conduct a systematic, ongoing, and criterion-based evaluation of the outcomes in relation to the structures and processes prescribed by the project plan and indicated timeline (p. 78)”.
Evaluation Strategies
Strategies involved in HIT evaluation are defined by three dimensions which include domain, mechanism and timing. Evaluation of the HIT interventions or outcomes of the interventions are defined by the domain dimension (Nguyen, Bellucci & Nguyen, 2014). Specific components of the system to be evaluated are determined by the mechanism while the timing dimension considers if the evaluation takes place before or after the implementation of the HIT systems. Based on the chosen dimensions thereafter study questions, data collection methods and analysis procedures become clear….
Required Readings
Course Text: American Nurses Association. (2008). Nursing informatics: Scope and standards of practice. Silver Spring, MD: Author.
“Standard 6. Evaluation” (p. 78)
This standard outline nursing competencies for evaluating informatics systems.
Nahm, E., Vaydia, V., Ho, D., Scharf, B., & Seagull, J. (2007). Outcomes assessment of clinical information system implementation: A practical guide. Nursing Outlook, 55(6), 282-288.e2.
The authors of this article use their background in informatics and scholarly research to provide an overview of system evaluations for frontline clinicians.
Rahimi, B., & Vimarlund, V. (2007). Methods to evaluate health information systems in healthcare settings: A literature review. Journal of Medical Systems, 31(5), 397-432.
A detailed analysis of recent HIT literature reviews is presented in this article. Common facets of the evaluation process and end benefits of the overall HIT system are also synthesized.
Wyatt, J. (2010). Assessing and improving evidence based health informatics research. Studies in Health Technology and Informatics, 151, 435-445.
The findings in this article provide HIT researchers with impacting factors and suggested criteria to help with the development of research questions, methods, and study designs.
Healthcare Information and Management Systems (HIMSS). (2011).
Retrieved from http://www.himss.org/ASP/index.asp
The Healthcare Information and Management Systems (HIMSS) organization is dedicated to providing global leadership in the use of information technology. Use their website to explore how HIMSS is transforming health care through research, collaboration, and professional developments.
Required Media
Laureate Education, Inc. (Executive Producer). (2011). Transforming nursing and healthcare through technology: Evaluating healthcare information systems. Baltimore, MD: Author.
Note: The approximate length of this media piece is 11 minutes.
George McCulloch discusses the business, organizational, clinical, and financial considerations for implementing and evaluating an information technology solution.
Optional Resources
Runy, L. A. (2009). IT challenges in physician practice management. Hospitals & Health Networks, 83(11), 37-43.
Rubric Detail
Name: NURS 8210 Week11 Evaluating Health Information Technology Systems Discussion Rubric
| 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 |
|---|