NR 599 Informatics Week 1-4 Quiz {2021} – Chamberlain College of Nursing | NR599 Informatics Week 1-4 Quiz {2021} – Grade A | School Graded

NR 599 Informatics Week 1-4 Quiz {2021} – Chamberlain College of Nursing Week 1: Standardized Terminologies (ST) in Practice Standardized terminologies (STs) contribute to the development of knowledge because they ensure that all professionals share the same understanding or meaning of a given concept, to clarify communication, facilitate research, and provide structure for decision support tools and EHRs. As you look at the Foundation of Knowledge model, STs support knowledge acquisition, dissemination, generation, and processing. STs are structured, controlled languages developed to represent concepts in a given domain in a clear, unambiguous fashion that conveys the exact same meaning for data, information, and knowledge across settings, regions, and even different countries. This consistency affords access to information and knowledge when it is needed without regard to the current model or period of care. STs are key to the development of an EHR in order to represent, communicate, exchange, reuse, and report data, information, and knowledge, including Meaningful Use criteria (Matney & Lundberg, 2013). In addition to vocabularies, terminology standards also include nomenclatures, classification systems, data sets, and code sets. Each will be discussed briefly. Defining Characteristics Guidelines for the development of standard terminologies were established during the late 1990s and remain in use today (Cimino as cited in Matney & Lundberg, 2013). Cimino's guidelines included 12 items. Guidelines addressed aspects that include content, concepts, and identification of concepts, hierarchy, relationships, and formal definitions. Terminologies are based upon concepts rather than terms and allow for growth over time. Also, once concepts enter a terminology, they should not be deleted or reused. While a concept has a single unambiguous meaning, it can have one or more representations or synonyms. Each concept has a unique identifier known as a code, which is made of alphanumeric characters. The code supports tracking data for various purposes, including evidence-based practice, decision support, and reports. Current Terminologies and Language - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - Week 2: Knowledge Work As a knowledge worker, every nurse uses data and information. We acquire knowledge, process it, and disseminate what we have learned most of that dissemination occurs informally in our daily communication and work while only a few of us will disseminate knowledge formally through scholarly presentations and publications. And a few primarily the researchers among us will generate new knowledge. This week, we look at the relationship between our roles, competencies, and where we fall in relationship to the foundation of knowledge model. Last week we talked about the potential of HIT to transform healthcare, introduced the topic of knowledge work, and addressed the need for nurses to demonstrate informatics competencies in order to function in today's technologically rich healthcare delivery system and even to help transform healthcare delivery through technology. Of course, nothing is quite that straightforward or simple. But the realization of healthcare transformation still requires more. This week, we look at current nursing roles, the process of knowledge work, role expectations, competencies, and changes needed to achieve a new healthcare delivery system. Nurses perform many different tasks and roles such as direct-care provider, patient advocate, educator, and administrator to name a few. But typically, nurses have been in the supporting, nearly invisible role rather than as a full partner in the healthcare delivery process. According to the Institute of Medicine's (IOM's) (2012) Future of Nursing: Leading Change, Advancing Health report, nurses can play a major role in realizing the objectives set forth in the 2010 Affordable Care Act, legislation that - - - - - - - - - - - - - - - - - - - - - - - -Week 3: Health Information Technology As defined in McGonigle and Mastrian (2018) by the Health Information Technology for Economic and Clinical Health (HITECH) Act, Health information technology (HIT) is comprised of "hardware, software, integrated technologies or related licenses, intellectual property, upgrades, or packaged solutions sold as services that are designed for or support the use by healthcare entities or patients for the electronic creation, maintenance, access, or exchange of health information" (p.149). HIT has been promoted as a key element in the National Quality Strategy (NQS) to achieve three aims: better care, affordable care, and healthy populations and communities. - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -Week 4: Information Literacy As discussed in the lesson from Week 2, the TIGER initiative identified three components for the TIGER nursing informatics competencies model: (a) basic computer competencies, (b) information literacy, and (c) information management. Additionally, health care providers must be able to determine what information is needed, utilize the appropriate resources to find the information, use valid resources to critique the information, provide evidence-based care based on this information, and evaluate the outcomes of the process. Information literacy refers to the use of digital technology to locate, navigate, manage, integrate, evaluate, create, and effectively communicate in a rapidly changing information environment in the pursuit of knowledge. The National Organization of Nurse Practitioner Faculties (NONPF) Core Competencies advocated incorporating competencies from technology informatics with Advanced Practice Nursing (APN) curricula to teach nurse practitioner students how to use available technology to enhance the safety and health outcomes of their patients (NONPF, 2017, p. 8). The Essentials of Master's Education in Nursing written by the American Association of Colleges of Nursing (AACN) (2013) recognized that master's-prepared nurses use technologies to deliver and coordinate patient care as well as to enhance communication. Graduate level Quality and Safety Education for Nurses (QSEN) Competencies recommended the use of information and technology to communicate, manage knowledge, mitigate error, and support decision making (Dolansky & Moore, 2013). The National League for Nursing (NLN) Program Outcomes and Competencies for Graduate Academic Nurse Educator Preparation are "grounded in the core values of the NLN - caring, integrity, diversity, and excellence. The concepts of evidence-based teaching, the science of learning, research in nursing education, and personal and professional development are reflective of these values assuming different dimensions