Posted: June 5th, 2015

Transformation assignment 1 and DB 3 EBP

THE FIRST ASSIGNMENT IS THREE PAGES AND THE SECOND ONE IS ONE PAGE
FIRST ASSIGNMENT: 3 pages
•Review the information in Figure 6-2 in Nursing Informatics and the Foundation of Knowledge.
•Develop a clinical question related to your area of practice that you would like to explore.
•Consider what you currently know about this topic. What additional information would you need to answer the question?
•Using the continuum of data, information, knowledge, and wisdom, determine how you would go about researching your question. ◦Explore the available databases in the Walden Library. Identify which of these databases you would use to find the information or data you need.
◦Once you have identified useful databases, how would you go about finding the most relevant articles and information?
◦Consider how you would extract the relevant information from the articles.
◦How would you take the information and organize it in a way that was useful? How could you take the step from simply having useful knowledge to gaining wisdom?

To complete:

Write a 3- to 4-page paper that addresses the following:
•Summarize the question you developed, and then relate how you would work through the four steps of the data, information, knowledge, wisdom continuum. Be specific. ◦Identify the databases and search words you would use.
◦Relate how you would take the information gleaned and turn it into useable knowledge.

•Can informatics be used to gain wisdom? Describe how you would progress from simply having useful knowledge to the wisdom to make decisions about the information you have found during your database search.

Your paper must also include a title page, an introduction, a summary, and a reference page. This
Readings
•American Nurses Association. (2015). Nursing informatics: Scope & standards of practice (2nd ed.). Silver Springs, MD: Author. ◦”Metastructures, Concepts, and Tools of Nursing Informatics”

This chpater explores the connections between data, information, knowledge, and wisdom and how they work together in nursing informatics. It also covers the influence that concepts and tools have on the field of nursing.

•McGonigle, D., & Mastrian, K. G. (2012). Nursing informatics and the foundation of knowledge (2nd ed.). Burlington, MA: Jones & Bartlett Learning. ◦Chapter 6, “Overview of Nursing Informatics”

This chapter defines the foundations of nursing informatics (NI). The authors specify the disciplines that are integrated to form nursing informatics, along with major NI concepts.
◦Chapter 7, “Developing Standardized Terminologies to Support Nursing Practice”

This chapter explores the need for consistent nursing terminology. The authors also detail the different approaches to developing terminology.

•Brokel, J. (2010). Moving forward with NANDA-I nursing diagnoses with Health Information Technology for Economic and Clinical Health (HITECH) Act Legislation: News updates. International Journal of Nursing Terminologies & Classifications, 21(4), 182–185.
Retrieved from the Walden Library databases.

In this news brief, the author describes the initiatives that NANDA-I will implement to remain abreast of the HITECH legislation of 2009. The author explains two recommendations for the federal government’s role in managing vocabularies, value sets, and code sets throughout the health care system.
•Matney, S., Brewster, P. J., Sward, K. A., Cloyes, K. G., & Staggers, N. (2011). Philosophical approaches to the nursing informatics data-information-knowledge-wisdom framework. Advances in Nursing Science, 34(1), 6–18.
Retrieved from the Walden Library databases.

This article proposes a philosophical foundation for nursing informatics in which data, information, and knowledge can be synthesized by computer systems to support wisdom development. The authors describe how wisdom can add value to nursing informatics and to the nursing profession as a whole.
•Rutherford, M. A. (2008). Standardized nursing language: What does it mean for nursing practice? OJIN: The Online Journal of Issues in Nursing, 13(1). Retrieved from http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/vol132008/No1Jan08/ArticlePreviousTopic/StandardizedNursingLanguage.html

The author of this article provides justification for the use of a standardized nursing language, which will be necessary for incorporating electronic documentation into the health care field. The author defines standardized language in nursing, describes how such a language can be applied in a practice setting, and discusses the benefits of using a standardized language.
•Westra, B. L., Subramanian, A., Hart, C. M., Matney, S. A., Wilson, P. S., Huff, S. M., … Delaney, C. W. (2010). Achieving “meaningful use” of electronic health records through the integration of the Nursing Management Minimum Data Set. The Journal of Nursing Administration, 40(7–8), 336–343.
Retrieved from the Walden Library databases.

This article explains the nursing management minimum data set (NMMDS), which is a research-based minimum set of standard data for nursing management and administration. The article describes how the NMMDS can be used to minimize the burden on health care administrators and increase the value of electronic health records within the health care system.

Media
•Laureate Education, Inc. (Executive Producer). (2012a). Data, information, knowledge, and wisdom continuum. Baltimore, MD: Author.
McGonigle, D., & Mastrian, K. G. (2012). Nursing informatics and the foundation of knowledge (2nd ed.). Burlington, MA: Jones & Bartlett Learning. (p. 98, Chapter 6, Figure 6)

The continuum of data, information, knowledge, and wisdom is used in the health care field to describe discrete levels of understanding related to patient care and decision making. This video provides an overview of the continuum from data to wisdom.

Optional Resources
•Truran, D., Saad, P., Zhang, M., & Innes, K. (2010). SNOMED CT and its place in health information management practice. Health Information Management Journal, 39(2), 37–39.
Retrieved from the Walden Library databases.
•Brown, B. (2011). ICD-10-CM: What is it, and why are we switching? Journal of Health Care Compliance, 13(3), 51–79.
Retrieved from the Walden Library databases.

SECOND ASSIGNMENT: ONE PAGE OR EVEN HALF A PAGE IS OK BECAUSE THIS IS A DISUSSION BOARD. THANKS
To prepare:
•Review the information in Chapter 6 of the course text. Focus on the various conceptual theories and models that are currently used in nursing research.
•Select one of the theories or models described that is of interest to you.
•Using the Walden Library, search for and identify a research article that uses the theory or model you selected.
•Reflect on how the theory or model provides structure to the research study described in the article.
•Now, think about an issue in your practice area that you would be interested in exploring through research.
•Review this week’s media presentation and consider strategies for locating and identifying a relevant theory or model for a research study.

Post on or before Day 3 a summary of the article that you located and explain how the theory or model that you selected was used in the research study. Assess the value of basing research on an established theory or model.
Theory, Research, and Evidence-Based Practice

As they explore the world around them, young children often want to know the “why” and “how” of the things they observe. This is similar to what researchers do when they approach a new problem. Researchers develop new theories or build on old ones to explain the “why” of the world around them. They use models and conceptual frameworks to help explain “how” the processes and events they observe occur. Together, theories and models provide an understanding of the world and allow researchers to explore it in meaningful ways.

Virtually all research questions can benefit from the use of an existing theory or model. Researchers should consider their research questions and select the most suitable theory or model, which then serves as a foundation for the research design. The selection of a theory or model is an important part of the research process.

In this Discussion, you focus on the role of theory and models in research and evidence-based practice.
Readings
•Polit, D. F., & Beck, C. T. (2012). Nursing research: Generating and assessing evidence for nursing practice (Laureate Education, Inc., custom ed.). Philadelphia, PA: Lippincott Williams & Wilkins. ◦Chapter 2, “Evidence-Based Nursing: Translating Research Evidence into Practice” (Review pages 27–34)
◦Chapter 6, “Theoretical Frameworks”

In this chapter, you are introduced to the concept of theories, models, and frameworks and how they serve as the foundation for research. The chapter examines key theories for both quantitative and qualitative research. Finally, critiquing frameworks in research reports is detailed.

•Cantrell, M. A. (2011). Demystifying the research process: Understanding a descriptive comparative research design. Pediatric Nursing, 37(4), 188–189.
Retrieved from the Walden Library databases.

This article discusses the primary aspects of a prominent quantitative research design as used in a specific research study. The author analyzes the advantages and disadvantages of the design, along with the rationale for choosing that design.
•Finn, P. (2011). Critical thinking: Knowledge and skills for evidence-based practice. Language, Speech, and Hearing Services in Schools, 42(1), 69–72.
Retrieved from the Walden Library databases.

This article responds to the assertion that “rational or critical thinking is an essential complement to evidence-based practice.” The author stipulates how critical thinking is relevant to EBP, what skills and thinking dispositions are important, and how thinking can go wrong.

•Tagney, J., & Haines, C. (2009). Using evidence-based practice to address gaps in nursing knowledge. British Journal of Nursing (BJN), 18(8), 484–489.
Retrieved from the Walden Library databases.

This article illuminates key barriers to undertaking and implementing nursing research. The authors suggest a framework for improving the implementation of evidence and research.

Media
•Laureate Education, Inc. (Executive Producer). (2012i). Selecting a framework. Baltimore, MD: Author.

Note: The approximate length of this media piece is 3 minutes.

This animated video shows the process of selecting a particular research framework. The video follows a specific scenario in which a researcher considers several possible frameworks and selects the most appropriate one.