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NURS 6051 Discussion: The Inclusion of Nurses in t

NURS 6051 Discussion: The Inclusion of Nurses in the Systems Development Life Cycle Discussion: The Inclusion of Nurses in the Systems Development Life Cycle NURS 6051 Discussion In the media introduction to this module, it was suggested that you as a nurse have an important role in the Systems Development Life Cycle (SDLC). With a focus on patient care and outcomes, nurses may not always see themselves as contributors to the development of new systems. However, as you may have observed in your own experience, exclusion of nurse contributions when implementing systems can have dire consequences. Click here to ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT ON Discussion: The Inclusion of Nurses in the Systems Development Life Cycle NURS 6051 Discussion In this Discussion, you will consider the role you might play in systems development and the ramifications of not being an active participant in systems development. To Prepare: Review the steps of the Systems Development Life Cycle (SDLC) as presented in the Resources. Reflect on your own healthcare organization and consider any steps your healthcare organization goes through when purchasing and implementing a new health information technology system. Consider what a nurse might contribute to decisions made at each stage of the SDLC when planning for new health information technology. Discussion: The Inclusion of Nurses in the Systems Development Life Cycle NURS 6051 Discussion By Day 3 of Week 9 Post a description of what you believe to be the consequences of a healthcare organization not involving nurses in each stage of the SDLC when purchasing and implementing a new health information technology system. Provide specific examples of potential issues at each stage of the SDLC and explain how the inclusion of nurses may help address these issues. Then, explain whether you had any input in the selection and planning of new health information technology systems in your nursing practice or healthcare organization and explain potential impacts of being included or not in the decision-making process. Be specific and provide examples. Discussion: The Inclusion of Nurses in the Systems Development Life Cycle NURS 6051 Discussion By Day 6 of Week 9 Respondto at leasttwoof your colleagues* on two different days, by offering additional thoughts regarding the examples shared, SDLC-related issues, and ideas on how the inclusion of nurses might have impacted the example described by your colleagues. *Note:Throughout this program, your fellow students are referred to as colleagues. According to McGonigle and Mastrian (2017), “SDLC is a way to deliver efficient and effective information systems that fit with the strategic business plan of an organization” (p. 175). The stages of the SDLC follow the waterfall model and include feasibility, analysis, design, implement, test and maintain. Consequences of a healthcare organization not involving nurses in each stage of the SDLC when purchasing and implementing a new health information technology system may include delays, unmet needs, costly decision making, waste of resources or inefficient decision making (Laureate Education, 2018b). Interoperability is described as the ability of computer systems to exchange information with another system which needs to be phased in overtime (Laureate Education, 2018a). When looking at the high volume of different workflows seen in different systems one can imagine there are multiple challenges faced in implementing a new health information technology system. These challenges may be overcome by using technical standards (Laureate Education, 2018a). In 2018 I had the chance to help test a new interoperability coming to the hospital I work at. We were connecting our MARs to our IV pumps. The thought was to be able to scan a medication, scan the pump and then the information would flow over to the pump so that the RN does not have to manually program the pump. I attended two testing dates. At these dates there were bedside nurses from across the ministry all in one room to test every single medication in the system. The goal was to make sure all of the medication were working in the system, however pretty quickly the nurse started noticing failures. The two days ended up being a time when nurses were able to give their opinion on smooth transition and implementation. It became very evident that the team setting all of this up had not consulted any bedside nurses. We were scheduled to go live with our Epic/Alaris Interop in January of 2019 but we did not go live until March. References Laureate Education (Producer). (2018a).Interoperability, Standards, and Security[Video file]. Baltimore, MD: Author Laureate Education (Producer). (2018b).Managing Health Information Technology[Video file]. Baltimore, MD: Author. McGonigle, D., & Mastrian, K. G. (2017).Nursing informatics and the foundation of knowledge(4thed.). Burlington, MA: Jones & Bartlett Learning. Submission and Grading Information Rubric Detail Select Grid View or List View to change the rubric’s layout. Name: NURS_5051_Module05_Week09_Discussion_Rubric Grid View List View Excellent Good Fair Poor Main Posting 45 (45%) – 50 (50%) Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. 40 (40%) – 44 (44%) Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. At least 75% of post has exceptional depth and breadth. Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. 35 (35%) – 39 (39%) Responds to some of the discussion question(s). One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors. 0 (0%) – 34 (34%) Does not respond to the discussion question(s) adequately. Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style. Main Post: Timeliness 10 (10%) – 10 (10%) Posts main post by day 3. 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) Does not post by day 3. First Response 17 (17%) – 18 (18%) Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English. 15 (15%) – 16 (16%) Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. 13 (13%) – 14 (14%) Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. 0 (0%) – 12 (12%) Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited. Second Response 16 (16%) – 17 (17%) Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English. 14 (14%) – 15 (15%) Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. 12 (12%) – 13 (13%) Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. 0 (0%) – 11 (11%) Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited. Participation 5 (5%) – 5 (5%) Meets requirements for participation by posting on three different days. 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) Does not meet requirements for participation by posting on 3 different days. Total Points: 100 Name: NURS_5051_Module05_Week09_Discussion_Rubric

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