邢唷��>� ��欹�k ��^�bjbj灝灝 >�[f[fCz��d d d d d ��x x x 8� �L!$x 焳bp"�"�"�"�"w#w#w#} } } } } } }$€�穫�D}d �%w#w#�%�%D}d d �"�"�Y}�)�)�)�%pd �"d �"}�)�%}�)�)f爍�顈�"��皍堈��@&RuD }o}0焳杣X;�F'$;��顈;�d 顈w#� $h�)q$T�$w#w#w#D}D}j(Hw#w#w#焳�%�%�%�%��;�w#w#w#w#w#w#w#w#w#�X*: OLD DOMINION UNIVERSITY SCHOOL OFNURSING BACCALAUREATE NURSING PROGRAM COURSE 417 NURSING INFORMATICS FALL 2019 COURSE SYLLABUS COURSE COORDINATOR: Lynn L. Wiles, PhD, RN MSN CEN OLD DOMINION UNIVERSITY, SCHOOL OF NURSING NURS 417: Nursing Informatics TABLE OF CONTENTS General Information厖厖厖厖厖厖厖厖厖厖厖厖厖� 3 Course and Catalog Descriptions 厖厖厖厖厖厖厖.............................. 3 Student Acknowledgment ................................................................................................. 3 Course Concepts and Objectives厖厖厖厖厖厖...厖厖�................ 4 Topic Outline and Objectives ........................................................................................... 9 Teaching and Learning Methods ..................................................................................... 11 Course Textbooks 厖厖厖厖厖厖厖厖厖厖厖厖厖� 11 Evaluation of Student Performance Assignments......................................................................................................... 12 Accessibility ....................................................................................................... 12 Grading Scale厖厖厖厖厖厖厖厖....................................... 13 Student Responsibilities Attendance and Participation 厖厖厖厖厖厖厖厖.............. 13 Cultural Diversity ............................................................................................... 13 Faculty/Student Communication厖厖厖厖厖厖厖厖......... 14 Blackboard Rules of Etiquette ............................................................................ 14 Submission of Assignments ................................................................................ 15 University and School of Nursing Policies and Handbooks ............................... 16 Student Feedback ............................................................................................................ 16 University and School Course Evaluation厖厖厖厖厖厖........... 16 OLD DOMINION UNIVERSITYSCHOOL OF NURSING BACCALAUREATE NURSING PROGRAM COURSE NUMBER NURS 417 COURSE TITLE Nursing Informatics CREDIT HOURS 1 credit hour PREREQUISITES Pre-licensure: 5th semester in the curriculum Post / Concurrent: Admission to the BSN program CO-REQUISITE None PLACEMENT Fall, Spring, Summer COURSE COORDINATOR Lynn L. Wiles, PhD, RN MSN CEN CATALOG DESCRIPTION: This course focuses on information management and the utilization of patient care technologies to improve the patient experience of care (quality, satisfaction, safety), improve the health of populations, and reduce cost. Students will develop knowledge, skills and attitudes related to nursing informatics through readings, online discussions, case studies and exploration and use of electronic modalities. COURSE DESCRIPTION: This course focuses on information management and the utilization of patient care technologies to improve the patient experience of care (quality, satisfaction, safety), improve the health of populations, and reduce cost. The use of standardized terminologies in computer information systems (CIS) to allow for data gathering and evidence-based decision making to enhance inter-professional communication will be emphasized. Legal and ethical management of data will be explored. Student Acknowledgement This syllabus constitutes an agreement between the student and the course instructor about course requirements. Participation in this course indicates your acknowledgement and acceptance of its teaching focus, requirements, and policies. COURSE CONCEPTS AND OBJECTIVES The American Association of Colleges of Nursing (AACN) Essentials of Baccalaureate Education for Professional Practice is a comprehensive set of core standards for baccalaureate-degree nursing education programs. 揟he Baccalaureate Essentials detail standards for preparing bachelor抯 degree nurses to assume roles as care providers, as designers, as managers, and coordinators of care; and as members of a profession� (AACN, 2016 � 5). HYPERLINK "http://www.aacn.nche.edu/publications/order-form/baccalaureate-essentials" http://www.aacn.nche.edu/publications/order-form/baccalaureate-essentials The Essentials are: Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice A solid base in liberal education provides the cornerstone for the practice and education of nurses. Essential II: Basic Organizational and Systems Leadership for Quality Care and Patient Safety Knowledge and skills in leadership, quality improvement, and patient safety are necessary to provide high quality health care. Essential III: Scholarship for Evidence Based Practice Professional nursing practice is grounded in the translation of current evidence into practice. Essential IV: Information Management and Application of Patient Care Technology Knowledge and skills in information management and patient care technology are critical in the delivery of quality patient care. Essential V: Healthcare Policy, Finance, and Regulatory Environments Healthcare policies, including financial and regulatory, directly and indirectly influence the nature and functioning of the healthcare system and thereby are important considerations in professional nursing practice. Essential VI: Interprofessional Communication and Collaboration for Improving Patient Health Outcomes Communication and collaboration among healthcare professionals are critical to delivering high quality and safe patient care. Essential VII: Clinical Prevention and Population Health Health promotion and disease prevention at the individual and population level are necessary to improve population health and are important components of baccalaureate generalist nursing practice. 2 Essential VIII: Professionalism and Professional Values Professionalism and the inherent values of altruism, autonomy, human dignity, integrity, and social justice are fundamental to nursing Essential IX: Baccalaureate Generalist Nursing Practice The baccalaureate-graduate nurse is prepared to practice with patients, including individuals, families, groups, communities, and populations across the lifespan and across the continuum of healthcare environments. The baccalaureate graduate understands and respects the variations of care, the increased complexity, and the increased use of healthcare resources inherent in caring for patients (AACN, 2008). Course objectives are aligned with the AACN Baccalaureate Essentials as highlighted in the following table. ConceptDefinition Course Objective After completion of NURS 417 the student will be able to:AACN EssentialCritical ThinkingCritical Thinking is a purposeful, reflective and goal directed activity that aims to make judgments based on evidence rather than conjecture. It is based on the principles of science and the scientific method. Critical thinking is a reasoned interactive process that requires the development of strategies that maximize human potential. Understand types and sources of data captured by information systems, including data quality and type (e.g., structured data, free-text narratives) and the value and importance of big data to improve patient care.Essential II: Basic Organizational and Systems Leadership for Quality Care and Patient Safety Essential III: Scholarship for Evidence Based Practice Essential IV: Information Management and Application of Patient Care Technology Essential IX: Baccalaureate Generalist Nursing PracticeNursing PracticeNursing practice is the promotion, maintenance or restoration of health throughout the lifespan by independent or interdependent nursing interventions within accepted standards of care and theoretical frameworks. When recovery is not possible, the facilitation of a peaceful death becomes the planned outcome. Nursing practice involves relationships with clients, families, groups and communities. Nursing practice requires utilization of critical thinking, demonstrated cognitive, affective and psychomotor expertise, as well as attuned therapeutic communication, interpersonal skills, and responsiveness to individuals� experiential and cultural realities. Evaluate data to inform practice and use standardized terminologies to reflect nurses� contributions to patient outcomes and nurse-sensitive outcomes. Explore the use of telehealth in nursing practice.Essential IV: Information Management and Application of Patient Care Technology Essential VI: Interprofessional Communication and Collaboration for Improving Patient Health Outcomes Essential VII: Clinical Prevention and Population Health Essential VIII: Professionalism and Professional Values Essential IX: Baccalaureate Generalist Nursing PracticeCommunicationCommunication is an on-going two way process by which verbal and non-verbal messages are sent and received. Communication in nursing establishes relationships through active listening, empathy and respect for self, clients and colleagues. Through the use of therapeutic communication the nurse forms working relationships with clients, families, groups and communities to facilitate adaptation to health problems and promote healthy lifestyles.Advocate, recognize the importance of information technologies, and demonstrate skills in the use of patient care technologies and information systems, including clinical information systems and communication devices, and to ensure safe and quality care and documentation. Essential IV: Information Management and Application of Patient Care Technology Essential VI: Interprofessional Communication and Collaboration for Improving Patient Health Outcomes Essential VII: Clinical Prevention and Population Health Essential VIII: Professionalism and Professional Values Essential IX: Baccalaureate Generalist Nursing Practice TeachingTeaching is an interactive process and a multidirectional, culturally sensitive transmission of information based on a set of theories, research findings, and skills. Teaching in nursing is a deliberate and focused activity involving assessment, planning, implementation and evaluation. Teaching increases the likelihood that clients, families, groups and communities will understand health status, health promotion, care options, and possible outcomes of options selected. Describe approaches to guiding healthcare consumers to high-quality web-based health information. Analyze the effects of health literacy on patient care and teaching. Essential IV: Information Management and Application of Patient Care Technology Essential VII: Clinical Prevention and Population Health Essential VIII: Professionalism and Professional Values Essential IX: Baccalaureate Generalist Nursing Practice ResearchResearch is a prescribed, systematic, diligent process of inquiry to develop new knowledge or relationships and validate or refine existing knowledge. Nursing research is the foundation for evidence-based practice that directly or indirectly promotes quality outcomes. Evaluate informatics research data to inform practice and use standardized terminologies to reflect nurses� contributions to patient outcomes and nurse-sensitive outcomes. Be able to interpret data from multiple sources and apply these data to effective clinical decision-making.Essential III: Scholarship for Evidence Based Practice Essential IV: Information Management and Application of Patient Care Technology Essential VII: Clinical Prevention and Population Health Essential IX: Baccalaureate Generalist Nursing Practice LeadershipLeadership is an action requiring the ability to use critical thinking, develop and maintain group effectiveness, communicate professionally, and demonstrate fairness, accountability, competence, and creativity. Leadership is the use of personal traits and power to constructively, legally, and ethically influence others toward an endpoint, vision, or goal. Identify the tools necessary to manage nursing business processes. Discuss data management to improve outcomes using quality improvement and benchmarking in patient care. Essential II: Basic Organizational and Systems Leadership for Quality Care and Patient Safety Essential IV: Information Management and Application of Patient Care Technology Essential IX: Baccalaureate Generalist Nursing Practice ProfessionalismProfessionalism is based on legal and ethical principles. It is a practice hallmarked by accountability, advocacy, self-direction, life-long learning, personal moral development, and awareness of public policy impacting healthcare. Professional practice requires the ability to critically think, engage in productive conflict resolution, utilize current research and maintain collaborative relationships. Apply safeguards, decision support tools, and ethical standards to support a safe practice environment. Discuss the influence of policy and ethics, in regard to patient engagement, clinical decision support and the delivery of safe, high quality care.Essential II: Basic Organizational and Systems Leadership for Quality Care and Patient Safety Essential III: Scholarship for Evidence Based Practice Essential V: Healthcare Policy, Finance, and Regulatory Environments Essential IV: Information Management and Application of Patient Care Technology Essential VIII: Professionalism and Professional Values Essential IX: Baccalaureate Generalist Nursing Practice CultureCulture is the learned, shared, and transmitted values, beliefs, norms, and specific life ways of clients, families, groups, and communities, that guides thinking, decisions and actions in patterned ways. Culture embodies religious, spiritual, philosophical, ethnic, racial, kinship, societal, economic, legal, ethical, technical and educational factors. The nurse demonstrates cultural awareness and sensitivity to diverse clients, families, group, and communities.Understand how to use patient care technologies for diverse patient populations.Essential IV: Information Management and Application of Patient Care Technology Essential VII: Clinical Prevention and Population Health Essential IX: Baccalaureate Generalist Nursing Practice TOPICAL OUTLINE: Introduction to Nursing Informatics Social and Professional Networking Theoretical Basis Informatics benefit for the Consumer The Empowered Consumer Interoperability at the National and International Levels Electronic health information Systems, EHRs and Meaningful use Educational Informatics: eLearning Informatics in Management and Quality Improvement Code of Ethics for Nursing and Informatics Laws rules & regulations Telehealth/ Telenursing Evolving Trends Mobile Computing Cloud storage Topic Objectives At the end of each of the following modules the student will be able to: Module 1 Web course overview and directions module. Module 2 Define nursing informatics Describe forces, both internal and external to healthcare, that are a driving force toward a greater use of informatics. Explain the need for nurses to be computer and information literate in today抯 healthcare environment. Compare and contrast three social media applications pertinent to professional networking. Explore the safe use of social media. Examine ethical and legal implications for breaches of health information by health professionals. Compare and contrast the guidelines for use of social medial for the National Council of 51本色 Boards of Nursing (NCSBN) and the American Nurses Association (ANA). Describe the theoretical basis for nursing informatics. Analyze nursing informatics roles for nurses. Identify professional health informatics groups. Module 3 Differentiate between electronic an electronic patient record, an electronic health record, and a personal health record. Describe healthcare smart cards. Analyze the effect of consumer empowerment on healthcare. Analyze the effects of health literacy on patient care and teaching. Describe approaches to guiding healthcare consumers to high-quality web-based health information. Module 4 Describe how the electronic medical record (EMR), electronic health record (EHR), and the electronic personal health record (ePHO) relate to emerging clinical information systems. Discuss the importance for use of data standards for EHRs. Discuss the relationship between 搈eaningful use� and best practices for healthcare delivery. Identify two quality measures that would benefit the nurse who has a voice in the selection of an electronic clinical system. Explain why the Leapfrog Group recommends the use of computerized provider order entry (CPOE). Discuss the risks and opportunities for sharing clinical data. Discuss how the issue of interoperability affects the sharing of patient health information. Explore how informatics is used to facilitate disease surveillance and disaster planning. Explore the roles of informatics nurses. Module 5 Identify strengths and weaknesses and emerging trends of e-learning Discuss the learning opportunities that simulation provides nursing education. Discuss how online databases of teaching/learning resources such as the MERLOT project benefit learners. Identify the tools necessary to manage business processes in nursing services. Discuss data management to improve outcomes using quality improvement and benchmarking in patient care. Module 6 Discuss the similarities and differences between professional nursing codes of ethics and professional informatics associations� codes. Identify strengths and weaknesses of the Health Insurance Portability and Accountability Act (HIPAA). Identify ethical standards related to data security, regulatory requirements, confidentiality and patient抯 right to privacy. Discuss the influence of policy and ethics, in regard to patient engagement, clinical decision support and the delivery of safe, high quality care. Module 7 1. Explore the use of telehealth technology in nursing practice. 2. Describe ways that telehealth can be used to deliver healthcare. 3. Identify legal, ethical, and regulatory issues of home telehealth practice. 4. Compare and contrast nursing research highlighting implementation of telehealth. Module 8 1. Discuss the use of mobile computing in the clinical and learning settings. 2. Describe the strengths and weaknesses of smartphones and tablets in the clinical and learning settings. 3. Discuss data security issues associated with the use of mobile computing. 4. Discuss the PICO framework when investigating evidence-based practice needs. 5. Discuss how to use information literacy skills to find and evaluate healthcare information on the internet and identify scholarly information. TEACHING/LEARNING METHODS: This is an online course. Assigned readings, written and oral assignments and exams on assigned readings and course content will be used to achieve the course objectives. Teaching strategies include but are not limited to lecture/discussion, on-line text book resources, discussion board posts and case studies. COURSE TEXTBOOKS: Required Texts: Sewell, J. (2019). Informatics and nursing: Opportunities and challenges (6th ed.). Wolters Kluwer: Philadelphia PA. ISBN13:978-1-4963-9406-4 APA Manual 6th edition. Please refer to the 51本色 version for title page template. ISBN: 13: 978-1-4338-0561-5 Recommended Texts- none EVALUATION OF STUDENT PERFORMANCE AND GRADING: The final course grade will be comprised of the following components: ModuleDeliverable Due Dates All assignments are due at 2359 eastern timeAssignment Weight1Intro video 5%2Discussion Board: Social media 5%3Assignment 1: Discussion Board: Smart Cards Assignment 2: Website Comparison Using PEMAT 5% 15%4Blackboard Quiz 10%5Assignment 1: Simulation or MERLOT Assignment 2: Data Benchmarking 10% 20%6Discussion Board: Privacy Rights Clearing House 5%7Discussion Board5% 5%8Assignment 1: Discussion Board: Mobile Computing Assignment 2: PICO / Levels of Research 5% 15%9Course wrap-up and summary n/a See the Course Planner for due dates. Assignment directions and evaluation rubrics are available on the course Blackboard site. The equally weighted average of the in-class exams must be an�80 or higher to爌ass all nursing courses. Accessibility Students are encouraged to self-disclose disabilities that have been verified by the Office of Educational Accessibility by providing Accommodation Letters to their instructors early in the semester in order to start receiving accommodations. Accommodations will not be made until the Accommodations Letters are provided to instructors each semester. Students with disabilities who self-disclose are also encouraged to provide Accommodation Letters to their academic advisors so that the advisors can best guide them through courses and degree requirements. Students who have a documented disability may elect not to disclose their disability. In this case, course accommodations will not be provided. However, if the student seeks accommodations later in the semester, the student should be aware that all previous grades will stand as earned. Once requested, the Office of Educational Accessibility will attempt to implement accommodations in a timely manner, usually within two weeks. Undergraduate Grading Scale The grading scale for the undergraduate program in School of Nursing will be utilized to determine the course grade (see below). Students wishing to appeal a grade must follow the grade appeal policy in the 51本色 General Catalog or 51本色 Student Handbook. A 95-100 4.0 C+ 83-84 2.3 A- 93-94 3.7 C 80-82 2.0 B+ 91-92 3.3 D 70-79 1.0 B 87-90 3.0 F 69 and below B- 85-86 2.7 A grade of 揅� or better in all nursing courses is required to continue in the nursing program. In order to achieve a grade of 揅�, in class objective test grades in a nursing course must average to a minimum of 80. A student who does not achieve an 80 or better average on in class objective test grades in a nursing course will receive a grade of 揇 or F� and will not be considered to be in good academic standing in the major. Any nursing course in which a grade less than 揅� is earned must be repeated. STUDENT RESPONSIBILITIES Attendance and Participation There are no face to face meetings in NURS 417. Participation will be determined by the submission of assignments. Requirements for readings may be changed based upon identified learning needs. Cultural Diversity Our aim in this class will be to offer regard for varied and diverse perspectives, all of which should add to and enhance our understanding of professional communication.燱e will hopefully have a desire to be participative in class, to offer praise and criticism in tactful fashions, and to foster class cohesion, celebrating our similarities and differences.燩lease examine the course schedule as soon as possible; should there be any specific circumstances that the instructor needs to be aware of, such as a need for special services or a religious holiday conflict, please provide such information immediately via email. Faculty-Student Communication The 51本色 Dominion University e-mail and Blackboard course management systems are the official electronic mail system for distributing course-related communications, policies, announcements and other information. Students are expected to review Blackboard 揂nnouncements� and 51本色 e-mail at least every other day to stay current with communications from the faculty. Students are responsible for all information contained within the Bb site. Students are required to make sure 51本色 mailboxes do not become 揻ull� as this does not allow faculty e-mails to go through. Missed information from either method is not the faculty抯 responsibility. Communications between and among students and faculty should always remain professional nature. Unprofessional communication either in a face to face discussion or via 51本色 email may result in course failure. Face to face communication: When addressing faculty in face to face communications. Please begin the conversation with your name, lecture section and laboratory / clinical section. Electronic communication: Begin e-mail with a salutation and end with your name, your lecture section and laboratory / clinical section. Faculty will respond within 48 hours to any message unless they have notified you in advance of a period when they are unavailable. If they leave emergency instructions follow them. Blackboard Rules of Etiquette The Blackboard Learning System offers students a robust set of tools, functions, and features for learning. Blackboard is used by all students enrolled in the course along with faculty. Over the years of working with blackboard, faculty have developed several Rules of Etiquette. These Rules of Etiquette enable blackboard to remain a robust learning tool. Attention to these rules is expected as a member of this course. Communication posted by one student is visible by all students and professors associated with the course. If you have specific questions or concerns, please e-mail or call your group professor directly. Posting of negative comments and/or opinions are both distractive and annoying to other students not involved in your specific conversation and/or area of concern. It is not acceptable to complain and/or comment about other students on blackboard. Concerns of this nature are to be addressed directly with the professor via e-mail and/or phone. This type of behavior is both offensive to students and counter-productive to achieving course objectives. Course professors teach several courses a semester and may not be on blackboard every day. Professors will post their office hours as well as provide a timeframe for returning course work. Availability may vary between professors when more than one professor is associated with the course. It is not acceptable to complain and/or comment about professors on blackboard. Concerns of this nature are to be addressed directly with the professor via e-mail and/or phone. This type of behavior is both offensive to the professor and counter-productive to achieving course objectives. The amount of time required to access blackboard will be directed by the professor. If group work is in progress, the group will decide (and the professor will approve) how often one must access blackboard to actively participate in group discussions. Some students like to comment on blackboard several times a day while others may sign on only once a week or once a month. Please sign on blackboard once a day to pick up announcements from the professor and remain an informed group member. Contact your group professor if this is problematic. Submission of Assignments You are expected to complete assignments on time. All assignments must be turned in by the date and time established by the course coordinator as published in the syllabus and/or posted on the Blackboard course site. If you should have difficulties or questions when completing the assignment, contact the course coordinator/faculty to seek guidance before the assignment is due. Extensions may be requested for extenuating circumstances, and will be considered on a case-by-case basis at the discretion of the course faculty. In the Undergraduate program, late assignments without granted extensions will incur a mandatory 10 point deduction if submitted within 24 hours past the published due date. After 24 hours, if at the discretion of the faculty the assignment is accepted for grading, the maximum grade will be an 80%. Further point deductions will be taken based on the assignment requirements. The School of Nursing has adopted the Style Manual of the American Psychological Association (APA Style Manual) for use in written assignments. Students are responsible for adhering to the guidelines set forth in the most recent edition of the Manual. Papers submitted in the School of Nursing will be graded on the basis of adherence to APA guideline. Proofread your papers before turning them in. If you have difficulty proofreading, then have someone else proof your paper. Errors in spelling, grammar, sentence structure, punctuation, and format will result in a significant point deduction from the total point score for the assignment. Please be sure that you title the electronic files you will be submitting to include your last name and the name of the assignment (i.e. Smith-TeachingPaper.doc) Assignments will be submitted via Safe Assign unless otherwise indicated by course coordinator Grading criteria will be provided for course assignments. Use them to ensure that you have addressed all required components for an assignment. A completed scoring will be returned with each assignment that will show you how your work was evaluated. If you have questions or comments about a grade please contact the course coordinator. Note: Draft papers will not be reviewed unless otherwise indicated. This maintains a sense of fairness for all students. If you have any questions related to draft papers, contact the course coordinator or section professor. Recommendations Saving Course Assignments For your protection, please make an electronic copy of all work prior to submitting the assignment. Make sure you save the "Purpose" of the assignment as listed in the assignment guidelines. The "Purpose" of each assignment will be required as part of the e-portfolio created as a capstone project in the School of Nursing. University and School of Nursing Policies and Handbooks Students are responsible for the information in the School of Nursing Undergraduate Student Handbook, and are expected to read and familiarize themselves with the material contained therein. The Student Handbook is found on Blackboard under My Professional Learning / Pre-licensure OR Nursing Concurrent � RNtoBSN / Resources tab. Students are expected to adhere to these policies which include, but are not limited to: Honor Code and Scope of the Honor CodeStudent Code of Conduct / MONARCH Creed Social Media Use School of Nursing Computer Policy STUDENT FEEDBACK University Course Evaluations The University uses an online course evaluation system. Approximately three weeks before the end of the semester students will receive an email notice containing directions for accessing the online course evaluation system to complete evaluations on courses in which they have been enrolled that semester. Submission of a course evaluation is anonymous, and every effort should be made to provide feedback on the quality of the instruction received and the effectiveness of the faculty. Student feedback is important and appreciated. School of Nursing Course Summaries Student course summary forms are utilized by faculty in the School of Nursing to obtain feedback from students on the components of the course and its delivery; it is not an evaluation of the faculty. A link to complete the student course summary form online and anonymously through an online survey system will be posted to the Blackboard course site, where instructions for completion and submission of the survey will be provided. 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