NURS 8210 Week 10: Information Systems and Changing Organizational Culture

Walden University NURS 8210 Week 10: Information Systems and Changing Organizational Culture-Step-By-Step Guide

This guide will demonstrate how to complete the Walden University NURS 8210 Week 10: Information Systems and Changing Organizational Culture assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for NURS 8210 Week 10: Information Systems and Changing Organizational Culture                           

Whether one passes or fails an academic assignment such as the Walden University NURS 8210 Week 10: Information Systems and Changing Organizational Culture depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for NURS 8210 Week 10: Information Systems and Changing Organizational Culture                         

The introduction for the Walden University NURS 8210 Week 10: Information Systems and Changing Organizational Culture is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for NURS 8210 Week 10: Information Systems and Changing Organizational Culture                         

After the introduction, move into the main part of the NURS 8210 Week 10: Information Systems and Changing Organizational Culture assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for NURS 8210 Week 10: Information Systems and Changing Organizational Culture                         

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for NURS 8210 Week 10: Information Systems and Changing Organizational Culture                           

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Sample Answer for NURS 8210 Week 10: Information Systems and Changing Organizational Culture

In the past, I believed my impact on nursing and the care of the patient came because I had a role as a nurse informatics.  My role today is outside of informatics, but as a supervisor of case managers. In six months, I have been involved in three health information technology (HIT) projects.  Nursing leaders (NL) in their practice setting need to core competencies to make HIT decisions for their practice.  NL needs to have a strategic vision for using HIT as a tool to help the nurse do their job better (Simpson, 2011).  The purpose of this discussion is to address an HIT initiative and rationale, the barriers and strategies to bring change, and a leadership strategy to establish a culture to support the HIT initiative.

Practice Setting, HIT Initiative and Rationale

My practice setting is clinical documentation improvement (CDI).  The CDI nurses review the clinical record for completeness and clarification of the documentation.  It impacts financial reimbursement based on coding, but also patient safety indicators and, hospital-acquired infections, and readmissions.  Providers must document if a diagnosis is present on admission (POA) to avoid a chronic diagnosis from being seen as a complication after surgery or for an infection that the patient had on arrival.  The CDI nurse queries the provider to ask for clarification of documentation based on clinical indicators.  Or to identify if a diagnosis was POA.  In the past, the query was not a part of the medical record, and the provider had to find the previous progress note and make an addendum (Arrowood et al., 2015).  I have been designing and leading a HIT initiative to have the CDI query to be a progress note type.  The provider will receive the query in his/her Inbox and will edit the progress note query with his/her responses and then cosign the CDI query progress note.  It then becomes a part of the legal medical record and is transparent for all providers to see the information.  The implementation begins on August 1^st with the education of the providers at the first hospital.  The rationale for this change is to create an easier response method for the providers, to decrease the time for the provider to respond, and to provide transparency and clarification in the legal medical record.

Barriers and Change Management Strategy

The biggest barrier to the HIT initiative was working with the information technology (IT) team to complete the configuration.  IT did not understand the workflow, and several design sessions took place to create the right workflow.  It extended the time of the implementation by four months.  To implement this change, the Technology Acceptance Model (TAM) was used to influence the change.  The TAM states that if the users believe that the HIT will useful and easy to use, the users will be positively influenced to accept the new change (Pai & Huang, 2011).  For the past five months, I have been meeting with the hospital steering committees, internal medicine providers, finance, quality, and population health to promote the change and how it will improve the documentation that affects their departments.  It has created excitement within the healthcare system and the anticipation of using the new process.

Leadership Strategy

Leaders understand the roles of each member of the interprofessional team and work with them for a successful implementation.  They work towards implementing systems based on evidence-based practice (Graduate-level QSEN competencies:  Knowledge, skills and attitudes, 2012).  The queries are based on guidelines from the American Health Information Management Association (AHIMA), the Centers for Medicare and Medicaid Services (CMS) and the Association for Clinical Documentation Improvement Specialists (ACDIS).  TIGER leaders will use a champion approach to implement change (Walker, 2011).  To make this change, I worked with our chief medical information officer (CMIO) to create the education for the providers using Brain Shark.  Dr. Budman, the CMIO, reviewed the education and recorded the eLearning to send to the providers.  The physician advisors for CDI at each hospital have been trained as super users and will reinforce the training and use of the new queries.

Summary

Although I am not currently working in the nursing informatics area at my healthcare system, I have been able to use my informatics competencies to influence this important change in my healthcare system.  Don Marker (2010) states, “The leader is great at explaining why something needs to be accomplished and then empowers those responsible to get it done” (Marker, 2010, p.32).  I was able to empower my CDI team to assist in the education of all providers, and they will be teaching and reinforcing the education from the eLearning to the providers in provider lounges and specialty meetings.  The communication of the ease of use, usefulness, and education is creating a culture of willingness to change.

References:

Arrowood, D., Bailey-Woods, L., Easterling, S., Endicott, M., Love, T., McDonald, L.,Wieczorek, M. (2015). Best Practices in the Art and Science of Clinical Documentation Improvement. Journal Of AHIMA / American Health Information Management Association, 86(7), 46-50.

 Graduate-level QSEN competencies:  Knowledge, skills, and attitudes. (2012). Retrieved from http://qsen.org/competencies/graduate-ksas/ – informatics

Marker, D. (2010). Leadership or Management? Why being a “good manager” might not be the best career goal. Management Quarterly, 31-34. Retrieved from http://www.questia.com/library/p690/management-quarterly

Pai, F.-Y., & Huang, K.-I. (2011). Applying the Technology Acceptance Model to the introduction of healthcare information systems. Technological Forecasting and Social Change, 78(4), 650-660. doi:http://dx.doi.org/10.1016/j.techfore.2010.11.007

Simpson, R. L. (2011). Challenging Leadership Status Quo. In M. J. Ball, J. V. Douglas, & P. H. Walker (Eds.), Nursing Informatics:  Where technology and caring meet (Fourth ed., pp. 155-165). London New York: Springer.

Walker, P. H. (2011). Strategies for Culture Change. In M. J. Ball, J. V. Douglas, & P. H. Walker (Eds.), Nursing Informatics:  Where technology and caring meet (Fourth ed., pp. 13-34). London New York: Springer.

Sample Answer 2 for NURS 8210 Week 10: Information Systems and Changing Organizational Culture

Sault Area Hospital is an organization that supports the district of Algoma in Sault Ste Marie, Ontario. Recently, the organization has made progress in implementing a variety of health information technology to increase quality of care. Gamification of health care is an emerging trend which includes the use of game features, mechanisms, and designs to support patient care issues as well as well-being (El Morr, 2018). Gamification can be utilized within Sault Area Hospital to increase compliance and concordance with health teaching and discharge instructions. This can be beneficial to both patients and staff. With gamification, patients are challenged to complete a variety of modules and to demonstrate comprehension and understanding regarding discharge instructions. For staff members, gamification can be utilized to enhance the appeal to ensure all discharge information and education is provided to patients in a timely manner.

When implementing change, one must consider barriers which may be present. With the implementation of gamification, technology availability could be a barrier. Each room at Sault Area Hospital should be equipped with a bedside computer, however, often these computers are needing information technology (IT) support as they are not functional. Without appropriate bedside technology, the health care staff may be unable to complete gamification as required. It will be important to ensure adequate IT availability to ensure all workstations are functioning. Application and usability may be a barrier as staff may not be willing to apply gamification within their practice. A strategy to overcome this barrier would be to ensure that staff received appropriate education and training regarding gamification (Caballero & Cossio, 2010). Further barriers surround health literacy of patients. Gamification is only effective if patients understand the concept and obtain knowledge from it. This will be based upon health literacy of the patient which can vary between age and gender.  With this initiative, it will be important to create strategies to engage minority populations. Keselman et al., (2008) note that those who do not access Internet health resources are financially unstable, less educated, over the age of 65, disabled, or ethnic minorities. These populations may require increased time with the staff completing the gamification.

With this proposed change, it would be beneficial to utilize change management strategies to ensure implementation is successful. With the addition of gamification, it would be beneficial to involve all staff who would be affected by this change within the design and implementation of the technology. Staff should be involved when designs are being made regarding gamification and could be involved within design, technology usage, as well as implementation plan (Ball et al., 2011). Engaging individuals is attributed to success within health informatics technology implementation (Caballero & Cossio, 2010). Although, it is difficult to involve all individuals within decision making, it would be wise to sought out suggestions from staff (Ball et al., 2011).

During implementation, it will be important to ensure support and commitment of this initiative by the leadership group (T.I.G.E.R. Technology Informatics Guiding Education Reform (2011). When implementation occurs, it will be preferable for the leader to engage with individuals and model understanding and application of the technology.  Furthermore, leaders should ensure that individuals are aware of resources and assistance they provide during navigation of the new technology (T.I.G.E.R. Technology Informatics Guiding Education Reform (2011).

References

Ball, M. J., Douglas, J. V., Hinton Walker, P., DuLong, D., Gugerty, B., Hannah, K. J., . . .

Troseth, M. R. (Eds.) (2011). Nursing informatics: Where technology and caring meet

(4th ed.). London, England: Springer-Verlag.

Caballero Munoz, E., & Hullin Lucay Cossio, C.M. (2010). Engaging clinicians in health

informatics projects. Students in Health Technology and Informatics, 151. 195-206.

El Morr, C. (2018). Introduction to Health Informatics. Toronto: Canadian Scholars.

Keselman, A., Logan, R., Smith, C., Leroy, G., & Zeng-Treitler, Q. (2008). Developing

informatics tools and strategies for consumer-centered health communication, Journal

of the American Medical Informatics Association, (15), 4, 473– 483,

https://doi-org.ezp.waldenulibrary.org/10.1197/jamia.M2744

T.I.G.E.R Technology Informatics Guiding Education Reform. (2011). Informatics competencies

collaborative team. Retrieved from https://web.archive.org/web/20150910131244/http://www.thetigerinitiative.org/docs/tigerreport_informaticscompetencies.pdf

Sample Answer 3 for NURS 8210 Week 10: Information Systems and Changing Organizational Culture

Nursing practice depends largely on technology to improve care outcomes. Healthcare organizations require nurses to be competent in information technology utilization and have positive attitudes toward health innovations. Nurses should collaborate with other healthcare providers in assessing, planning, implementing, monitoring, and evaluating new technologies needed to enhance outcomes. Therefore, this essay examines important and beneficial competencies for my success as a leader in my practice and the leadership strategies required to create a culture that supports new information technology initiatives. It also focuses on the approaches I will consider to become more proficient in health information technology.

Most Important and Beneficial Competencies

The assigned readings identify important and beneficial competencies to my success as a leader in my practice. First, I should be proficient in analyzing current and emerging healthcare technologies to improve care outcomes. I should analyze evidence-based data to make informed decisions about technologies needed in my practice to optimize safety, quality, and efficiency outcomes. I should be able to track care indicators associated with technology use in my practice. The course materials identify the need for competency in utilizing information systems to evaluate outcomes. Evaluation data provides insights into technology effectiveness and effectiveness in driving improvements in healthcare. Nurses should also be able to use statistical methods to determine cause-effect relationships among care variables influenced by healthcare technologies. For instance, nurses can compare morbidity and mortality rates before and after technology adoption to evaluate its significance (Strudwick et al., 2019). Through this, nurses can initiate continuous improvement strategies.

Nurses should also be proficient in leading technology adoption in their organizations. Nurses should be skilled in guiding healthcare teams to assess, design, implement, and evaluate healthcare technologies. They should act as role models and mentors for best practices in healthcare technology adoption. Patients should enjoy benefits, including easy access to healthcare, reduction in healthcare costs, and adverse events with technology adoption in healthcare. Nurse practitioners should be competent in implementing patient-appropriate technologies to achieve these outcomes. They should seek patient and provider feedback and use it for information technology improvements. For instance, they should use patient experiences with healthcare technologies to develop functionalities that eliminate barriers to healthcare access for patients with limited technology proficiency. Nurses should also facilitate care continuity by coordinating interprofessional care offered using health information technologies. For example, they should be able to coordinate virtual care delivered using technologies such as telehealth. I should also be competent in policy advocacy. I should be able to advocate for healthcare policies that support technology adoption for enhanced outcomes (Monsen et al., 2019). I should ensure technology use in healthcare safeguards patients’ right to safe, quality, and efficient care.

Leadership Strategies

I will employ several leadership strategies identified in Informatics Leadership Standard 12 to establish a culture that supports new information technology initiatives. Advocating for standardized nursing data is among the leadership approaches I will consider to support new information initiatives.  Nursing data entered into electronic health records should be standardized for enhanced clinical decision-making and data sharing. I will lobby for key nursing data inclusion in health technology to improve patient-centeredness and optimum outcomes. Through it, nurses can measure the direct impact of nursing interventions on patient outcomes (Monsen et al., 2019). For example, they will correlate changes in safety events such as medication administration errors and new technology adoption to improve safety.

I will also ensure the active nurses’ involvement in health informatics processes. Nurses’ participation is important in ensuring their needs are considered in the design, implementation, monitoring, and evaluation processes. For example, their inputs inform terminologies that must be embedded into the new systems. I will also promote competency development among nurses to support new information technology initiatives. I will ensure nurses receive regular training and educational opportunities for their proficiency in technology use. For instance, I will advocate for resources for training and educational programs that instill knowledge and skills needed for data protection with technology use. I will also create and share a compelling vision with nurses to support new information technology initiatives. I will use different communication channels to ensure nurses understand the benefits of new technology adoptions (Strudwick et al., 2019). I will also establish forums where nurses can share their insights on information technologies to encourage change among them.

Nurses might resist new information technology initiatives being introduced in the organization. Therefore, I will act as a change agent to facilitate the adoption process. I will lead, coach, and mentor nurses to ensure competency in technology utilization. I will also create recognition systems for tracking improvements. I will motivate nurses by providing incentives for them to support new technology initiatives. Technology adopters should be informed of their successes and challenges in the implementation process. I will create channels for continuous feedback provision to nurses. I will also seek feedback from them and use it for iterative improvements (Forman et al., 2020). For example, feedback about user experiences with new technology initiatives will be used to develop user-friendly interfaces for efficient care delivery.

Analysis

I have the skills to establish a culture supporting new information technology initiatives. For example, I can involve nurses at all levels in technology-related initiatives. I can lead them in implementing new technologies in their practice. I can create and share compelling visions related to new technology adoptions. I am proficient in seeking and providing feedback to technology adopters. I can create multiple channels nurses use to share feedback about new technologies. I can also facilitate the change process (Kleib et al., 2021). I am competent in using change management interventions such as training, encouraging active stakeholder engagement, and rewarding performance to enhance behavioral change.

Despite the above competencies, I should explore some strategies to become more proficient in the skills. First, I should attend more training and workshops on effective storytelling approaches. The training and workshops will build my competencies in creating compelling visions and enhancing communication among healthcare teams. I will also attend trainings and read more on negotiation to enhance my skills in stakeholder engagement. Nurse leaders can experience complexities in managing changes in their organizations. Therefore, I will proactively participate in change management projects to develop a deeper understanding of strategies to facilitate new technology initiatives and address complexities in nursing leadership. I will also attend training and seminars on leading teams to help me learn more about strategies to empower interprofessional teams (Kinnunen et al., 2023). I will also encourage a two-way approach to communication to enhance feedback incorporation into new technology initiatives.

Conclusion

In summary, nurse practitioners should possess information technology competencies for success in their professional practice. I can competently implement several strategies to establish a culture that supports new information technology initiatives. I will explore strategies to become more competent in skills related to new information initiatives implementation. Strategies such as attending training and workshops will be vital for my leadership proficiency.

References

Forman, T. M., Armor, D. A., & Miller, A. S. (2020). A Review of Clinical Informatics Competencies in Nursing to Inform Best Practices in Education and Nurse Faculty Development. Nursing Education Perspectives, 41(1), E3. https://doi.org/10.1097/01.NEP.0000000000000588

Kinnunen, U.-M., Kuusisto, A., Koponen, S., Ahonen, O., Kaihlanen, A.-M., Hassinen, T., & Vehko, T. (2023). Nurses’ Informatics Competency Assessment of Health Information System Usage: A Cross-sectional Survey. CIN: Computers, Informatics, Nursing, 41(11), 869. https://doi.org/10.1097/CIN.0000000000001026

Kleib, M., Chauvette, A., Furlong, K., Nagle, L., Slater, L., & McCloskey, R. (2021). Approaches for defining and assessing nursing informatics competencies: A scoping review. JBI Evidence Synthesis, 19(4), 794. https://doi.org/10.11124/JBIES-20-00100

Monsen, K. A., Bush, R. A., Jones, J., Manos, E. L., Skiba, D. J., & Johnson, S. B. (2019). Alignment of American Association of Colleges of Nursing Graduate-Level Nursing Informatics Competencies With American Medical Informatics Association Health Informatics Core Competencies. Computers, Informatics, Nursing: CIN, 37(8), 396–404. https://doi.org/10.1097/CIN.0000000000000537

Strudwick, G., Nagle, L., Kassam, I., Pahwa, M., & Sequeira, L. (2019). Informatics Competencies for Nurse Leaders: A Scoping Review. The Journal of Nursing Administration, 49(6), 323–330. https://doi.org/10.1097/NNA.0000000000000760