NURS 8210 Week 7: Nursing and Health Care Informatics Tools: Telehealth, Robotics, and Decision Support Systems ORDER NOW FOR ORIGINAL PAPERRubric Detail
NURS 8210 Week 7: Nursing and Health Care Informatics Tools: Telehealth, Robotics, and Decision Support Systems
Nursing and Health Care Informatics Tools: Telehealth, Robotics, and Decision Support Systems
Health information technology includes a wide range of systems that electronically capture and disseminate information related to patient care. These clinical systems can lead to a higher quality of care and support evidence-based practice. Prominent clinical systems include computerized provider order entry (CPOE), electronic prescribing (e-prescribing), and picture archiving and communication systems (PACS). Certain clinical systems also provide decision support to providers, serving as adjuncts to human decision making rather than supplanting it. One challenge in designing these systems is to incorporate the support tools unobtrusively into the providers’ clinical work flow.
Other clinical applications are found in the field of telehealth, or telemedicine. These permit providers and organizations to deliver care and services to patients in other geographic locations.
This week, you will explore the use of decision support systems along with cutting-edge technologies that seek to improve patient care and health outcomes.
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Learning Objectives
Students will:
- Evaluate the use of decision support tools in clinical practice
- Appraise innovative technologies used in health care
Photo Credit: Science Photo Library / Brand X Pictures / Getty Images
Learning Resources
Nursing and Health Care Informatics Tools: Telehealth, Robotics, and Decision Support Systems Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Course Text: 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.
- Chapter 18, “Extending Care: Voice Technology”
- Chapter 21, “Local Global Access: Virtual Learning Environments”
Chapter 18 provides an overview of the capability of voice assistive technologies to address the demands of health care environments. Chapter 21 features classroom technology trends that are equipping future nurses for practice.
Course Text: American Nurses Association. (2008). Nursing informatics: Scope and standards of practice. Silver Spring, MD: Author.
- “The Future of Nursing Informatics” (pp. 52-62)
- “Integrated Functional Areas: Telehealth and Informatics” (pp. 36-37)
The excerpts found here provide an overview of future advancements of informational technology systems’ hardware and design models.
Munih, M., & Bajd, T. (2010). VI.3. Rehabilitation robotics. Studies in Health Technology and Informatics, 152, 353–366. Retrieved from the Walden Library databases. In this article, the authors delve into the future of rehabilitation by examining the ways that virtual reality and robotics will transform exercise and management systems used by physical therapists.
Nolan, R. P., Upshur, R. E., Lynn, H., Crichton, T., Rukholm, E., Stewart, D. E., . . . Chen, M. H. (2011). Therapeutic benefit of preventive telehealth counseling in the Community Outreach Heart Health and Risk Reduction Trial. The American Journal of Cardiology, 107(5), 690–696. Retrieved from the Walden Library databases. The authors outline a clinical study that examined the benefits of telehealth counseling. They also analyze motivational interviewing as an agent to change daily behaviors and attitudes of those with cardiovascular disease.
Singh, R., Mathiassen, L., Stachura, M. E., & Astapova, E. V. (2010). Sustainable rural telehealth innovation: A public health case study. Health Services Research, 45(4), 985–1004. Retrieved from the Walden Library databases. This qualitative study examines previous telehealth implementations in efforts to improve future developments and sustainability in rural areas.
Stewart, S., Hansen, T. S., & Carey, T. A. (2010). Opportunities for people with disabilities in the virtual world of second life. Rehabilitation Nursing, 35(6), 254-259. Retrieved from the Walden Library databases. Use this article to examine the physical and emotional benefits that virtual realities can bring to people with disabilities.
View various technology integration stories in the field of health care at this website
Required Media
Laureate Education, Inc. (Executive Producer). (2011). Transforming nursing and healthcare through technology: Clinical decision support. Baltimore, MD: Author.
Note: The approximate length of this media piece is 12 minutes.
In “Clinical Decision Support” the presenters discuss how data management systems combine with practitioner knowledge to create the best medical and economical solutions for patient care.
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
Laureate Education, Inc. (Executive Producer). (2011). Transforming nursing and healthcare through technology: Telehealth. Baltimore, MD: Author.
Note: The approximate length of this media piece is 8 minutes.
In “Telehealth,” Dr. Speedie and Dr. Johnson expound upon the emerging technological developments in telehealth.
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
Optional Resources
Bryan, C., & Boren, S. A. (2008). The use and effectiveness of electronic clinical decision support tools in the ambulatory/primary care setting: A systematic review of the literature. Informatics in Primary Care, 16(2), 79–91.
Feldman, L. (2010). Meaningful use: Hospitals advised to be thorough when deploying clinical decision support tools. Hospitals & Health Networks 84(5), 16.
Discussion: Welcome to the Week 7 Discussion area!
Post your responses to the Discussion based on the course requirements.
Your Discussion postings should be written in standard edited English and follow APA guidelines as closely as possible given the constraints of the online platform. Be sure to support your work with specific citations from this week’s Learning Resources and additional scholarly sources as appropriate. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct. Initial postings must be 250–350 words (not including references).
Submission and Grading Information
Grading Criteria
Post by Day 3 and Respond by Day 6
To participate in this Discussion:
Assignment: Application 3: Health Information Technology Project [Major Assessment 5]
Continue working on Application 3: Health Information Technology Project [Major Assessment 5], assigned in Week 4 and due by Day 7 of Week 9. Consider the innovative aspects of the system you are evaluating. How long has the system been in place? When is an upgrade scheduled? Include information presented this week as appropriate.
By Day 7 of Week 9
Submit your Assignment.
Grading Criteria
Document: Week 9 Major Assessment 5 Rubric (Word document)
Week in Review
This week you appraised innovative technologies used in health care and evaluated the use of decision support tools in clinical practice. Next week you will examine how consumer health literacy is affecting nursing practice, and consider how you might be able to assist consumers in accessing, understanding, and applying online health information.
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Name: NURS_8210_ Week7_Discussion_Rubric
| Exemplary | Proficient | Sufficient | Developing | |||
| Discussion Postings and Responses | 4 (100%) – 4 (100%)
• Discussion postings and responses are responsive to the requirements of the Discussion instructions and are posted by the due date. • Discussion postings and responses significantly contribute to the quality of interaction by providing rich and relevant examples, applicable research support, discerning ideas, and/or stimulating thoughts/probes and are respectful when offering suggestions, constructive feedback, or opposing viewpoints. • Discussion postings and responses demonstrate an in-depth understanding of concepts and issues presented in the course (e.g., insightful interpretations or analyses, accurate and perceptive parallels, and well-supported opinions) and are well supported, when appropriate, by pertinent research. • Discussion postings and responses provide evidence that the student has read and considered a sampling of colleagues’ postings and synthesized key comments and ideas, as applicable. |
3 (75%) – 3 (75%)
• Discussion postings and responses are responsive to the requirements of the Discussion instructions and are posted by the due date. • Discussion postings and responses contribute to the quality of interaction by providing examples, research support when appropriate, ideas, and/or thoughts/probes, and are respectful when offering suggestions, constructive feedback, or opposing viewpoints. • Discussion postings and responses demonstrate some depth of understanding of the issues and show that the student has absorbed the general principles and ideas presented in the course, although viewpoints and interpretations are not always thoroughly supported. • Discussion postings and responses provide evidence that the student has considered at least some colleagues’ postings and synthesized some key comments and ideas, as applicable. |
2 (50%) – 2 (50%)
• Discussion postings and responses are posted by the due date but are not always responsive to the requirements of the Discussion instructions. • Discussion postings and responses do little to contribute to the quality of interaction or to stimulate thinking and learning. • Discussion postings and responses demonstrate a minimal understanding of concepts presented, tend to address peripheral issues, and, although generally accurate, display some omissions and/or errors. • Discussion postings and responses do not provide evidence that the student has considered at least some colleagues’ postings or synthesized at least some key comments and ideas, as applicable. |
0 (0%) – 1 (25%)
• Discussion postings and responses are posted past the late deadline, defined as 11:59 p.m. on the due date, and/or do not address the requirements of the Discussion instructions. • Discussion postings and responses do not contribute to the quality of interaction or stimulate thinking and learning. • Discussion postings and responses do not demonstrate an understanding of the concepts presented in the course, and/or do not address relevant issues, and/or are inaccurate and contain many omissions and/or errors. • Discussion postings and responses do not provide evidence that the student has read or considered colleagues’ postings, as applicable. |
||
| Total Points: 4 | ||||||
Name: NURS_8210_ Week7_Discussion_Rubric
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