NR 599 Week 7 Discussion Post TANIC Self-Assessment and Reflection Post
NR 599 Week 7 Discussion Post TANIC Self-Assessment and Reflection Post
Post TANIC Self-Assessment and Reflection Post
In my future role as an Advanced Practice Nurse, I think competencies in data management and information technology will be extremely beneficial. Being able to effectively manage and analyze data will allow me to better understand patient populations and identify areas where improvements can be made in terms of care delivery (Kleib et al., 2021). Additionally, having a strong understanding of information technology will enable me to leverage technology in order to improve the quality and efficiency of patient care.
To become an APN nurse, students must first complete a registered nursing program and obtain a valid RN license. In addition, they must complete a master’s degree program in nursing informatics or a related field. During their studies, nurses can expect to gain competencies in EHR systems, health information exchange, patient safety and quality improvement, data analytics and more. By completing this type of coursework, students will be prepared to sit for the certification exam offered by the American Nurses Credentialing Center.
In order to develop the informatics competencies needed to become an APN nurse, I achieved the following competencies in this course: -The ability to collect, organize, and analyze data from a variety of sources in a timely manner (Egbert et al., 2019). -The ability to use technology to communicate nursing care and collaborate with other health professionals. -The ability to use technology to manage information and support decision-making. -The ability to use technology for research purposes, and the -knowledge of how health information is managed and used in the United States healthcare system.
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It is projected that by 2025, almost 75 percent of the nursing workforce will be composed of Advanced Practice Nurses (APNs). In light of this projection, it is imperative that future APNs possess a firm grasp of nursing informatics. Nursing informatics is defined as “the scientific discipline that deals with the integration of data, information and knowledge in order to facilitate the improvements in patient care, nursing administration and?” (ANA, 2010). Put simply, nursing informatics allows for the efficient and effective sharing of patient-related data between nurses and other health care profession.
Egbert, N., Thye, J., Hackl, W. O., Müller-Staub, M., Ammenwerth, E., & Hübner, U. (2019). Competencies for nursing in a digital world. Methodology, results, and use of the DACH-recommendations for nursing informatics core competency areas in Austria, Germany, and Switzerland. Informatics for Health and Social Care, 44(4), 351-375. https://doi.org/10.1080/17538157.2018.1497635
Kleib, M., Chauvette, A., Furlong, K., Nagle, L., Slater, L., & McCloskey, R. (2021). Approaches for defining and assessing nursing informatics competencies: a scoping review. JBI Evidence Synthesis, 19(4), 794-841. https://journals.lww.com/jbisrir/Abstract/2021/04000/Approaches_for_defining_and_assessing_nursing.6.aspx
The self-assessment is completed using the TIGER-based Assessment of Nursing Informatics Competencies (TANIC) tool. TIGER refers to the Technology Informatics Guiding Education Reform Initiative which identified a list of the minimum informatics competencies for all nurses and students graduating from pre- and post-licensure programs. The graded self-evaluation of your informatics competencies is required in order to increase one’s own understanding of competencies in nursing informatics which will enable the planning of strategies to enhance knowledge and skills.
Activity Learning Outcomes
Through this assignment, the student will demonstrate the ability to:
Apply knowledge of nursing informatics and non-nursing science (CO 1 and 2)
Assess nursing informatics competencies (CO2)
Evaluate progress in enhancing nursing informatics competencies (CO4)
Foster professional and personal development with planning strategies to enhance these competencies (CO4)
Examine ethical decision making in relation to these competencies (CO3)
In order to prepare for this assignment, read the lessons as well as the assigned readings BEFORE attempting the self-assessment.
Please use the following hyperlink to access and complete the survey: Week 7 Post-TANIC Self-Assessment Survey (Links to an external site.)
FAILURE TO COMPLETE THE SURVEY WILL RESULT IN A GRADE OF ZERO (0) FOR THE ASSIGNMENT.
After completing the survey, navigate to the Week 7 Module in Canvas and respond to EACH of the questions for your Reflection Post .
The Reflection Posts DOES NOT require cross-posting to a peer or faculty .
Scholarly Sources: Only scholarly sources are acceptable for citation and reference in this course. These include peer-reviewed publications, government reports, or sources written by a professional or scholar in the field. The textbooks and lessons are NOT considered to be outside scholarly sources. For the threaded discussions and reflection posts, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. The best outside scholarly source to use is a peer-reviewed nursing journal. You are encouraged to use the Chamberlain library and search one of the available databases for a peer-reviewed journal article. The following sources should not be used: Wikipedia, Wikis, or blogs. These websites are not considered scholarly as anyone can add to these. Please be aware that .com websites can vary in scholarship and quality. For example, the American Heart Association is a .com site with scholarship and quality. It is the responsibility of the student to determine the scholarship and quality of any .com site. Ask your instructor before using any site if you are unsure. Points will be deducted from the rubric if the site does not demonstrate scholarship or quality. Current outside scholarly sources must be published with the last 5 years. Instructor permission must be obtained BEFORE the assignment is due if using a source that is older than 5 years.
ATTENTION: Students will not receive results following completion of this survey. For the reflection questions, please recall how you rated your proficiency/competency with the skills on the survey.
Reflect and respond to?EACH?of the following questions.
Regarding the Post-TANIC Self-Assessment for this week, how does your competency level compare to the Week 2 Self-Assessment?
Which two competencies do you think may benefit you in your future role as an APN and why?
As discussed in the lesson this week, healthcare providers must be competent in informatics in order to make ethical decisions about informatics technologies and patients’ intimate healthcare data and information. To the extent that information technology is reshaping healthcare practices or promises to improve patient care, healthcare professionals must possess certain competencies which will assist with consistency and quality. Which two competencies did you achieve in this course? Explain.
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After completing the Post-TANIC Self Assessment I realized that I scored myself with a higher level of competency in many areas. I feel this is due to the knowledge gained in this course. This course helped me understand that I have more knowledge in certain areas than I gave myself credit for. Having a better understanding of concepts and terminology gave me a better foundation to answer the questions.
To understand advancements in technology as it continues to grow and change technical knowledge will be very important. Along with knowledge, possessing the technical skills to accurately use and apply to newer technology such as charting systems, health monitoring devices, prosthetics, and robotics can also add to higher and better patient outcomes (Knickman & Elbel, 2019). TIGER competencies will be beneficial in my future role to help ensure that I am prepared with the informatics competencies needed in my role.
Core competencies are important to improve the quality of care being provided. Technological advancements and changes in how healthcare is delivered is going to require collaborating through HIT and EHR with interdisciplinary teams to provide patient-centered care (NONPF, 2017). NONPF competencies will ensure that as a nurse practitioner I have the minimum skills needed to provide quality care. This will play a vital role in how care is delivered to my patients and the quality of that care.
Advancements in information technology are improving care delivery and quality of care. Care is being delivered faster with the use of point of care technology such as blood glucose testing, PT/INR test, rapid strep test, and covid-19 test. These tests allow for immediate intervention resulting in increased positive outcomes. Health information technology has also improved communication amongst the interdisciplinary team through the use of EHR and HIT. This course strengthened my information literacy and clinical information management competencies. The course assignments looking at the pros and cons of EHR and HIT allowed me to look deeper into these types of technology, understand their appropriate use and safeguards to patient information when using these technologies. The Medical Application Critical Appraisal in week 6 allowed me to evaluate a clinical information system. This assignment provided me the opportunity to use and evaluate a clinical decision making system. Participating in this assignment helped me to evaluate the appropriateness of this resource and critique the information provided by the tool to determine if it should be used to provide clinical interventions. A commitment to lifelong learning is necessary to keep up with the needed nursing informatics competencies as they will change just as rapidly as technology is changing.
Knickman, J., & Elbel, B. (2019). Jonas & kovner’s health care delivery in the united states (12thed.). Springer Publishing Company.
National Organization of Nurse Practitioner Faculties. (2017). Nurse practitioner care competencies content. https://cdn.ymaws.com/www.nonpf.org/resource/resmgr/competencies/2017_NPCoreComps_with_Curric.pdf
Late Assignment Policy
Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment.
Also Check Out: NR 599 Week 2 Midweek Comprehension Questions
In the event of an emergency that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student’s rationale for the request and make a determination based on the merits of the student’s appeal. Consideration of the student’s total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending.
This Policy applies to assignments that contribute to the numerical calculation of the course letter grade.
The maximum score in this class is 1,000 points. The categories, which contribute to your final grade, are weighted as follows.
|Discussion (50 points, Weeks 1–7; 25 points, Week 8)||375||37.5%|
|Shared Governance Model Paper (Week 3)||200||20%|
|Management of Power Paper (Week 5)||200||20%|
|Executive Summary (Week 7)||225||22.5%|
No extra credit assignments are permitted for any reason.
All of your course requirements are graded using points. At the end of the course, the points are converted to a letter grade using the scale in the table below. Percentages of 0.5% or higher are not raised to the next whole number. A final grade of 76% (letter grade C) is required to pass the course.
|A||940–1,000||94% to 100%|
|A-||920–939||92% to 93%|
|B+||890–919||89% to 91%|
|B||860–889||86% to 88%|
|B-||840–859||84% to 85%|
|C+||810–839||81% to 83%|
|C||760–809||76% to 80%|
|F||759 and below||75% and below|
NOTE:To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.
Students agree that, by taking this course, all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.
Participation for MSN
Threaded Discussion Guiding Principles
The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.
Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.
Grading Rubric Guidelines
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