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.
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
LEARNING RESOURCES
Required Readings
McGonigle, D., & Mastrian, K. G. (2022). Nursing informatics and the foundation of knowledge (5th ed.). Jones & Bartlett Learning.
Chapter 25, “The Art of Caring in Technology-Laden Environments” (pp. 595–607)
Chapter 26, “Our Expanding Realities” (pp. 611–624)
Mosier, S., Roberts, W. D., & Englebright, J. (2019). A Systems-Level Method for Developing Nursing Informatics Solutions: The Role of Executive LeadershipLinks to an external site.. JONA: The Journal of Nursing Administration, 49(11), 543-548.
Ng, Y. C., Alexander, S., & Frith, K. H. (2018). Integration of Mobile Health Applications in Health Information Technology InitiativesLinks to an external site.: Expanding Opportunities for Nurse Participation in Population Health. CIN: Computers, Informatics, Nursing, 36(5), 209-213.
Sipes, C. (2016). Project management: Essential skill of nurse informaticistsLinks to an external site.. Studies in Health Technology and Informatics, 225, 252-256.
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.
Also, respond to the posts below-
***Respond first to this :
When considering how nurse informaticists interact with the professionals at my healthcare organization, I had a hard time coming up with an experience or observation as an example. After speaking with several of my work colleagues, I was reminded that nurse informaticists tend to make contact when we are first introduced to new programs or applications in order to make sure that we understand how to use them. Recently, a new fall reporting system was developed and introduced to the interdisciplinary team. My manager was provided an in-service printout with directions for accessing the system and using it. Later, we receive an email forwarded by our unit manager from the nurse informaticist about a correction in the directions. At my previous employer, I had more contact with the informatics team due to the introduction of a new EHR. Prior to the EHR, we used paper charting. Therefore, in order to implement the new program, the informaticians had to be more hands-on. There were many classes held for managers to learn the new EHR in order to be able to act as troubleshooters. Then the rest of the staff would have a class before its release date. These classes were taught by the developers themselves. If you worked on the dayshift, an informatician may come to the unit to help out if the manager could not do so. At night, it was more hectic. There was less help from the informatics team and management (obviously because they were off). That first night, almost no charting was done. We had people who could not even log in. Older nurses who were not technologically savvy could not complete their charting even if they could log on. Before the implementation of the EHR system, I had no contact with the informatics team.
Both examples represent a typical experience of how nurse informaticists interact with other professionals within an organization. Basically, a new program is developed and implemented. The informaticians may even teach a class on how to use it. However, the problem with both scenarios is the lack of communication between the informaticians and the treatment team. Holden et al. (2018) conducted an informal review of the literature and did not find not one mention of the nurse informaticist being part of the interdisciplinary team. Furthermore, it was also found that interprofessional education teams rarely included informaticians regarding new initiatives. One suggestion on how to improve the interactions between the nurse informaticist and other health professionals could be to include an informatician on the interprofessional team. This will provide the informaticist with direct observation of a problem that may involve the use of data or information. Direct access to data can help to develop new technologies that can advance team research, build new data sets or databases, and improve interprofessional collaboration and communication, all of which lead to safe patient outcomes (Holden et al., 2018). Increased collaboration with interprofessional education teams can also help to support the interdisciplinary team by being part of learning initiatives that aid in the acquisition of knowledge. According to Holden et al. (2018), the role of the nurse informaticist must be clearly defined and communicated to other professionals in order to gain acceptance in the treatment team. Mosier et al. (2019) developed a framework for when including informaticians’ work efforts within the interdisciplinary team. There are three principles of guidance that are included in the framework, which are noting clear lines of responsibility; having respect for the expertise of each professional involved, and encouraging clear commitment to the goals of the project.
As technology continues to advance, the role of nurse informaticist will continue to evolve. Technological advancement within the healthcare sector will ensure the continued need for nurses that are skilled in the collection of data. According to McGonigle and Mastrian (2022), effective utilization and implementation of technology depend on intentionally designed clinical tools. This places the nurse informaticist in a unique position to lead the interprofessional team. This would mean that interactions with the nurse informaticists would likely increase, which to me, would be a welcomed change.
******2nd Response to this:
The majority of healthcare organizations today have a nursing informatics (NI) department to assist with the development of the organization’s Information Technology (IT) systems and other systems such as electronic health records. The American Nurses Association’s (ANA) (2015) as cited in Sipes (2016) defines NI as “the specialty that integrates nursing science with information and analytical sciences to identify, define, manage and communicate data, information, knowledge and wisdom in nursing practice.” A nurse informaticist’s work can involve working with a variety of different healthcare professionals, including doctors, nurses, medical staff, other IT professionals, and other support staff such as secretaries and clerks in order to accomplish tasks.
The interactions between the various professionals are important as they can help the various professionals understand each other’s roles and responsibilities in the development and completion of the organization’s IT systems. Kaiser Permanente (KP), the hospital I work for, has implemented an IT unit based team (UBT), Cohen et al., (2010) defines UBT as natural work groups of physicians, managers, and frontline staff who work collaboratively to solve problems, improve performance, and enhance quality. KP’s IT UBT meets with the NI and administrators quarterly to discuss various topics with the goal of enhancing communication between nurses, NI and administrators to aid in the development of current process or to establish new ones. This program is great but it can be improved by including other unit team members (i.e. doctors, clerks, care coordinators) to be a part of the IT UBT.
Healthcare is advancing at a rapid rate with the help of technological advancement. Currently, smart phone technology is being used as a foundation for mobile health applications. Mobile health anpplications are allowing patients and healthcare providers to communicate more effectively and efficiently. The nurse informaticist will need to evolve with technology to be the connection between clinicians and technology. For example, nurse informaticists clinical and technological expertise can aid in the development of mobile health applications for remote patient motoring and patient communication with healthcare providers (Ng et al., 2018).
**** Assignment Rubric Details:
NURS_5051_Module02_Week03_Discussion_Rubric
NURS_5051_Module02_Week03_Discussion_Rubric
CriteriaRatingsPts
This criterion is linked to a Learning OutcomeMain Posting
50 to >44.0 pts
Excellent
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.
44 to >39.0 pts
Good
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.
39 to >34.0 pts
Fair
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.
34 to >0 pts
Poor
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.
50 pts
This criterion is linked to a Learning OutcomeMain Post: Timeliness
10 to >0.0 pts
Excellent
Posts main post by day 3.
0 pts
Poor
Does not post by day 3.
10 pts
This criterion is linked to a Learning OutcomeFirst Response
18 to >16.0 pts
Excellent
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. … Communication is professional and respectful to colleagues. … Responses to faculty questions are fully answered, if posed. … Response is effectively written in standard, edited English.
16 to >14.0 pts
Good
Response exhibits critical thinking and application to practice settings. … Communication 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.
14 to >12.0 pts
Fair
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.
12 to >0 pts
Poor
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.
18 pts
This criterion is linked to a Learning OutcomeSecond Response
17 to >15.0 pts
Excellent
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. … Communication is professional and respectful to colleagues. … Responses to faculty questions are fully answered, if posed. … Response is effectively written in standard, edited English.
15 to >13.0 pts
Good
Response exhibits critical thinking and application to practice settings. … Communication 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.
13 to >11.0 pts
Fair
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.
11 to >0 pts
Poor
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.
17 pts
This criterion is linked to a Learning OutcomeParticipation
5 to >0.0 pts
Excellent
Meets requirements for participation by posting on three different days.
0 pts
Poor
Does not meet requirements for participation by posting on 3 different days.
5 pts
Total Points: 100
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