The Role Of The Nurse Informaticist In Systems Development And Implementation

Portfolio Assignment: The Role of the Nurse Informaticist in Systems Development and Implementation

Assume you are a nurse manager on a unit where a new nursing documentation system is to be implemented. You want to ensure that the system will be usable and acceptable for the nurses impacted. You realize a nurse leader must be on the implementation team.

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To Prepare:

路 Review the steps of the Systems Development Life Cycle (SDLC) and reflect on the scenario presented.

路 Consider the benefits and challenges associated with involving a nurse leader on an implementation team for health information technology.

The Assignment: (2-3 pages)

In preparation of filling this role, develop a 2- to 3-page role description for a graduate-level nurse to guide his/her participation on the implementation team. The role description should be based on the SDLC stages and tasks and should clearly define how this individual will participate in and impact each of the following steps:

路 Planning and requirements definition

路 Analysis

路 Design of the new system

路 Implementation

路 Post-implementation support

 

Excellent

Good

Fair

Poor

 

Develop a 2- to 3-page role description for a graduate-level 聽聽nurse to guide his/her participation on the implementation team. The role 聽聽description should be based on the Systems Development Life Cycle (SDLC) 聽聽stages and tasks and should clearly define how this individual will 聽聽participate in and impact each of the following steps:
路 聽聽Planning and requirements definition
路 聽聽Analysis
路 聽聽Design of the new system
路 聽聽Implementation
路 聽聽Post-implementation support

77 (77%) – 85 (85%)

An accurate and fully 聽聽developed role description is provided for the Assignment and fully supports 聽聽the guidance of a graduate-level nurse’s participation in the steps of the 聽聽SDLC.
The responses accurately and thoroughly define in detail a graduate-level 聽聽nurse’s participation in the steps of the SDLC.
The responses accurately and thoroughly explain in detail the impacts of a 聽聽graduate-level nurse’s participation in the steps of the SDLC.
Includes: 3 or more peer-reviewed sources and 2 or more course resources.

68 (68%) – 76 (76%)

A role description 聽聽is provided for the Assignment and supports the guidance of a graduate-level 聽聽nurse’s participation in the steps of the SDLC.
The responses define a graduate-level nurse’s participation in the steps of 聽聽the SDLC.
The responses explain the impact of the graduate-level nurse’s participation 聽聽in the steps of the SDLC.
Includes: 2 peer-reviewed sources and 2 course resources.

60 (60%) – 67 (67%)

A vague or 聽聽inaccurate role description is provided for the Assignment and vaguely or 聽聽inaccurately provides guidance to a graduate-level nurse’s participation in 聽聽the steps of the SDLC.
The responses defining the graduate-level nurse’s participation in the steps 聽聽of the SDLC are vague or inaccurate.
The responses explaining the impact of the graduate-level nurse’s 聽聽participation in the steps of the SDLC are vague or inaccurate.
Includes: 1 peer-reviewed source and 1 course resource.

0 (0%) – 59 (59%)

A vague and 聽聽inaccurate role description is provided for the Assignment which does not 聽聽provide guidance to a graduate-level nurse’s participation in the steps of 聽聽the SDLC, or are missing.
The responses defining the graduate-level nurse’s participation in the steps 聽聽of the SDLC are vague and inaccurate, or are missing.
The responses explaining the impact of the graduate-level nurse’s 聽聽participation in the steps of the SDLC are vague and inaccurate, or are 聽聽missing.
Includes: 1 or fewer resources.

 

Written Expression and Formatting – Paragraph Development and 聽聽Organization:
Paragraphs make clear points that support well developed 聽聽ideas, flow logically, and demonstrate continuity of ideas. Sentences are 聽聽carefully focused–neither long and rambling nor short and lacking substance.

5 (5%) – 5 (5%)

Paragraphs and 聽聽sentences follow writing standards for flow, continuity, and clarity.

4 (4%) – 4 (4%)

Paragraphs and 聽聽sentences follow writing standards for flow, continuity, and clarity 80% of 聽聽the time.

3.5 (3.5%) – 3.5 (3.5%)

Paragraphs and 聽聽sentences follow writing standards for flow, continuity, and clarity 60%- 79% 聽聽of the time.

0 (0%) – 3 (3%)

Paragraphs and 聽聽sentences follow writing standards for flow, continuity, and clarity < 60% 聽聽of the time.

 

Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation

5 (5%) – 5 (5%)

Uses correct 聽聽grammar, spelling, and punctuation with no errors.

4 (4%) – 4 (4%)

Contains a few (1-2) 聽聽grammar, spelling, and punctuation errors.

3.5 (3.5%) – 3.5 (3.5%)

Contains several 聽聽(3-4) grammar, spelling, and punctuation errors.

0 (0%) – 3 (3%)

Contains many (鈮 5) 聽聽grammar, spelling, and punctuation errors that interfere with the reader鈥檚 聽聽understanding.

 

Written Expression and Formatting – The paper follows correct 聽聽APA format for title page, headings, font, spacing, margins, 聽聽indentations, page numbers, running head, parenthetical/in-text citations, 聽聽and reference list.

5 (5%) – 5 (5%)

Uses correct APA 聽聽format with no errors.

Readings

McGonigle, D., & Mastrian, K. G. (2017).聽Nursing informatics and the foundation of knowledge聽(4th ed.). Burlington, MA: Jones & Bartlett Learning.

  • Chapter 9, 鈥淪ystems 聽聽聽聽聽Development Life Cycle: Nursing Informatics and Organizational Decision 聽聽聽聽聽Making鈥 (pp. 175鈥187)
  • Chapter 12, 鈥淓lectronic 聽聽聽聽聽Security鈥 (pp. 229鈥242)
  • Chapter 13, 鈥淲orkflow and Beyond Meaningful 聽聽聽聽聽Use鈥 (pp. 245鈥261)

Agency for Healthcare Research and Quality. (n.d.a).聽Health IT evaluation toolkit and evaluation measures quick reference guide. Retrieved September 27, 2018, from https://healthit.ahrq.gov/health-it-tools-and-resources/evaluation-resources/health-it-evaluation-toolkit-and-evaluation-measures-quick-reference

Agency for Healthcare Research and Quality. (n.d.b).聽Workflow assessment for health IT toolkit. Retrieved September 27, 2018, from https://healthit.ahrq.gov/health-it-tools-and-resources/evaluation-resources/workflow-assessment-health-it-toolkit

Required Media

Louis, I. (2011, August 17). Systems development life cycle (SDLC) [Video file]. Retrieved from https://www.youtube.com/watch?v=xtpyjPrpyX8

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