• Review the concepts of informatics as presented in the Resources. 
• Reflect on the role of a nurse leader as a knowledge worker.
• Consider how knowledge may be informed by data that is collected/accessed.

The Assignment:

• Explain the concept of a knowledge worker.
• Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.
• Develop a simple infographic to help explain these concepts.

  NOTE:  For guidance on infographics, including how to create one in  PowerPoint, see “How to Make an Infographic in PowerPoint” presented in  the Resources.

• Your PowerPoint should Include the hypothetical scenario you  originally shared in the Discussion Forum. Include your examination of  the data that you could use, how the data might be accessed/collected,  and what knowledge might be derived from that data. Be sure to  incorporate feedback received from your colleagues’ responses. 

 

  Excellent   Good   Fair   Poor       Develop a 5- to 6-slide PowerPoint presentation that addresses the following:

·   Explain the concept of a knowledge worker.
·   Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.        
 Points Range:     32 (32%) – 35 (35%)

The presentation clearly and accurately explains the concept of a knowledge worker.

The presentation clearly and accurately defines and explains nursing  informatics with a detailed explanation of the role of the nurse leader  as a knowledge worker.

Includes: 3 or more peer-reviewed sources and 2 or more course resources.
     
 Points Range:     28 (28%) – 31 (31%)

The presentation explains the concept of a knowledge worker.

The presentation defines and explains nursing informatics with an  explanation of the role of the nurse leader as a knowledge worker.

Includes: 2 peer-reviewed sources and 2 course resources.
     
 Points Range:     25 (25%) – 27 (27%)

The presentation inaccurately or vaguely explains the concept of a knowledge worker.

The presentation inaccurately or vaguely defines and explains nursing  informatics with an inaccurate or vague explanation of the role of the  nurse leader as a knowledge worker.

Includes: 1 peer-reviewed sources and 1 course resources.
     
 Points Range:     0 (0%) – 24 (24%)

The presentation inaccurately and vaguely explains the concept of a knowledge worker or is missing.  

The presentation inaccurately and vaguely defines and explains nursing  informatics with an inaccurate and vague explanation of the role of the  nurse leader as a knowledge worker or is missing.

Includes:  1 or fewer resources.
    ·   Develop a simple infographic to help explain these concepts.        
 Points Range:     14 (14%) – 15 (15%)

The presentation provides an accurate and detailed infographic that helps explain the concepts related to the presentation.
     
 Points Range:     12 (12%) – 13 (13%)

The presentation provides an infographic that helps explain the concepts related to the presentation.
     
 Points Range:     11 (11%) – 11 (11%)

The presentation provides an infographic related to the concepts of the presentation that is inaccurate or vague.
     
 Points Range:     0 (0%) – 10 (10%)

The infographic provided in the presentation related to the concepts of the presentation is inaccurate and vague, or is missing.
    ·   Present the hypothetical scenario you originally shared in the  Discussion Forum. Include your examination of the data you could use,  how the data might be accessed/collected, and what knowledge might be  derived from the data. Be sure to incorporate feedback received from  your colleagues’ replies.        
 Points Range:     32 (32%) – 35 (35%)

The presentation clearly and  thoroughly includes the hypothetical scenario originally shared in the  Discussion Forum, including a detailed and accurate examination of the  data used, how the data might be accessed/collected, and the knowledge  that could be derived from the data.
     
 Points Range:     28 (28%) – 31 (31%)

The presentation includes the  hypothetical scenario originally shared in the Discussion Forum,  including an accurate examination of the data used, how the data might  be accessed/collected, and the knowledge that could be derived from the  data.
     
 Points Range:     25 (25%) – 27 (27%)

The presentation includes the  hypothetical scenario originally shared in the Discussion Forum,  including an examination of the data used, how the data might be  accessed/collected, and the knowledge that could be derived from the  data that is vague or inaccurate.
     
 Points Range:     0 (0%) – 24 (24%)

The presentation includes the  hypothetical scenario originally shared in the Discussion Forum,  including an examination of the data used, how the data might be  accessed/collected, and the knowledge that could be derived from the  data that is vague and inaccurate, or is missing.
    Written Expression and Formatting – Paragraph Development and Organization:

Paragraphs  make clear points that support well developed ideas, flow logically,  and demonstrate continuity of ideas. Sentences are carefully  focused–neither long and rambling nor short and lacking substance.        
 Points Range:     5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
     
 Points Range:     4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.
     
 Points Range:     3.5 (3.5%) – 3.5 (3.5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.
     
 Points Range:     0 (0%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.
    Written Expression and Formatting – English writing standards:

Correct grammar, mechanics, and proper punctuation        
 Points Range:     5 (5%) – 5 (5%)

Uses correct grammar, spelling, and punctuation with no errors.
     
 Points Range:     4 (4%) – 4 (4%)

Contains a few (1-2) grammar, spelling, and punctuation errors.
     
 Points Range:     3.5 (3.5%) – 3.5 (3.5%)

Contains several (3-4) grammar, spelling, and punctuation errors.
     
 Points Range:     0 (0%) – 3 (3%)

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
    Written Expression and Formatting – The paper follows correct APA  format for title page, headings, font, spacing, margins, indentations,  page numbers, running head, parenthetical/in-text citations, and  reference list.        
 Points Range:     5 (5%) – 5 (5%)

Uses correct APA format with no errors.
     
 Points Range:     4 (4%) – 4 (4%)

Contains a few (1-2) APA format errors.
     
 Points Range:     3.5 (3.5%) – 3.5 (3.5%)

Contains several (3-4) APA format errors.
     
 Points Range:     0 (0%) – 3 (3%)

Contains many (≥ 5) APA format errors.
  

    Total Points: 100 

 

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Part 1. The Systems Development Life Cycle for Implementation

In a 2-page narrative, address the following:

• Explain each step of the systems development life cycle (SDLC) for a nursing informatics project. (1 page)
• Explain why nurse leaders should be involved in each step of the SDLC by identifying at least two ways that nurse leaders can contribute to best practices for implementation of nursing informatics projects. Be specific and provide examples. (1 page)

Part 2. Job and Role Description of the Nurse in Systems Development and Implementation

Develop a 1- to 2-page job and role description for a graduate level nurse to guide his/her participation on the implementation team for a new nursing documentation system. The job and role description should be based on the systems development life cycle (SDLC) stages and tasks, and should clearly define how this individual will participate in and impact each of the steps.

• Define the role of the nurse in the planning and defining requirements stage of the SDLC. (1–2 paragraphs)
• Define the role of the nurse in the analysis stage of the SDLC. (1–2 paragraphs)
• Define the role of the nurse in the design of the new system stage of the SDLC. (1–2 paragraphs)
• Define the role of the nurse in the implementation stage of the SDLC. (1–2 paragraphs)
• Define the role of the nurse in the testing and maintenance stages of the SLDC. (1–2 paragraphs)

 

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Develop an 8- to 9-slide PowerPoint presentation that addresses the following:

• Explain the concept of a knowledge worker in general. (1 slide)
• Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker. (1 slide)
• Develop one simple infographic to help explain both the concept of nursing informatics and the role of a nurse leader as a knowledge worker. (1 slide)
• Present a hypothetical scenario based on your own nursing practice or healthcare organization that would require or benefit from the access/collection and analysis of data. Your scenario may involve a patient, staff, or management problem or gap. (1–2 slide)
• Describe the problem from the viewpoint of a nurse informaticist by:
• Describing the data that could be used (1 slide)
• Describing how the data might be accessed/collected (1 slide)
• Describing what knowledge might be derived from that data (1 slide)
• Indicating how a nurse leader would use clinical reasoning and judgment in formation of knowledge from this experience (1 slide)

 

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During the last 5 weeks, you have explored various body systems: neurological, cardiovascular, respiratory, and hematological. These four systems work together along with other body systems to complete a myriad of functions. For this reason, when disorders occur within one body system, it can create potentially devastating effects throughout the entire body. For instance, Parkinson’s disease is a disorder of the central nervous system, yet its alterations actually affect multiple body systems from the cardiovascular system to the gastrointestinal system. In this Assignment, you examine alterations associated with disorders, as well as the impact of the alterations on multiple body systems.

To Prepare

• From the list below, select a disorder of interest to you:
  • Alzheimer’s disease
  • Asthma in children
  • Chronic obstructive pulmonary disease (COPD)
  • Congestive heart failure
  • Hepatic disease (liver disease)
  • Hypertension
  • Hyperthyroidism and hypothyroidism
  • Seizures
  • Sepsis
• Identify alterations associated with your selected disorder. Consider the pathophysiology of the alterations. Think about how these alterations produce pathophysiological changes in at least two body systems.
• Reflect on how patient factors such as genetics, gender, ethnicity, age, and behavior might impact the pathophysiology of the alterations you identified, as well as the diagnosis and treatment of your selected disorder. 
• Review the “Mind maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a guide to construct a mind map for the disorder you selected. Consider the epidemiology and clinical presentation of your selected disorder.

To Complete

Develop a 5- to 10-slide PowerPoint presentation that addresses the following:

• Describe your selected disorder, as well as associated alterations. Explain the pathophysiology of the alterations, including changes that occur in at least two body systems.
• Explain how genetics, gender, ethnicity, age, and behavior might impact the pathophysiology of the alterations you identified, as well as diagnosis and treatment of your selected disorder.
• Construct a mind map for the disorder you selected. Include the epidemiology, pathophysiology of alterations, risk factors, and clinical presentation, as well as the diagnosis and treatment of the disorder.

4 references not more than 5 years

zero plagiarism

 

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During the last 5 weeks, you have explored various body systems: neurological, cardiovascular, respiratory, and hematological. These four systems work together along with other body systems to complete a myriad of functions. For this reason, when disorders occur within one body system, it can create potentially devastating effects throughout the entire body. For instance, Parkinson’s disease is a disorder of the central nervous system, yet its alterations actually affect multiple body systems from the cardiovascular system to the gastrointestinal system. In this Assignment, you examine alterations associated with disorders, as well as the impact of the alterations on multiple body systems.

To Prepare

• From the list below, select a disorder of interest to you:
  • Alzheimer’s disease
  • Asthma in children
  • Chronic obstructive pulmonary disease (COPD)
  • Congestive heart failure
  • Hepatic disease (liver disease)
  • Hypertension
  • Hyperthyroidism and hypothyroidism
  • Seizures
  • Sepsis
• Identify alterations associated with your selected disorder. Consider the pathophysiology of the alterations. Think about how these alterations produce pathophysiological changes in at least two body systems.
• Reflect on how patient factors such as genetics, gender, ethnicity, age, and behavior might impact the pathophysiology of the alterations you identified, as well as the diagnosis and treatment of your selected disorder. 
• Review the “Mind maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a guide to construct a mind map for the disorder you selected. Consider the epidemiology and clinical presentation of your selected disorder.

To Complete

Develop a 5- to 10-slide PowerPoint presentation that addresses the following:

• Describe your selected disorder, as well as associated alterations. Explain the pathophysiology of the alterations, including changes that occur in at least two body systems.
• Explain how genetics, gender, ethnicity, age, and behavior might impact the pathophysiology of the alterations you identified, as well as diagnosis and treatment of your selected disorder.
• Construct a mind map for the disorder you selected. Include the epidemiology, pathophysiology of alterations, risk factors, and clinical presentation, as well as the diagnosis and treatment of the disorder.

 

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