POSTCARD FROM THE FUTURE ASSIGNMENT EXAMPLE

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Postcard from the future assignment example

Postcard from the future assignment example
Postcard from the future assignment example
 Assignment 1: Postcard from the Future
Introduction
The delivery of healthcare services depends to a huge extent on its effectiveness of decision making. Every action taken by the nurses relies on the information they have acquainted themselves with. The process of nursing starts by obtaining and passing information in the first and subsequent stages. Nursing informatics deals with data management, knowledge, information, and wisdom that can be of used in the nursing field Postcard from the future assignment example. Since we are living in an era of Electronic Health Care, it is not possible to ignore the concept of Nursing Informatics in nursing practice (Kaur et al 2015). This is because; all nurses must make use of informatics skills in their practice.
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However, change is inevitable. And the rate at which Information Communication Technology (ICT) is evolving means that in the near future, either, new skills in nursing informatics will be invented, or the existing ones will have evolved in their method and way of use.
As a result of these changes-expected in the Nursing Informatics- a new technology likely to integrate the factors discussed below is likely to be adopted.
Technological inventions
This will put into consideration all ICT elements which may include, media or digital devices already used by the nurses as they offer healthcare. Mair et al (2012), made a suggestion about the division of e-health, that is “the use of emerging information and communications technology, especially the Internet, to improve or enable health and healthcare” (Mair et al, 2012).  These changes will be realized in four domains:
Management systems– though which information can be acquired, stored, transmitted and displayed. The information may include administrative, health as well as clinical activities and the patient information will be displayed as recorded (Stolfi et al 2007).
Communication systems- these will be used in communication by participants who are far apart. Important information about the patients; counseling, management and diagnosis will be relayed via telecommunication devices for effective nurse care. The use will involve telemedicine, tele-care systems among others. Emails and smart phones will be very useful in undertaking the activities. This will prevent nurses or patients walking for longer distances in provision of care or acquisition of care respectively (Kristensson et al, 2015).
Decision support systems that are computerized– this will be used by the nurses where the decision made is evidenced in a computer system. The decision can also be based on an outcome derived from computer processes.
Information systems– the internet technology will be very useful in the attainment of nursing information. Patients will be able to access any information they need hence the need for all homes to be connected with internet services. The information available in the internet will also be tailored to individual needs and not as general as is mostly the case today. Health portals will be very effective in delivery of the information as well as mobile phone applications. (Wälivaara, et al, 2011).
Impact of the proposed technology on nurse care
The outcome of the proposed technology will be articulated to the resources and the nurse structures in general as well as nursing processes. The processes, nursing structures and processes can be used to impact changes in the condition of the patient. The processes in question include the interaction between the nurses and the patients as well as their practice environment. The Information Communication Technology will have an impact on the practices of various nurses, and how the nurses’ use of these ICTs will influence the patient condition.  The impacts include:
Professional satisfaction– The technology will impact positively on professional satisfaction of various nurses through creation of a friendly working environment through quality of provided care. On the other hand, the patients will be satisfied by the services they receive from the nurses in areas such as in quality of life, their safety and comfort.
Patient outcomes and or experience– the technology will ensure that the patients are optimally provided with the best care and that the care is provide at the right time as well as in the right way. If the outcome will be positive in all these fields, the acceptability of the nurses will be improved towards different patients; whether current or potential.
Care continuity– this is where there will be care collaboration and coordination whereby, patients together with their families will be involved in the provision of health care and an improved responsiveness by different patients will be realized.
Quality assessment-this is where channels for providing feedback will be available and can be viewed by anybody who can access the internet. As a result, potential patients will be able to evaluate the best place to get the intended health care based on their own evaluation.
Steps towards achieving this technology
Change attitude– The very first and most important element towards attainment of this technology is both the nurses and the patient’s ability to embrace change. Challenges should be seen as opportunities and not hindrances. Being open to change means new exploration will also be possible.
Delivery-the new technology can be delivered to the nurses through distance learning programs that are very common in the current world. The nurses being the administrators should also be given room for adjusting through seminars and allowed study leaves. In the learning institutions, the nurses should be taught on the best way to use the ICT with a lot of ease and the various challenges they might expect to get in the implementation. For example, patients’ ignorance and illiteracy among others.
Teaching methods– the patients can be taught the new technological methods through simulation tests by various personnel of change. This can be facilitated by the use of available schools or colleges to cut on costs (Broussard et al, 2009).
Conclusion
Since the proposed technology makes use of the available technological devices, for example the use of mobile phones, internet and computers among others, the integration process will not be soo much problematic. Besides, some of the proposed technological changes are used in other fields such as the use of mobile phone applications.
The proposed technology if successfully implemented will realize tremendous changes in the delivery of nursing care. Satisfaction and quality services summed up by an increased value for life will be achieved. However, the willingness of all participants to cooperate in the implementation is vital.
 
 
 
 
 
 
 
References
Broussard, L., Myers, R., & Lemoine, J. (2009). Preparing Pediatric Nurses: The Role of    Simulation-Based Learning. Issues In Comprehensive Pediatric Nursing, 32(1), 4-15.             doi:10.1080/01460860802610178
Finch, T. L., Mair, F. S., O’Donnell, C., Murray, E., & May, C. R. (2012). From theory to           ‘measurement’ in         complex interventions: Methodological lessons from the        development of an e-health      normalisation instrument. BMC Medical Research             Methodology, 12(1), 69-84. doi:10.1186/1471-         2288-12-69
Kaur, S., & Rawat, H. L. (2015). IMPORTANCE OF NURSING INFORMATICS IN    NURSING CURRICULUM FOR             UTILIZATION OF INFORMATION            TECHNOLOGY IN NURSING PROFESSION. Baba Farid University          Nursing             Journal, 9(2), 1-5.
Kristensson, P., Brunstrom, A., & Pedersen, T. (2015). Affective forecasting of value    creation: professional nurses’ ability to predict and remember the experienced value of a      telemedicine diagnostics ICT service. Behaviour & Information Technology, 34(10), 964-            975. doi:10.1080/0144929X.2014.978379
Stolfi, A., Dudley, G., Moore, K., & Johnson, G. (2007). ENHANCING PATIENT       ASSESSMENT, CARE AND DOCUMENTATION THROUGH TECHNOLOGY.           Oncology Nursing Forum, 34(2), 570.
Wälivaara, B., Andersson, S., & Axelsson, K. (2011). General practitioners’ reasoning about             using mobile distance-spanning technology in home care and in nursing home care. Scandinavian Journal Of Caring Sciences, 25(1), 117-125. doi:10.1111/j.1471-            6712.2010.00800.x
 
Unit 1: What is Nursing Informatics?
Timeline: 1 Week
Foreword
Prior to beginning this unit, review the Student Guide. Next, read the Course Introduction that contains useful information about how to proceed through the course. You may find it helpful to return to these two resource modules throughout the course as they contain the instructions about how to complete specific tasks (e.g., engage in conference forums; submit assignments).
Overview
Think about the ways in which computer technology has changed over the past five or ten years. What was “new” and “modern” only a short time ago is now often considered to be “obsolete.” As a result of these rapid changes, it has become increasingly important for consumers and healthcare professionals, including nurses, to become familiar with new and emerging technologies. One of the goals of this unit is to introduce you to the role of the nurse as a knowledge worker, as you explore the competencies required to be an effective user of data, information, knowledge, and wisdom in your day-to-day practice as a nurse.
Nursing Informatics is the “science and practice [that] integrates nursing, its information and knowledge and their management, with information and communication technologies to promote the health of people, families, and communities worldwide” (International Medical Informatics Association, 2011, para 2). This interaction is illustrated in the diagram below.
(Canadian Association of Schools of Nursing, 2012).
In this unit, we will introduce you to concepts and resources foundational to your use of nursing knowledge and information.
Ergonomics
Athabasca University’s academic writing resources.
Welcome Video
Watch this video and learn more about Nursing 322 and this initial unit.
322 Unit 1 from CNHS AU on Vimeo.
Then take a moment to introduce yourself in the Introduction Forum. Share something about yourself, and include your initial ideas on the application of Nursing Informatics. Take time to read some of the recent postings in this forum and become familiar with others registered in this course.
Unit Learning Outcomes
Actively engaging with the content of this unit will enable you to:
distinguish between the concepts of data, information, knowledge, and wisdom;
describe the role of the nurse as a knowledge worker;
apply ergonomic principles toward preventing discomfort, lost productivity, and injury when working with computers; and
explore the plethora of academic writing resources available within Athabasca University.
Learning Activities and Resources
Learning Activity 1 – Nursing Knowledge and Information
Consider “Nursing Knowledge and Information.” How does this term resonate with you? Before engaging in the readings, you may wish to jot down your ideas on the meaning of nursing knowledge and information.
Reading 1
Canadian Nurses Association (CNA). (2017, March). Joint position statement. Nursing informatics.  Retrieved from https://www.cna-aiic.ca/~/media/cna/page-content/pdf-en/nursing-information-and-knowledge-management_position-statement.pdf
Reading 2
McGonigle, D., Hunter, K., Sipes, C., & Hebda, T. (2014). Why nurses need to understand nursing informatics. AORN Journal, 100(3), 324-327. Retrieved from http://0-search.ebscohost.com.aupac.lib.athabascau.ca/login.aspx?direct=true&db=rzh&AN=2012711210&site=eds-live
Why is informatics essential to nursing and nursing practice? The first reading comes from the Canadian Nurses Association (CNA) serving to articulate our profession’s perspective on the importance of nursing informatics. The second reading, authored by a group of nurse experts in informatics takes a different approach, describing the data, information, knowledge, and wisdom pathway supported by nursing informatics. Then, using a series of personal reflections, the authors offer practical examples of the use of informatics in nursing.
Address the following learning challenges:
What are the differences between data, information, knowledge, and wisdom?
Reflect on the progression from data to information, to knowledge, and to wisdom.
Give an example of how you use data and information to build knowledge and wisdom in your day-to-day practice as a nurse.
How can information technology support each component of nursing practice?
Learning Activity 2 – Ergonomics
Let us think for a moment about the impact of computers on workers’ health and the costs to the individual and the healthcare system because of poorly designed computer equipment and workspaces. If you are a frequent computer user, what impact have you noticed on your own health and wellbeing?
We anticipate that many of you are reading this unit on a laptop computer, perhaps sitting at the kitchen table or tucked into a corner of the family room. Watch this short video https://www.youtube.com/watch?v=rcZMfSFzFwM for a few simple suggestions on how to improve your posture while using this technology.
Reading 3
Morrison, J., & Lindberg, P. (2008). When no one has time: Measuring the impact of computerization on health care workers, AAOHN, 56(9), 373-8. Retrieved from http://0-search.proquest.com.aupac.lib.athabascau.ca/docview/219352471/abstract/3BF30C84366B416CPQ/1?accountid=8408
Reading 4
WorksafeBC (2009) How to make your computer work for you. Victoria, BC: Workers Compensation Board of British Columbia. Retrieved from http://www.chiropractic.ca/wp-content/uploads/2015/05/comptr_wrkstn-WorkSafeBC.pdf
A well-designed workspace is essential. To assist workers in understanding and addressing challenges in the design and use of computer workstations, WorksafeBC provided a comprehensive guide. Work your way through the content considering the tips to prevent injury and changes that can be made to help you work comfortably and efficiently. Here are some suggestions:
Check your posture.
Adjust your chair.
Rearrange your workstation layout.
Improve your lighting and minimize glare.
Improve your job design.
Then, use the checklist found on pages 26-29 of Reading 4 to assess your home office area. What improvements can you make?
Learning Activity 3 – Academic Writing
In your nursing education and prior courses in this program, you have been developing expertise in academic writing, a key component in advancing nursing knowledge. What tools do you have available to you? Take a few minutes and explore the resources available within Athabasca University’s Write Site http://write-site.athabascau.ca. How many hours have you spent formatting papers to comply with APA? A useful supplement to the 6th edition of the Publication Manual of the American Psychological Association guidelines is the APA Style Blog http://blog.apastyle.org/apastyle/. Check it out!
After you have reviewed these resources, put them to work by creating a template that can be re-used. Although it will take time to develop your template initially, it will save you time as you work through this and other courses in your program. Here’s how to get started.
Did you know that the APA manual (6th edition) contains an example of a correctly formatted scholarly paper? Stop and find those figures now in Chapter 2 of the manual. The information contained in the grey text boxes is useful in locating more detailed information about each element.
Open a blank document in your word processing software and begin to create a template that includes each of the required elements illustrated in the APA manual. Insert a word or two as a ‘placeholder’ in each of the required elements (e.g., running head, title page).
Follow the guidelines in the APA manual carefully to ensure that your template is correctly formatted (e.g., margins, tabs, page numbers, headings, double spacing). If you do not know how to set margins or insert page numbers (or how to complete other basic word processing functions) consult the help function.
Separate the pages of your template by using page breaks.
When you begin to write a paper, use the ‘Save As’ (or similar) feature in your word processing software to create a new copy of your template. Edit this copy to create a correctly formatted scholarly paper.
If you discover an error in your template, take time to revise your original template so that it is correct the next time you use it.
You will, of course, need to ensure that your reference citations and reference list are correctly formatted in each paper. Noting the location of examples in your APA Manual (e.g., by inserting paper tabs in your manual or by consulting the information found in the figures) will help you find them quickly when you need them.
Review and Reflection
Before you move on to Unit 2, think for a moment about your use of information and its sources in your nursing practice.
What types of information do you use in the day-to-day care of clients?
Where do you source that information?
What are some of the barriers you face in accessing information to support client care?
Required Forum Postings
Please share your reflections in the Unit 1 Forum. This conference posting is mandatory and must be completed as part of the Conference Forum component of this course.
Then, as you complete the course, go back periodically and see how your understanding has grown and evolved.
Guidelines for Posting to the Conference Forums
Before you begin your posting, read the most recent 5 to 8 postings in the Unit 1 Forum and think about how you can add to the discussion. You may respond to one of the entries posted by a classmate and/or you may share examples from your practice setting. Your posting should be substantive (that is, adding to the discussion, not merely agreeing with what someone else has said) and should reflect a sound understanding of the content of the unit.
Limit your contribution to one or two ideas, concepts, or themes so that others can follow your conversation more easily (maximum 150 words). Remember, you are writing to share your thoughts and to invite your classmates into an open dialogue. Lengthy postings with many points often go unread or unchallenged because there is too much information to respond to.
Include a reference citation or URL for a useful resource or an example of one of the concepts discussed in the unit. This will enrich your posting and enhance your classmates’ learning.
Note: Your tutor may or may not respond directly to your postings in the Conference Forums. If you have specific questions for your tutor, please send them to him/her using Course Mail.
Assignment 1: Thinking Ahead
Review the requirements for Assignment 1, which is to be completed after Unit 3. Begin to think about your topic. Some of the content of this unit may be useful in completing this assignment. It is to your advantage to review the recommended readings and reflect on the questions posed and to complete the exercises presented in each unit.
Note: Students in NURS 322 are not permitted to submit all of their course assignments at the same time. You are expected to review the feedback provided by your tutor on each of your assignments and to incorporate that feedback into your subsequent assignments.
References
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
Canadian Association of Schools of Nursing. (2012). Nursing informatics entry to practice competencies for registered nurses. Retrieved from http://casn.ca/wp-content/uploads/2014/12/NursingInformaticsEntryToPracticeCompetenciesFINALENG.pdf
Canadian Nurses Association (CNA). (2017, March) Joint position statement. Nursing informatics.  Retrieved from https://cna-aiic.ca/~/media/cna/page-content/pdf-en/nursing-informatics-joint-position-statement.pdf?la=en
International Medical Informatics Association. (2011). The nursing informatics special interest group – definition. Retrieved from https://sites.google.com/site/imianiedwg/
McGonigle, D., Hunter, K., Sipes, C., & Hebda, T. (2014). Why nurses need to understand nursing informatics. AORN Journal, 100(3), 324-327. Retrieved from http://0-search.ebscohost.com.aupac.lib.athabascau.ca/login.aspx?direct=true&db=rzh&AN=2012711210&site=eds-live
Morrison, J., & Lindberg, P. (2008) When no one has time: Measuring the impact of computerization on health care workers, AAORN, 56(9), 373-8.
WorksafeBC. (2009) How to make your computer work for you. Victoria, BC: Workers Compensation Board of British Columbia. Retrieved from http://www.chiropractic.ca/wp-content/uploads/2015/05/comptr_wrkstn-WorkSafeBC.pdf
Even when I work with computers, with high technology, I always try to put in the touch of the hand.
Issey Miyake
Unit 2: Information and Communication Technologies
Timeline: 1 Week
Overview
As defined in Unit 1, Nursing Informatics is the “science and practice [that] integrates nursing, its information and knowledge and their management, with information and communication technologies to promote the health of people, families, and communities worldwide” (International Medical Informatics Association, 2011, para 2). The purpose of this unit is to develop a common understanding of what is meant by Information and Communication Technologies (ICT) and to describe these and their use within the context of nursing practice.
Welcome Video
Watch this video and learn more this unit.
322 Unit 2 from CNHS AU on Vimeo.
Unit Learning Outcomes
Actively engaging with the content of Unit 2 will enable you to:
identify information and communication technologies commonly used in healthcare;
consider the application and impact of these technologies to nurses and nursing practice; and
describe practices that will support the development of effective virtual teams.
Learning Activities and Resources
Learning Activity 1 – Creating a common understanding
You will agree that not everyone has a common understanding or skill level in the use of technology. Do you have work or school colleagues who struggle with expectations regarding the use of computer technology, mobile devices, and their use?
The first two readings in this unit are focused on bridging that gap. The first is a brief reading that provides helpful hints to nurses on using information technologies. Written in a chatty, conversational style, this American registered nurse touches on many of the topics within this course.
The book is available within Athabasca University’s collection to download as an e-book. To access it you need to sign into the AU Library and locate the book by searching under Books and Media. When located, you can view the book via Ebrary, print off relevant sections to review later, or download the book for 14 days.
Reading 1
Wilson, B. The nerdy nurse’s guide to technology. Indianapolis, IN: Sigma Theta Tau International.
Reading 2
The second reading comes from Canada Health Infoway, an organization introduced in the first unit. This report, produced as part of the Emerging Technology Series, provides an overview of the use of mobile devices in health care by clinicians, including nurses. In the reading you are introduced to the term mobile health (mHealth). Postcard from the future assignment example Throughout the term, we encourage you to develop a list of terminology specific to nursing informatics and to locate and record their meaning and source definitions. Doing so will strengthen your understanding and application.
Canada Health Infoway. (2013, November). Mobile computing in clinical settings. White Paper (Executive Summary). Emerging Technology Series. Retrieved from https://www.infoway-inforoute.ca/en/component/edocman/1790-mobile-computing-in-clinical-settings-white-paper-executive-summary/view-document?Itemid=101
You can also access this information by entering these words in your search engine: Canada Health Infoway mobile computing in clinical settings
Canadians are strong users of communication technologies with 86.6% of households reporting computer, laptop or tablet ownership and 83% of households reporting Internet access (World Bank, 2014, p. 52).
What is your organization’s policy regarding the use of personal mobile communication devices at work to support practice? This practice, termed BYOD has required “new tools, architectures and policies to govern and control these endpoint devices” (Canada Health Infoway, 2013, p. 5).
Learning Activity 2 – Understanding the impact on nursing practice
The impact of information and communication technologies is all around us. In fact, there is no aspect of our lives, professional or personal, which hasn’t been impacted by the exponential growth in the use and functionality of these technologies. For example, nurse-call centres such as HealthLink Alberta (see http://www.albertahealthservices.ca/assets/healthinfo/link/index.html) are now the norm for consumers seeking health information and guidance. If this link is not working, enter the following in your search engine:  Alberta Health Services HealthLink
How has information and communication technology impacted nursing practice? Take a few minutes and brainstorm the nursing practices that would fall into each quadrant using this Word document.
Assessment
Health Promotion
Clinical Intervention
Service Organization
Once you have completed the exercise, check your ideas against the content in the following reading (see pg. 1305 of Reading 3) Postcard from the future assignment example.
Reading 3
While, A., & Dewsbury, G. (2011). Nursing and information and communication technology (ICT): A discussion of trends and future directions. International Journal of Nursing Studies, 48(10), 1302-1309. doi: 10.1016/j.ijnustu.2011.02.020
To retrieve this article, go to the AU Library at: 

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