NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

Course Definition and Alignment Table

The course title selected in this report is Nursing Informatics. This course will teach students how to use information technology resources for the generation and management of modern understanding that can be applied to the formulation of nursing care plans that will promote the best possible health outcomes for their patients. The total course will be scheduled on the basis of 18 credit hours and the total duration will be four months. Students will receive the lectures for BS Nursing in classrooms with computers available for guidance.

Course Description to Clearly Support Educational Program Outcomes

Evidence-based techniques and practices in nursing and medical care are made possible by combining nursing with the domains of information technology and medicine, which is what nursing informatics is all about. As a quantitative discipline, nursing informatics provides a critical analysis of information that may be difficult to measure.

NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

Vision

The term “nursing informatics” describes the study and implementation of using nursing data and expertise with technological means of data management and integration. Nursing informatics seeks to enhance patient outcomes while cutting healthcare expenses (Reid et al., 2022).

Rationale

Statistics, relevant data, and understanding are the basis of nursing informatics. Since nurses must utilize both information and knowledge to make sense of facts and make choices, understanding the distinction between the two is necessary. Students enrolled in Nursing Informatics programs are encouraged to have a comprehensive knowledge of the medical sector and strong technical capabilities. A deeper understanding of information system infrastructure and networking, as well as familiarity with recent developments in healthcare technology enabled by IT, will be emphasized (Strudwick et al., 2019).

Align Learning Objectives to Program Outcomes

• Students must be able to articulate the importance of establishing medical practice on the results of technology and up-to-date studies related to nursing informatics.
• Incorporate multidisciplinary teamwork and technological improvements into your workflow.
• Determine the best course of action for patient prevention by analyzing data on many illnesses.
• Exhibits critical analysis of clinical and statistical research papers, choosing results that are both applicable and reliable.

Program Description

The field of nursing informatics encompasses the design, implementation, and assessment of technologically enhanced data networks with the purpose of improving and overseeing the quality of patient care. Students may learn about and experience procedures and techniques related to nursing informatics in a real-world setting. The focus in Nursing Informatics places an emphasis on maturing into a nursing leader. Graduates in this field have a wide variety of options for employment. Nurses who specialize in informatics operate in a variety of fields, including the public sector, the private sector, and corporations, providing direct patient care, teaching, research, and administrative and consultative services (Khezri & Abdekhoda, 2019).

NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

Program Outcomes

Nurses who have taken an informatics course have a better understanding of how to collaborate with other medical professionals in a manner that is less complicated and more effective. The healthcare industry is highly specialized, and most patients see many doctors with specialized training within a single visit to the respective medical center (Riley & Carmack, 2020). Some significant program outcomes are enlisted below:

• Enhanced interaction between nurses and other medical professionals
• Healthcare practitioners would benefit from quick access to data on patient conditions.
• Assist in the analysis of massive patient data sets for administrators.
• Make available in-depth information on patients’ health conditions
• Improve healthcare policy using accurate patient information.
• Successfully reduce morbidity and mortality and improve the satisfaction of patients
• Aid in reducing healthcare expenses

Program Assessment and Evaluation Strategies Used in Nursing Course

Evaluation is an integral part of both educational nursing programs and the academic process as a whole. The effectiveness of a nursing program may be quantified by how well it meets predetermined benchmarks in terms of outcomes and performance monitoring that are informed by industry and educational norms.

BS Nursing Informatics will be determined as the learning program for students which is based on four months. A total of 18 credit hours will be required to accomplish the program and the students will be learning management, technical equipment usage in healthcare, quality, and excellence of healthcare services safety of patient data, and prevention of further illness (Li et al., 2019). The strategies to evaluate the program nursing informatics in healthcare can be as follows:

• Supporting traditional classroom instruction with an online education administration framework.
• During a medical demonstration, students will use an EHR to document their observations.

The nurses’ ability to collaborate and communicate will be examined alongside their assessment and grading skills. This will guarantee that the nurses have learned to work together and interact properly, reducing the likelihood of any miscommunication-related medical mishaps.

As part of healthcare inspection procedures, evaluators have the option of observing nurses as they use various forms of technology to gather data. To establish the depth of nurses’ understanding of nursing informatics, they were placed through simulations of real-world healthcare settings in which they were tested on their application of ICT, integration of different professional practices, and confidence in themselves (Sipes & Hardy, 2021).

Knowledge Gaps and Missing Information

There has been a dramatic growth in the intricacy of the informatics abilities a nurse practitioner must possess. Because of this improvement, there is now a pressing need for a more precise definition of essential skills in the field of nursing informatics. It has been found that there are no universally accepted guidelines for how medical schools should be teaching students the fundamentals of nursing informatics. The lack of studies examining what kind of informatics education is necessary for prospective teachers was also highlighted as a deficit in knowledge. Nurses must not simply be evaluated on the basis of their ability to pass academic or practical tests, as well as on the basis of their ability to demonstrate the “easy” and “tough” characteristics that will help them succeed in their professional lives. (Belchez, 2019).

Align Appropriate Professional Standards and Regulations

In today’s technologically advanced and time-sensitive healthcare system, this area of informatics expertise is crucial to maintaining both quality and efficiency in the healthcare and nursing departments. The field of nursing informatics focuses on improving the ways in which nurses do their specific job duties by using information technology (IT). The American Nursing Informatics Association (ANIA) is a group of registered nurses and other healthcare workers that share a dedication to providing excellent care in a financially responsible manner (O’Connor & LaRue, 2020).

It has been suggested that nursing programs adapt by emphasizing more intellectual and less practical training in order to keep up with the ever-increasing requirement for healthcare. In order to meet the requirements and expectations of the majority’s healthcare system, nurses could use a professional degree of education, not a minimal or intermediate one. Degree-educated nurses are more equipped to analyze complex situations, remain cool under pressure, and act decisively with the help of evidence-based practice than their vocationally trained counterparts (Brown et al., 2020).

NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

References

Belchez, C. A. (2019). Informatics and faculty intra-professional assessment and gap analysis of current integration of informatics competencies in a baccalaureate nursing program. Kuscholarworks.ku.edu.

https://kuscholarworks.ku.edu/handle/1808/29513 

Brown, J., Morgan, A., Mason, J., Pope, N., & Bosco, A. M. (2020). Student nursesʼ digital literacy levels. CIN: Computers, Informatics, Nursing, 1.

https://doi.org/10.1097/cin.0000000000000615 

Khezri, H., & Abdekhoda, M. (2019). Assessing nurses’ informatics competency and identifying its related factors. Journal of Research in Nursing, 24(7), 529–538.

https://doi.org/10.1177/1744987119839453 

Li, C., He, J., Yuan, C., Chen, B., & Sun, Z. (2019). The effects of blended learning on knowledge, skills, and satisfaction in nursing students: A meta-analysis. Nurse Education Today, 82, 51–57.

https://doi.org/10.1016/j.nedt.2019.08.004 

Manetti, W. (2018). Sound clinical judgment in nursing: A concept analysis. Nursing Forum, 54(1), 102–110.

https://doi.org/10.1111/nuf.12303 

O’Connor, S., & LaRue, E. (2020). Integrating informatics into undergraduate nursing education: A case study using a spiral learning approach. Nurse Education in Practice, 50, 102934.

https://doi.org/10.1016/j.nepr.2020.102934 

Reid, L., Button, D., Breaden, K., & Brommeyer, M. (2022). Nursing informatics and undergraduate nursing curricula: a scoping review protocol. Nurse Education in Practice, 103476.

https://doi.org/10.1016/j.nepr.2022.103476 

Riley, E., & Carmack, J. K. (2020). adopting open educational resources in a nursing informatics course. Nurse Educator, 1.

https://doi.org/10.1097/nne.0000000000000806 

Sipes, C., & Hardy, L. R. (2021). Informatics frameworks and competencies: What a nurse needs to know. In connect.springerpub.com. Springer Publishing Company.

https://connect.springerpub.com/content/book/978-0-8261-4226-9/chapter/ch02 

Strudwick, G., Nagle, L., Kassam, I., Pahwa, M., & Sequeira, L. (2019). Informatics competencies for nurse leaders. JONA: The Journal of Nursing Administration, 49(6), 323–330.

https://doi.org/10.1097/nna.0000000000000760 

Watson, E. (2020). Top Nursing Informatics Programs. Nurse.org.

https://nurse.org/education/nursing-informatics-programs/