Nurs 6051 Week 1 Discussion Essay: Transforming Nursing And Healthcare Assignment: Application:
Using the Data/Information/Knowledge/Wisdom Continuum
Have you ever gone online to search for a journal article on a specific topic? It is amazing to see the large number of journals that are available in the healthcare field. When you view the library in its entirety, you are viewing untapped data. Until you actually research for your particular topic, there is little structure. Once you have narrowed it down, you have information and once you apply the information, you have knowledge. Eventually, after thoughtful research and diligent practice, you reach the level of wisdom—knowledge applied in meaningful ways.
Are there areas in your practice that you believe should be more fully explored? The central aims of nursing informatics are to manage and communicate data, information, knowledge, and wisdom. This continuum represents the overarching structure of nursing informatics. In this Assignment, you develop a research question relevant to your practice area and relate how you would work through the progression from data to information, knowledge, and wisdom.
To Prepare
Review the information in Figure 6–2 in Nursing Informatics and the Foundation of Knowledge.
Develop a clinical question related to your area of practice that you would like to explore.Consider what you currently know about this topic. What additional information would you need to answer the question?
Using the continuum of data, information, knowledge, and wisdom (http://mym.cdn.laureate-media.com/2dett4d/Walden/NURS/6051/03/mm/continuum/ index.html), determine how you would go about researching your question.
Explore the available databases in the Walden Library. Identify which of these databases you would use to find the information or data you need. Once you have identified useful databases, how would you go about finding the most relevant articles and information?
Consider how you would extract the relevant information from the articles.
How would you take the information and organize it in a way that was useful? How could you take the step from simply having useful knowledge to gaining wisdom?
By Day 7 Of Week 4 Of Working On
Write a 3- to 4-page paper that addresses the following:
Summarize the question you developed, and then relate how you would work through the four steps of the data, information, knowledge, wisdom continuum. Be specific.
Identify the databases and search words you would use.
Relate how you would take the information gleaned and turn it into usable knowledge. Can informatics be used to gain wisdom? Describe how you would progress from simply having useful knowledge to the wisdom to make decisions about the information you have found during your database search.
Your paper must also include a title page, an introduction, a summary, and a reference page.
NURS 6051 HIT (health information technology) -Use the Data Information Knowledge Wisdom Continuum-Assignment # 1
Category (Subject Area): HealthcareCategory Subject Area: HealthcarePages
Word Count: 3 Pages (825 Words)
I am majoring in PMHNP. So if applicable select topics related to psyche for my papers. Master of science in psychiatric nurse NP.
Details:
Class;
By the end of this week, our first assignment is due. Following are my expectations for this assignment. These will be the basis for grading your assignment.
1. Write a 3- to 4-page paper that addresses the following:
2. A summary of the question or research topic that you investigated. The question needs to be precise and instills a sense of investigation and evidence to help you follow the model. Simply asking: what factors affect obesity, smoking, is not specific enough. Questions that compare two different things to evaluate which is better, how effective, and so on are great ways to go.
3. Explain how you would work through the four steps of the data, information, knowledge, wisdom continuum.
4. Identify the databases and search words you would use.
5. Discuss how you would take the information gleaned and turn it into usable knowledge, for example using it in a flier that that your organization can use to educate the public.
6. Answer this question (within your narrative): Can informatics be used to gain wisdom? Describe how you would progress from simply having useful knowledge to the wisdom to make decisions about the information you have found during your database search. For example, how can information technology be utilized to advance evidence based practice and decision support.
7. Your paper must also include a title page, an introduction, a summary/conclusion, and a reference page.
8. You need to review a similarity report from SafeAssign to resolve any issues. If your paper has a similarity report 20% or more, it will be returned to you. Make sure to paraphrase properly and to quote material that is exactly copied from the source. Returned papers will be subject to late penalty. Make sure you remove assignment instructions from your submitted file as it will increase your similarity report.
9. References must all be in-text cited in your paper. Any reference that is listed on the references page, but not cited in the paper equals -2 points.
10. Pay attention to your formatting and writing mechanics.
11. It is extremely helpful to include section headings for the different components of the paper. This will help you cover all assignment requirements and also helps you focus your ideas.
Health Informatics Technology ASSIGNMENT #1
Through Information Technology | Knowledge and Information Management
What words do you use to describe pain? What words do your colleagues use to describe pain? Does every patient use the same adjectives when discussing his or her level of pain? Consider the problems these differences can create when attempting to assess a patient’s health concerns.
Health information technology has greatly increased the opportunity for the exchange of meaningful data and information across health care systems; however, in order for that to successfully occur, care must be taken to ensure that patient data is entered in a manner that allows for that information to retain its meaning across different systems. To be able to use health information technology to its greatest advantage, nurses need to gain an understanding of how data and information can be standardized and organized.
This week, you assess the purpose of standardized terminology in informatics. In addition, you are introduced to the continuum of data, information, knowledge, and wisdom, and you consider the key elements of each stage.
Learning Objectives Students will:
■ Assess the importance of standardized terminologies used to document patient care
■ Apply the data, information, knowledge, and wisdom continuum
Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
American Nurses Association. (2015). Nursing informatics: Scope & standards of practice (2nd ed.). Silver Springs, MD: Author.
■ “Metastructures, Concepts, and Tools of Nursing Informatics”This chapter explores the connections between data, information, knowledge, and wisdom and how they work together in nursing informatics. It also covers the influence that concepts and tools have on the field of nursing.
McGonigle, D., & Mastrian, K. G. (2018). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones and Bartlett Learning.
■ Chapter 6, “History and Evaluation of Nursing Informatics”
Brokel, J. (2010). Moving forward with NANDA-I nursing diagnoses with Health Information Technology for Economic and Clinical Health (HITECH) Act Legislation: News updates. International Journal of Nursing Terminologies & Classifications, 21(4), 182–185.Nurs 6051 Week (1-11) Discussion Transforming Nursing And Healthcare Essay.
Retrieved from the Walden Library databases.
In this news brief, the author describes the initiatives that NANDA-I will implement to remain abreast of the HITECH legislation of 2009. The author explains two recommendations for the federal government’s role in managing vocabularies, value sets, and code sets throughout the health care system.
Matney, S., Brewster, P. J., Sward, K. A., Cloyes, K. G., & Staggers, N. (2011). Philosophical approaches to the nursing informatics data-information-knowledge-wisdom framework. Advances in Nursing Science, 34(1), 6–18.
Retrieved from the Walden Library databases.
This article proposes a philosophical foundation for nursing informatics in which data, information, and knowledge can be synthesized by computer systems to support wisdom development. The authors describe how wisdom can add value to nursing informatics and to the nursing profession as a whole.
Rutherford, M. A. (2008). Standardized nursing language: What does it mean for nursing practice? OJIN: The Online Journal of Issues in Nursing, 13(1). Retrieved from http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/ OJIN/TableofContents/vol132008/No1Jan08/ArticlePreviousTopic/StandardizedNursin gLanguage.html
The author of this article provides justification for the use of a standardized nursing language, which will be necessary for incorporating electronic documentation into the healthcare field. The author defines standardized language in nursing, describes how such a language can be applied in a practice setting, and discusses the benefits of using a standardized language.
Westra, B. L., Subramanian, A., Hart, C. M., Matney, S. A., Wilson, P. S., Huff, S. M., … Delaney, C. W. (2010). Achieving “meaningful use” of electronic health records through the integration of the Nursing Management Minimum Data Set. The Journal of Nursing Administration, 40(7–8), 336–343.
Retrieved from the Walden Library databases.
This article explains the nursing management minimum data set (NMMDS), which is a research-based minimum set of standard data for nursing management and administration. The article describes how the NMMDS can be used to minimize the burden on health care administrators and increase the value of electronic health records within the healthcare system.
Required Media
Laureate Education (Producer). (2012a). Data, information, knowledge, and wisdom continuum. Baltimore, MD: Author.
McGonigle, D., & Mastrian, K. G. (2012). Nursing informatics and the foundation of knowledge (2nd ed.). Burlington, MA: Jones & Bartlett Learning. (p. 98, Chapter 6, Figure 6)
The continuum of data, information, knowledge, and wisdom is used in the healthcare field to describe discrete levels of understanding related to patient care and decision making. This video provides an overview of the continuum from data to wisdom.Nurs 6051 Week (1-11) Discussion Transforming Nursing And Healthcare Essay.
Optional Resources
Truran, D., Saad, P., Zhang, M., & Innes, K. (2010). SNOMED CT and its place in health information management practice. Health Information Management Journal, 39(2), 37–39.
Retrieved from the Walden Library databases.
Brown, B. (2011). ICD-10-CM: What is it, and why are we switching? Journal of Health Care Compliance, 13(3), 51–79.
Retrieved from the Walden Library databases
Assignment: Application: Using The Data/Information/Knowledge/Wisdom Continuum Have you ever gone online to search for a journal article on a specific topic? It is amazing to see the large number of journals that are available in the healthcare field. When you view the library in its entirety, you are viewing untapped data.
Until you actually research for your particular topic, there is little structure. Once you have narrowed it down, you have information and once you apply the information, you have knowledge. Eventually, after thoughtful research and diligent practice, you reach the level of wisdom—knowledge applied in meaningful ways.
Are there areas in your practice that you believe should be more fully explored? The central aims of nursing informatics are to manage and communicate data, information, knowledge, and wisdom. This continuum represents the overarching structure of nursing informatics. In this Assignment, you develop a research question relevant to your practice area and relate how you would work through the progression from data to information, knowledge, and wisdom.
To prepare
■ Review the information in Figure 6–1 in Nursing Informatics and the Foundation of Knowledge.
■ Develop a clinical question related to your area of practice that you would like to explore.
■ Consider what you currently know about this topic. What additional information would you need to answer the question?
■ Using the continuum of data, information, knowledge, and wisdom, determine how you would go about researching your question.
■ Explore the available databases in the Walden Library. Identify which of these databases you would use to find the information or data you need.
■ Once you have identified useful databases, how would you go about finding the most relevant articles and information?
■ Consider how you would extract the relevant information from the articles.
■ How would you take the information and organize it in a way that was useful? How could you take the step from simply having useful knowledge to gaining wisdom?
Write a 3- to 4-page paper that addresses the following:
■ Summarize the question you developed, and then relate how you would work through the four steps of the data, information, knowledge, wisdom continuum. Be specific.
■ Identify the databases and search words you would use.
■ Relate how you would take the information gleaned and turn it into usable knowledge.
■ Can informatics be used to gain wisdom? Describe how you would progress from simply having useful knowledge to the wisdom to make decisions about the information you have found during your database search.
Your paper must also include a title page, an introduction, a summary, and a reference page.
Rubric Detail
Select Gridview or Listview to change the rubik’s layout.
Content
Name: NURS_5051_Week4_ Application_ Rubric
Grid View List View
| Excellent | Good | Fair | Poor | |
| Quality of | Points: Points Range: 27 | Points:Points | Points:Point | Points:Poi |
| Work | (27%) – 30 (30%) | Range: 24 (24%) – | s Range: 21 | nts Range: |
| Submitted: | Assignment exceeds | 26 (26%) | (21%) – 23 | 0 (0%) – 20 |
| The extent | expectations. All topics | Assignment | (23%) | (20%) |
| of which | are addressed with a | meets | Assignment | Assignment |
| work meets | minimum of 75% | expectations. All | meets most | t |
| the | containing exceptional | topics are | of the | superficiall |
| assigned | breadth and depth about | addressed with a | expectation | y meets |
| criteria and | minimum of 50% | s. One | some of |
| work | each of the assignment | containing good | required | the |
| reflects | topics. | breadth and depth | topic is | expectation |
| graduate | Feedback: | about each of the | either not | ns. Two or |
| level critical | assignment | addressed | more | |
| and analytic | topics. | or | required | |
| thinking. | Feedback: | inadequately | topics are | |
| addressed. | either not | |||
| Feedback: | addressed | |||
| or | ||||
| inadequate | ||||
| ly | ||||
| addressed. | ||||
| Feedback: | ||||
| Quality of | Points:Points Range: 5 | Points:Points | Points:Point | Points:Poi |
| Work | (5%) – 5 (5%)A clear and | Range: 4 (4%) – 4 | s Range: 3.5 | nts Range: |
| Submitted: | comprehensive purpose | (4%)Purpose of | (3.5%) – 3.5 | 0 (0%) – 3 |
| The | statement is provided | the assignment is | (3.5%)Purpose | (3%)No |
| purpose of | which delineates all | stated, yet is brief | se of the | purpose |
| the paper is | required criteria. | and not | assignment | statement |
| clear. | Feedback: | descriptive. | is vague or | was |
| Feedback: | off topic. | provided. |
| Feedback: | Feedback: | |||
| Assimilation | Points:Points Range: 9 | Points:Points | Points:Point | Points:Poi |
| n and | (9%) – 10 | Range: 8 (8%) – 8 | s Range: 7 | nts Range: |
| Synthesis of | (10%)Demonstrates the | (8%)Demonstrates | (7%) – 7 | 0 (0%) – 6 |
| Ideas: | ability to critically | a clear | (7%)Shows | (6%)Shows |
| The extent | appraise and | understanding of | some | a lack of |
| to which the | intellectually explore key | key concepts. | degree of | understand |
| work | concepts. | Feedback: | understanding | ing of key |
| reflects the | Feedback: | ng of key | concepts, | |
| student’s | concepts. | deviates | ||
| ability | Feedback: | from | ||
| to:Understand | topics. | |||
| nd and | Feedback: | |||
| interpret the | ||||
| assignment’ | ||||
| s key | ||||
| concepts. |
| Assimilation | Points:Points Range: 18 | Points:Points | Points:Point | Points:Poi |
| n and | (18%) – 20 | Range: 16 (16%) – | s Range: 14 | nts Range: |
| Synthesis of | (20%)Demonstrates and | 17 | (14%) – 15 | 0 (0%) – 13 |
| Ideas: | applies exceptional | (17%)Integrates | (15%)Minim | (13%)Inclu |
| The extent | support of major points | specific | ally includes | des and |
| to which the | and integrates 2 or more | information from | and | integrates |
| work | credible outside sources, | 1 credible outside | integrates | specific |
| reflects the | in addition to 2-3 course | resource and 2-3 | specific | information |
| student’s | resources to support | course resources | information | n from 0 to |
| ability | point of view. | to support major | from 2-3 | 1 resource |
| to:Apply | Feedback: | points and point | resources to | to support |
| and | of view. | support | major | |
| integrate | Feedback: | major points | points and | |
| material in | and point of | point of | ||
| course | view. | view. | ||
| resources | Feedback: | Feedback: | ||
| (i.e. video, | ||||
| required | ||||
| readings, | ||||
| and | ||||
| textbook) | ||||
| and credible |
| outside resources. | ||||
| Assimilation | Points:Points Range: 18 | Points:Points | Points:Point | Points:Poi |
| n and | (18%) – 20 (20%) | Range: 16 (16%) – | s Range: 14 | nts Range: |
| Synthesis of | Synthesizes and justifies | 17 | (14%) – 15 | 0 (0%) – 13 |
| Ideas: | (defends, explains, | (17%)Summarizes | (15%)Identifi | (13%)Rarel |
| The extent | validates, confirms) | information | es but does | y or does |
| to which the | information gleaned from | gleaned from | not interpret | not |
| work | sources to support major | sources to | or apply | interpret, |
| reflects the | points presented. Applies | support major | concepts, | apply, and |
| student’s | meaning to the field of | points, but does | and/or | synthesize |
| ability to: | advanced nursing | not synthesize. | strategies | concepts, |
| Synthesize | practice. | Feedback: | correctly; | and/or |
| (combines | Feedback: | ideas | strategies. | |
| various | unclear | Feedback: | ||
| component | and/or | |||
| s or | underdeveloped | |||
| different | ||||
| ideas into a | Feedback: | |||
| new whole) | ||||
| material in |
| course resources (i.e. video, required readings, textbook) and outside, credible resources by comparing different points of view and highlighting similarities, differences, and connections. |
| Written Expression and Formatting Paragraph and Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas.Sentences are clearly structured | Points:Points Range: 5 (5%) – 5 (5%)Paragraphs and sentences follow writing standards for structure, flow, continuity and clarityFeedback: | Points:Points Range: 4 (4%) – 4 (4%)Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 80% of the time.Feedback: | Points:Point s Range: 3.5(3.5%) – 3.5 (3.5%)Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 60%- 79% ofthe time. Feedback: | Points:Points Range: 0 (0%) – 3(3%)Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity< 60% of the time. Feedback: |
| and carefully focused–neither long and rambling nor short and lacking substance. | ||||
| Written Expression and Formatting English writing standards: Correct grammar, mechanics, and proper punctuation | Points:Points Range: 5 (5%) – 5 (5%)Uses correct grammar, spelling, and punctuation with no errors.Feedback: | Points:Points Range: 4 (4%) – 4 (4%)Contains a few (1-2) grammar, spelling, and punctuation errors.Feedback: | Points:Point s Range: 3.5(3.5%) – 3.5 (3.5%)Contains several (3-4)grammar, spelling, and punctuation errors.Feedback: | Points:Points Range: 0 (0%) – 3(3%)Contains many (≥ 5)grammar, spelling, and punctuation errors that |
| interfere with the reader’s understanding.Feedback: | ||||
| Written Expression and Formatting The paper follows correct APA format for title page, headings, font, spacing, margins, indentation s, page | Points:Points Range: 5 (5%) – 5 (5%)Uses correct APA format with no errors.Feedback: | Points:Points Range: 4 (4%) – 4 (4%)Contains a few (1-2) APAformat errors. Feedback: | Points:Point s Range: 3.5(3.5%) – 3.5 (3.5%)Contains several (3-4) APAformat errors. Feedback: | Points:Points Range: 0 (0%) – 3(3%)Contains many (≥ 5) APAformat errors. Feedback: |
| numbers, running head, parenthetical/in-text citations, and reference list. |
Show Descriptions Show Feedback
Quality of Work Submitted:
The extent of which work meets the assigned criteria and work reflects graduate level critical and analytic thinking.–
Levels of Achievement:
Excellent 27 (27%) – 30 (30%)
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics. Nurs 6051 Week 1 Discussion Essay: Transforming Nursing And Healthcare
Good 24 (24%) – 26 (26%)
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
Fair 21 (21%) – 23 (23%)
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
Poor 0 (0%) – 20 (20%)
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
Feedback:
Quality of Work Submitted:
The purpose of the paper is clear.–
Levels of Achievement:
Excellent 5 (5%) – 5 (5%)
A clear and comprehensive purpose statement is provided which delineates all required criteria.
Good 4 (4%) – 4 (4%)
Purpose of the assignment is stated, yet is brief and not descriptive. Fair 3.5 (3.5%) – 3.5 (3.5%)
Purpose of the assignment is vague or off topic. Poor 0 (0%) – 3 (3%)
No purpose statement was provided. Feedback:
Assimilation and Synthesis of Ideas:
The extent to which the work reflects the student’s ability to:
Understand and interpret the assignment’s key concepts.–
Levels of Achievement:
Excellent 9 (9%) – 10 (10%)
Demonstrates the ability to critically appraise and intellectually explore key concepts. Good 8 (8%) – 8 (8%)
Demonstrates a clear understanding of key concepts. Fair 7 (7%) – 7 (7%)
Shows some degree of understanding of key concepts. Poor 0 (0%) – 6 (6%)
Shows a lack of understanding of key concepts, deviates from topics. Feedback:
Assimilation and Synthesis of Ideas:
The extent to which the work reflects the student’s ability to:
Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources.–
Levels of Achievement:
Excellent 18 (18%) – 20 (20%)
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 2-3 course resources to support point of view.
Good 16 (16%) – 17 (17%)
Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view.
Fair 14 (14%) – 15 (15%)
Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.
Poor 0 (0%) – 13 (13%)
Includes and integrates specific information from 0 to 1 resource to support major points and point of view.
Feedback:
Assimilation and Synthesis of Ideas:
The extent to which the work reflects the student’s ability to:
Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, textbook) and outside, credible resources by comparing different points of view and highlighting similarities, differences, and connections.
Levels of Achievement:
Excellent 18 (18%) – 20 (20%)
Synthesizes and justifies (defends, explains, validates, confirms) information gleaned from sources to support major points presented. Applies meaning to the field of advanced nursing practice.
Good 16 (16%) – 17 (17%)
Summarizes information gleaned from sources to support major points, but does not synthesize.
Fair 14 (14%) – 15 (15%)
Identifies but does not interpret or apply concepts, and/or strategies correctly; ideas unclear and/or underdeveloped.
Poor 0 (0%) – 13 (13%)
Rarely or does not interpret, apply, and synthesize concepts, and/or strategies. Feedback:
Written Expression and Formatting
Paragraph and Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused–neither long and rambling nor short and lacking substance.
