NURS 6401: Informatics in Nursing and Healthcare | Week 10

Think about how health care has changed and progressed throughout the years. What common and accepted practices of the past are not used today? To reflect upon this, consider the following:

• In the 1940s and 50s, lobotomies and electric shock therapy were performed as common psychiatric interventions.
• In the 1950s and 60s, most children received tonsillectomies as a routine treatment to prevent sore throats.
• Prior to the 1990s, smoking was permitted in most public areas, including hospitals.

In light of new research and better evidence, these and many other practices have been discarded or revised to improve health outcomes.

This week, you explore how technologies, such as clinical decision support (CDS) systems, provide nurses with evidence-based research faster than ever before.

Learning Objectives – NURS 6401 Week 10: Evidence-Based Content and Decision Support

Students will:

• Evaluate evidence underlying health care practices
• Analyze the use of informatics technologies to promote evidence-based practices
• Evaluate digital communications as a means to support growth as a scholar practitioner

Discussion: Evidence-Based Practice

On occasion, some processes have crept into nursing and medical practice without appropriate evidence to back up their use. For example, consider tetanus shots. In the past, tetanus shots were given to patients who stepped on a rusty nail. It was assumed—at the time—that if the nail was rusty, it must have had some contact with the barnyard soil outside, which meant that it would be contaminated with bacteria. For a while this thinking made sense. As time went on, however, tetanus shots continued to be given to patients who cut themselves on rusty objects, regardless of where the rusty object had come from. And, of course, fewer and fewer people lived within close proximity to barnyards and associated contamination.

As this week’s examples highlight, not all practices that nurses engage in are tied to evidence. For this reason, clinical decision support (CDS) systems have been created. CDS systems support the decision-making tasks of nursing professionals. As the nurse inputs patient information into the CDS system, evidence-based content is provided back to the nurse. The nurse can then combine this content with their own nursing knowledge to diagnose and treat the patient. One of the most useful characteristics of CDS systems is that they are available during the point of care. No longer do nursing professionals have to consult thick research books; a great deal of information can be accessed with a few strategic clicks!.

In this Discussion, you continue to explore CDS systems. In addition, you investigate whether or not a health care practice with which you are familiar is grounded in evidence-based practice.

To prepare:

• Review this week’s Learning Resources and consider how nurses can determine if they are using evidence-based practices in patient care.
• Select one health care practice (e.g., using alcohol swabs before giving an injection) with which you are familiar. Conduct research to determine if this practice is grounded in research.
• Consider how a clinical decision support system provides evidence-based content to its users.
• What are the benefits and challenges of using CDS systems? How can this assist nurses in providing evidence-based care to their patients?

By Day 3

Post a description of the health care practice you selected. Explain whether the evidence you found supports or opposes the practice and whether you believe this process is grounded in evidence-based practice. Next, explain how informatics technologies, such as CDS systems, can facilitate nurses moving toward evidence-based practices. Justify your response.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days using one or more of the following approaches:

• Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
• Offer and support an alternative perspective, using readings from the classroom or from your own research in the Walden Library.
• Validate an idea with your own experience and additional research.NURS 6401 Week 10: Evidence-Based Content and Decision Support

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Week 10: Evidence-Based Content and Decision

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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