NUR-303 NURSING INFORMATICS

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(Revised August 2015/NUR-303 LG)

College of Adult Undergraduate Studies

NUR-303

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URSING

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NFORMATICS

(REVISED AUGUST 2015)

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Notre Dame of Maryland University

College of Adult Undergraduate Studies

Learner’s Guide

NUR-303 Nursing Informatics

Module ONE ……….... 11 Objectives………... 11 Assignment……….. 11 Activities………. 11 Module TWO ………... 13 Objectives………... 13 Assignment……….. 13 Activities……….. 13 Module THREE………14 Objectives………... 14 Assignment……….. 14 Activities... 14

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Module FOUR ………... 16

Objectives………... 16

Assignment……….. 16

Activities……….. 16

Appendix A: Advanced Forum Grading Rubric……….. 18

Appendix B: Written Paper Rubric... 19

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NUR-303

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COURSE IDENTIFICATION INFORMATION

Course Course Course

Prefix Number Name Credit

NUR 303 Nursing Informatics Two credits Online for Winterim COURSE DESCRIPTION

In this two-credit course, learners are introduced to online computer applications used in nursing and healthcare. Learners acquire technical skills needed for the application of patient care technologies and competency in information literacy, information

management, and information management systems for the purpose of safe, competent, and quality patient care. Prerequisite: Facile in Windows operating system and

competency in Microsoft Office Applications (Word, Excel, PowerPoint), and current Joule certification.

OVERVIEW OF COURSE

The class will be conducted online over a Winterim period. The student will complete four modules during the three weeks of the Winterim period completing about one module about every five days. Each module will lead the student in exploring another aspect of nursing informatics.

“Nursing Informatics is a specialty that integrates nursing science, computer science, and information science to manage and communicate data, information, and knowledge in nursing practice. Nursing informatics facilitates the integration of data, information, and knowledge to support patients, nurses, and other providers in their decision-making in all roles and settings. This support is accomplished through the use of information

structures, information processes, and information technology.”

(ANA Scope of Standards of Nursing Informatics Practice, 2001, p. vii) REQUIRED TEXTS/RECOMMENDED READINGS

Syllabus and course material found on Joule Course Site.

McGonigle, D. & Mastrian, K. (2015). Nursing informatics and the foundation of

knowledge (3rd ed). Sudbury, MA: Jones and Bartlett Publishers. ISBN:

978-1-284-04351-8.

American Psychological Association. (2010). Publication manual (6th ed.). Washington, DC: Author. ISBN: 9781433805615.

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(Revised August 2015/NUR-303 LG) LEARNING OBJECTIVES/OUTCOMES

The faculty member and the learner cohort group will work together to achieve the following learning outcomes during the course. Additional supporting objectives will be clearly defined each Module during the course.

On successful completion of the course, the learner will be able to:

Praxis

1. Recognize the role of information technology in promoting excellence in nursing praxis by improving patient care outcomes and creating a safe environment;

2. Explain standardized terminology used in informatics that reflects partnerships with other disciplines and nursing’s unique holistic contribution;

Scholarship

3. Apply patient care and Clinical Information System technologies in a variety of healthcare settings to gather and evaluate data for an ongoing quest for salience in practice and discovery of knowledge;

Leadership

4. Assume a leadership role by demonstrating literacy and facility in information technology;

5. Uphold ethical standards related to the use of information technologies. METHODS OF INSTRUCTION

Readings

Interact on Advanced Forum Written assignment

Internet activities

REQUIREMENTS/ASSIGNMENTS FOR THE COURSE

Completion of all assignments listed under “Grading Policies/Course Expectations.” Active participation in Advanced Forums – selected Advanced Forums require peer-to-peer comments, which will be included in the grading. However, dialogue between peer-to-peers is always encouraged.

GRADING POLICIES/COURSE EXPECTATIONS

All courses in the cohort model adhere to the Academic Policies of the College of Adult Undergraduate Studies. Learners are held accountable for all policies in the Academic Policies section of the College of Adult Undergraduate Studies Handbook. The current version of this Handbook is available on each cohort’s Joule Homeroom

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(Revised August 2015/NUR-303 LG) Site.

Evaluation of Learning Outcomes

The following assignments are all required and will comprise the learner’s course grade: 1. Advanced Forum Postings (Three @ 10 % each) 30%

2. Case Analysis (Two page paper) 15% 3. Module Quizzes (Four @10% each) 40%

4. PowerPoint project 15%

Module readings, preparation, and completion of assignments on time are professional expectations of students. Thus, points are not given for doing what is required. However, points will be deducted from the final grade for not meeting timelines, requirements, and course expectations.

GRADING GUIDELINES

Assessment for all BSN Nursing Cohorts is as follows:

92% to 100% = A 77% to 81% = C+ Less than 60% = F 87% to 91% = B+ 70% to 76% = C

82% to 86% = B 60% to 69% = D Grades for Assignments

According to School of Nursing Policies, learners have a seven (7) day period – beginning with the date a graded assignment, exam, etc. is returned – to question the faculty member about a grade received. After this time, grades are final.

DUE DATES FOR ASSIGNMENTS/LATE ASSIGNMENTS

All assignments are required and must be completed to receive a passing grade. The learner is responsible for ensuring the faculty member receives all assignments by the date designated on the joule site, unless alternate dates are arranged with the faculty prior to the due date. Missing class does not justify missing an assignment. Late assignments will not be critiqued or graded. The grade of zero will be recorded for these assignments. EXTRA CREDIT

Extra credit and/or additional work options are not available to improve grades. All learners have the same opportunity to perform to the best of their ability under the criteria by which course grades are calculated. Any learner who fails to prepare adequately for examinations, presentations, and/or class participation must live with the consequences. If a learner experiences difficulty with course concepts or requirements, that person must talk with the faculty member without delay. The cohort format requires immediate action.

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HONOR CODE/ACADEMIC INTEGRITY POLICY

Plagiarism is a violation of the Notre Dame Honor Code, and as such, will not be tolerated in any form. Unless specifically approved by the faculty member, using other learners’ assignments or sharing assignments with past, present, or future learners in this or any course is a violation of the Notre Dame Honor Code. Cheating or

unacknowledged appropriation of another’s work, thoughts, or ideas, and the

unacknowledged incorporation of that work in one’s own written work offered for credit is a violation of the Notre Dame Honor Code. This includes submitting work that was created, researched, or produced by someone else.

The learner is expected to do his/her own work. The learner may discuss approaches to assignments, use software and/or others to proofread work, but using someone else’s words, calculations, figures, and/or ideas with the learner’s name, as author, is plagiarism. Suspicion of plagiarism will result in a grade of “F” for the course.

All information sources, including company brochures, Internet, or database information and personal interviews, must be documented. A bibliography or List of Works Cited is adequate for most homework and case reports. However, research projects should contain either endnotes or footnotes in addition to a bibliography. The A.P.A. Publication Manual, 6th edition format must be followed.

DISABILITY SUPPORT SERVICES

Learning support services and accommodations are available to students covered under the Americans with Disabilities Act. If you require accommodations in this course, you must immediately contact the Director of Disability Support Services at 410-532-5401. The Director will meet with you, review the documentation of your disability, discuss the services offered, and any accommodations you require for specific courses. It is

extremely important that you begin this process at the beginning of the semester. Please do not wait until the first test or paper. It is the student’s responsibility to share the accommodation plan with the instructor of the course prior to the due date for tests or other assignments.

AUTHORSHIP AND COPYRIGHT

This guide was written by Jane Balkam, Ph.D., R.N., Linda Diaconis, Ph.D., R.N., and Susan C. Holian, MSN, RN with the assistance of School of Nursing Faculty and School of Nursing Curriculum Committee. All guide material copyright 2011 and revised October 2013 and August 2015 by Jane Balkam, PhD, RN, and the Curriculum Circle by Notre Dame of Maryland University unless otherwise indicated. Unauthorized sale or reproduction of any part of this material is strictly prohibited.

FACULTY COMMITMENT TO LEARNERS

Learners’ papers will be treated as college-level work. The faculty member will evaluate them from that perspective and will make appropriate documented comments and

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suggestions. All learners’ work is valued and will be treated with respect. Faculty are committed to helping learners improve their understanding of subject matter contained in the course. Learners are encouraged to ask questions, maintain active participation in class, and continuously self-evaluate their progress toward goals.

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NUR-303

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Class Modules Assignments Due

On the day indicated on the joule site for the course

Module One • Read: Chapters 6, 7, 15

• Murphy, J. (2010). The journey to meaningful use of electronic health records. Nursing Economics, 28 (4).

View: other materials listed under Module One Activity:

1. Advanced Forum Postings: Welcome – (not graded) 2. Take the Module One Quiz

3. Advanced Forum labeled Module One – "Meaningful use of electronic health records"

Module Two • Read: Chapters 19 and 27

Rheuban, K. S., “Telehealth: Necessity if the mother of invention.” Pediatric Annals, 38: 10, Doi: 10.3928/00904481-20090918-5.

View: other materials located under Module Two Activities:

1. Take the Module Two Quiz

2. Advanced Forum Posting labeled Module Two-"Telehealth Nursing”

Module Three

• Read: Chapters 5 and 9

• Heiskell, H. (Feb, 2010) Ethical decision-making for the

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Journal of Nursing Informatics (OJNI), 14 (1) Retrieved from Http: ojni.org/14 1/hHeiskell.pdf.

View: Review the other materials listed under Module Three Activities:

1. Take the Module Three Quiz

2. Written Papers: Submit ethics case analysis in writing to faculty on the date indicated on the Joule course site for your course section.

Module Four • Read: Chapters 10, 11, and 14

• Fetter, M. S., (2009) Mastering the Challenge of Interoperability in Nursing Informatics, Issues in Mental Health Nursing, 30: 591-592. Doi: 10.1080/01612840902722153

Roberts, Audrey L, & Sewell, Jeanne P. (2011). Data Aggregation: A Case Study. CIN: Computers, Informatics, Nursing.

Roberts, LL., Ward, MM., Brokel, JM., Wakefield, DS., Crandall, DK., & Conlon, P. (2010). Impact of health information

technology on detection of potential adverse drug events at the ordering stage. American Journal of Health-System Pharmacy, 67(21), 1838-1846. doi: 10.2146/ajhp090637

View: Materials listed as assignments for Module Four Activities:

1. Take the Module Four Quiz

2. Advanced Forum Postings: Module Four, “ The challenge of interoperability”

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Recognition of the role of nursing in relation to information technology

Objectives

1. Define nursing informatics.

2. Describe some of the forces inside and outside healthcare that are driving a move toward a greater use of informatics.

3. Differentiate among an electronic patient record, an electronic health record, and a personal health record.

4. Discuss the concept of meaningful use in relation to electronic health records.

Assignment

• Read Chapters 6, 7, 15

• Murphy, J. (2010). The journey to meaningful use of electronic health records.

Nursing Economics, 28 (4).

Review "The Future of Health Care: Electronic Health Records" at

http://www.youtube.com/watch?v=a3ZB5-Jsh_c

Review "An interview with a nurse informaticist" at

https://www.youtube.com/watch?v=S2Rj4nz0zmc

Review "What is nursing informatics?" at

https://www.youtube.com/watch?v=Eq4n8u6H-WM

Activities

1. Introduce yourself on the getting acquainted advanced forum on Joule; find the “Welcome” Advanced Forum. Complete the exercise entitled, "One Thing that Describes Me." The learner is asked to use a symbol to describe him/herself to their classmates. The instructions are as follows: Find an object or digital image that represents you and your interests. Post a digital image of your chosen object--a scanned image or digital picture--on the Advanced Forum. Explain why you chose the item. Your explanation of the posted object should include a brief description of your expectations of the course and/or the perspective you

contribute to the learning community. After you enter your description, comment on the descriptions posted by at least two of your peers. (Not graded)

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3. Advanced Forum - In the advanced forum labeled, "Meaningful use of electronic health records," discuss what meaningful use of electronic health records means and some of the benefits of the meaningful use of health records for patients. Your initial post must be at least 200 words and include appropriate references to the articles and textbook materials for this module.

Review and respond to the posts of at least two classmates. Each response should be at least 75 words. In your response, note one area where you agree with your classmate's post and one area where you disagree.

Consult the Rubric for Advanced Forums in Appendix A, for the grading criteria used for all Advanced Forums. The initial posting should be made by the date indicated on the Joule course site to give colleagues an opportunity to comment before the end of the period of study.

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This module will shift the focus to the use of technology such as telehealth as a tool for care management

Objectives

1. Discuss some of the ways that Telehealth can deliver healthcare. 2. Discuss the main issues in implementing Telehealth.

3. Acknowledge the potential disruption of technology to the therapeutic nurse-patient relationship.

Assignment

• Read Chapters 19 and 27

Rheuban, K. S., “Telehealth: Necessity if the mother of invention.” Pediatric Annals, 38: 10, Doi: 10.3928/00904481-20090918-5.

Review the VA Telehealth YouTube video at

http://www.youtube.com/watch?v=JJvmsMZoBzw

Review the video, "VNA Telehealth monitoring system" at

http://www.youtube.com/watch?v=7XFpgUL0bME

Activities

1. Take the Module Two Quiz

2. Consider the following question, “Will the increased use of telehealth

technology tools be viewed as dehumanizing patient care, or will it be viewed as a means to promote more contact with health care providers and better patient care?”

3. Write several paragraphs (at least 200 words) discussing this issue and post your discussion in the advanced forum labeled, "Telehealth nursing." Review the posts of at least two of your classmates and in a response post to each classmate discuss ways that you agree and/or disagree with their discussion of the topic (75 words each response). Consult the Rubric for Grading Advanced Forums in Appendix, for the grading criteria used for all Advanced Forums. The initial posting should be made by the date indicated on the Joule site to give colleagues an opportunity to comment before the end of the period of study.

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Uphold ethical standards related to the use of information technologies

Objectives

1. Describe several theories that form the basis for informatics.

2. Discuss the selected professional nursing codes of ethics and the application of these codes to health information management.

3. Discuss how privacy and confidentiality of patient electronic information is currently being addressed in healthcare.

4. Identify the strengths and weaknesses of HIPAA and HITECH. Assignment

• Read Chapters 5 and 9

• Read

Heiskell, H. (Feb, 2010) Ethical decision-making for the utilization of technology based patient/family education. Online Journal of Nursing Informatics (OJNI), 14 (1) Retrieved from Http: ojni.org/14 1/hHeiskell.pdf.

Review the American Nurses Association Code of Ethics for Nurses, Provision 3

http://nursingworld.org/DocumentVault/Ethics_1/Code-of-Ethics-for-Nurses.html

• Review "Ethical Issues in Nursing" at

http://www.youtube.com/watch?v=9VRPMJUyE7Y

• Review the HIPAA summary: http://www.hhs.gov/ocr/privacy/index.html

• Review the video, “Ensuring the security of electronic health records" at

http://www.youtube.com/watch?feature=player_embedded&v=BxSFS9faxI4#!

• "HIPAA" at http://www.youtube.com/watch?v=d2Cw0ARJVDM

Activities

1. Take the Module Three Quiz

2. Analyze the following case study and respond to the questions attached in a short (two-to-three pages) paper. Send the answers as a Word document via the

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Ethics Case

Matt S. is the nurse manager of the Coronary Care Unit. He is logged on to his computer workstation to review and update patient records when one of his patients experiences a cardiac arrhythmia. At the sound of the alarm, Matt leaves his workstation and proceeds to the patient’s room to initiate treatment. Joe is in the hallway cleaning and replacing ceiling lights. When Joe sees the vacant workstation, he sits down at the terminal and searches for information about his neighbor who is a patient in another unit. Joe’s neighbor has been quite mysterious about his medical condition, and Joe is very curious about what is really wrong with his neighbor. Joe learns the truth about his neighbor’s health condition, and shares this information with another neighbor.

Jill P. is a School Nurse in a suburban school district. Because of a crisis during her regular work hours, she is unprepared for a scoliosis screening and education program the following day. She decides to go into her office after hours to catch up. Her daughter Susan is working on a homework assignment and asks Jill if she can use the computer in the office because it has more sophisticated programs and a better printer than their home computer. Jill agrees to let her daughter use the computer. While Jill is setting up for the screening, Susan accesses the student database and learns that four of her classmates were recently treated for sexually transmitted diseases. Susan shares this information in the lunchroom the following day. The news spreads rapidly through the school and one of the affected students learns that her “problem” is now common knowledge. She informs her parents who go to the school superintendent demanding to know how this could have happened.

Case study is from: Teaching Activities and Thought-Provoking Questions

Nursing Informatics and the Foundation of Knowledge

by Dee McGonigle and Kathleen Mastrian

Consider the following:

1. How are the two cases alike? How are they different?

2. What ethical principles apply to each case? Be sure to discuss how the principle is defined and why you think it applies to the cases.

3. What aspects of the Code of Ethics for Nursing Apply to these cases? How does the Code of Ethics Apply to each situation?

4. To what extent is the employing institution accountable for a breach of confidentiality? To what extent is the individual accountable for a breach of confidentiality?

5. Should disciplinary action be taken? Why or why not?

6. In additional to the ethical considerations, are there HIPAA violations? If there are HIPAA violations, identify them and discuss why the actions were violations.

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Assume a leadership role by demonstrating literacy and facility in information technology

Objectives

1. Define interoperability and identify organizations involved in setting interoperability standards.

2. Discuss the importance of the clinical nurse's role in the selection of a clinical information system process.

3. Describe the advantages of integration of data from multiple hospital departments with the electronic patient record.

4. Discuss data management to improve outcomes using quality improvement, benchmarking, and patient care.

5. Discuss how the issue of interoperability affects sharing of patient health information.

Assignment

• Read Chapters 10, 11, and 14

• Fetter, M. S., (2009) Mastering the Challenge of Interoperability in Nursing Informatics, Issues in Mental Health Nursing, 30: 591-592. Doi:

10.1080/01612840902722153

Roberts, Audrey L, & Sewell, Jeanne P. (2011). Data Aggregation: A Case Study.

CIN: Computers, Informatics, Nursing.

Roberts, LL., Ward, MM., Brokel, JM., Wakefield, DS., Crandall, DK., & Conlon, P. (2010). Impact of health information technology on detection of potential adverse drug events at the ordering stage. American Journal of Health-System Pharmacy, 67(21), 1838-1846. doi: 10.2146/ajhp090637

Activities

1. Take the Module Four Quiz

2. Advanced Forum - In the advanced forum labeled, "The challenge of

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truly within reach? What is the current state of patient care record interoperability, and what can nurses do to facilitate progress toward interoperability? (200 words).

Review and comment on the posts of at least two of your classmates (75 words each). What points that they highlighted are the same as the ones you highlighted and what points are different. Consult the Rubric for Grading Advanced Forums in Appendix A, for the grading criteria used for all Advanced Forums. The initial posting should be made by the date indicated on the Joule site to give colleagues an opportunity to comment before the end of the period of study.

3. Prepare a PowerPoint presentation that you could share with other nurses in which you explain why nursing informatics is important to nursing practice. The

presentation should be no more than 10 slides, but give the audience a good overall understanding of nursing informatics and its impact on nursing practice in the 21st century. Your presentation will be graded on content and look of the presentation. You will not be required to actually present the material, but feel free to share it with your colleagues at work so that they will start to understand informatics as well as you do after taking this course. Post the PowerPoint presentation to the Joule site for this course where indicated.

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Each forum is worth four points and 15% of the grade for Advanced Forums. The content of your discussions should be posted directly in the discussion area (type directly or copy/paste from an existing file); it should be a minimum of 200 words in length. All discussion content must be posted by the deadline. In addition to answering the question in the content of your discussion, you must comment on the discussions of at least two other learners. Your responses to other learners must be focused, respectful, and

professional; each should be a minimum of 75 words in length. Points will be taken off for late submissions. Specifics of grading are described in the table below:

Element Excellent (4) Good (3) Average (2) Poor (1) Unacceptable

or Missing (0) Content 60% Discussion content is well-focused on the topic. It adds insight from a scholarly as well as a personal perspective. It references key points from assigned readings and draws linkages. (2.4) Discussion content is focused on the topic. It blends a scholarly and personal perspective. It references key points from assigned readings. (1.8) Discussion content addresses the topic. Scholarly and personal perspectives may not be balanced. Key points from assigned readings may not be integrated. (1.2) Discussion content does not adequately address the topic. The scholarly and personal

perspectives may not be balanced. There is little evidence that the assigned readings have been mastered. (.6) Discussion not on topic or not substantive. (0) Mechanics/ citations 20% Discussion is at least 200 words in length, flows smoothly, and is free of spelling, grammar, and citation errors. (.8) Discussion is at least 200 words in length, flows smoothly, and contains only a few minor spelling, grammar, or citation errors. (.6) Discussion may be less than 200 words in length, may not flow smoothly, or may contain several minor spelling, grammar, or citation errors. (.4) Discussion is less than 200 words, is poorly phrased, or contains significant spelling, grammar, or citation errors. (.2) Sentence fragments distract from the work. Citations or references are missing. (0) Response 20% Thoughtful, respectful, insightful reply of at least 75 words to at least two other learners. (.8) Respectful comments of at least 75 words to at least two learners that address the topic, but lack insight. (.6) Respectful comments of fewer than 75 words to two learners address the topic, but lack insight. (.4)

Respectful comments of fewer than 50 words that do not address the topic. (.2)

Missing or not substantive. (0)

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NUR-303 NURSING INFORMATICS

College of Adult Undergraduate Studies

NUR-303

N

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I

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Notre Dame of Maryland University

College of Adult Undergraduate Studies

Learner’s Guide

NUR-303 Nursing Informatics

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Written Papers posted on the Joule course site.