Nursing DISCUSSION ASSIGNMENT

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REQIRED READINGS!:

· HealthIT.gov. (n.d.).  Health information exchangeLinks to an external site. . https://www.healthit.gov/topic/health-it-basics/health-information-exchange

· Project Management Institute. (2025).  What is project management?Links to an external site.  https://www.pmi.org/about/learn-about-pmi/what-is-project-management

· Stokes, F., & Palmer, A. (2020).  Artificial Intelligence and robotics in nursing: Ethics of caring as a guide to dividing tasks between ai and humans Links to an external site. . Nursing philosophy: An international journal for healthcare professionals, 21(4), e12306. https://doi.org/10.1111/nup.12306

· Dilly, C. K., Klochan, K. A., & Bosslet, G. (2021).  Project management tools for healthcare education Links to an external site. . The clinical teacher, 18(2), 109–114. https://doi.org/10.1111/tct.13264

· King, A., MD, & Masson, L., MD (2023).  A prescription for project management success Links to an external site. . Family practice management, 30(5), 19–24.

· American Nurses Association. (2022).   Nursing informatics: Scope and standards of practice Links to an external site.  (3rd ed.).

· “Introduction” (p. 1)

· “The Scope of Nursing Informatics Practice” (pp. 1–5)

· “Standard 1: Assessment” (pp. 80–81)

· “Standard 2: Diagnosis, Problems, and Issues Identification” (pp. 81–82)

· Walden University Oasis: Writing Center. (n.d.).  Citations: Overview Links to an external site. .  https://academicguides.waldenu.edu/writingcenter/apa/citations 

· Walden University Oasis: Writing Center. (n.d.).  Common assignments: Discussion post  Links to an external site. . https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost 

INSTRUCTIONS:

In the video,  Nursing Informatics Innovators,  you are provided an extensive list of 34 nursing informatics innovators. Each of these individuals has been integral in advancing nursing informatics and the field of nursing practice.

Innovators in the field of nursing informatics, led the way in shifting the perception of a nurse as an art of patient care, to the practice of nursing as a science, vested in science, technology, and advancements.

Nursing informatics innovators facilitated and created major advancements in the field of nursing and ensured the field would be one of advancement, continual change, and scientific innovation. Exploring the work of these innovators is essential in understanding where nursing informatics began, where it is now, and where it continues to go.

For this Discussion, reflect on the role of individual nursing informatics innovators and consider their contributions, the impact of their contributions, and what you might specifically learn from them in your nursing practice. Reflect on your background and experiences in nursing informatics. Explore on how you might apply the knowledge of these innovators and the information from Table 1 to your nursing practice, your education, and your future goals.

· Review the American Nurses Association. (2022).  Nursing informatics: Scope and standards of practice (3rd ed.).

· “Introduction” (p. 1)

· “The Scope of Nursing Informatics Practice” (pp. 1–5).

After reviewing the weekly resources, including the nursing informatics innovators stories, discuss your experience with nursing informatics and how this course could enhance your informatics skills and competencies.

Read a selection of your classmates’ responses and respond to at least two of your classmates, continue the discussion by commenting on how your classmates experience could enhance your own practice.

Note: Your responses to classmates should be substantial (250 words minimum), supported with scholarly evidence from your research and/or the Learning Resources, and properly cited using APA Style. Personal anecdotes are acceptable as part of a meaningful response, but cannot stand alone as a response. Your responses should enrich the initial post by supporting and/or offering a fresh viewpoint, and be constructive, thereby enhancing the learning experience for all students.

POSTS TO RRSPOND TO:

POST 1:

Week #1 

Main Post

       Nursing informatics has transformed nursing practice through the integration of technology, data science, and evidence-based decision making. Early nursing informatics innovators contributed to the advancement of healthcare systems, electronic health records, clinical decision support tools, and standardized nursing documentation that continue to influence modern nursing practice. Exposure to the stories of nursing informatics innovators demonstrated how innovation and technology have strengthened patient safety, communication, and quality improvement initiatives across healthcare settings. Nursing informatics also supports health equity through improved access to data, population health management, and evidence-based interventions that address disparities in care delivery (Bakken & Dreisbach, 2022). Understanding the contributions of informatics pioneers provides insight into the evolution of nursing from a task-oriented profession to a science-driven discipline supported by technology and data analytics. 

Experience With Nursing Informatics 

       Experience with nursing informatics has primarily involved the use of electronic health records, computerized provider order entry systems, barcode medication administration, and clinical communication platforms in acute care settings. Informatics systems have improved efficiency in medication administration, patient monitoring, interdisciplinary communication, and documentation accuracy. Clinical practice environments increasingly rely on informatics competencies to support evidence-based practice and clinical decision making. Nurses with stronger informatics competencies demonstrate improved attitudes toward evidence-based practice and enhanced clinical decision-making skills in patient care settings (Salari et al., 2025). Exposure to nursing informatics in daily practice has demonstrated the importance of accurate data entry, clinical documentation, and technology integration in promoting patient safety and quality outcomes. 

Enhancing Informatics Competencies Through Education 

       This course has the potential to strengthen informatics knowledge and expand competencies related to data management, healthcare technologies, and evidence-based decision making. Advanced understanding of nursing informatics can improve the ability to analyze healthcare data, evaluate patient outcomes, and support quality improvement initiatives within clinical practice. Informatics education is increasingly important as healthcare organizations adopt artificial intelligence, predictive analytics, telehealth systems, and digital health innovations to improve patient care delivery. Emerging innovations in nursing informatics continue to reshape healthcare delivery through advanced technologies that support clinical efficiency, patient engagement, and improved healthcare outcomes (Kaminski, 2025). Strengthening informatics competencies through this course may also support future professional goals as a Psychiatric Mental Health Nurse Practitioner and DNP prepared nurse leader focused on improving healthcare access, patient outcomes, and system level practice improvements. 

Application to Future Nursing Practice 

       Knowledge gained from nursing informatics innovators and the American Nurses Association scope and standards of practice can also enhance leadership development and lifelong learning within nursing practice. Informatics competencies are essential for improving interdisciplinary collaboration, supporting ethical management of patient information, and promoting evidence-based care delivery. Nursing informatics also provides opportunities to participate in healthcare system redesign, quality improvement projects, and population health initiatives that improve patient care outcomes. Integration of informatics principles into nursing education and professional practice supports the advancement of nursing as a scientific discipline grounded in technology, innovation, and patient centered care (Bakken & Dreisbach, 2022). Continued development of informatics skills will remain important in adapting to future technological advancements and evolving healthcare systems. 

Conclusion 

       Nursing informatics innovators have played a critical role in shaping modern healthcare through advancements in technology, evidence-based practice, and data driven patient care. Experience with informatics systems in clinical practice has demonstrated the importance of technology in improving patient safety, communication, and healthcare efficiency. Continued education in nursing informatics can strengthen competencies related to clinical decision making, leadership, and healthcare innovation. Expanding informatics knowledge will support future professional goals and prepare nurses to contribute to ongoing advancements in healthcare delivery and patient outcomes. 

References 

Bakken, S., & Dreisbach, C. (2022). Informatics and data science perspective on Future of Nursing 2020–2030: Charting a pathway to health equity.  Nursing Outlook, 70(6), S77–S87.  https://doi.org/10.1016/j.outlook.2022.04.004 Links to an external site.  

Kaminski, J. (2025). Top informatics innovations of 2025.  Canadian Journal of Nursing Informatics, 20(4), 1–10.  https://cjni.net/journal/?p=15656 Links to an external site.  

Salari, A., Vagharseyyedin, S. A., & Sabeghi, H. (2025). Informatics competency, attitudes toward evidence based practice, and clinical decision making skills in nurses.  Health Informatics Journal, 31(3), 1–12.  https://doi.org/10.1177/14604582251381145 Links to an external site.

POST 2:

Hello Professor and Peers,

By integrating technology and data-based practice with patient care, the nursing informatics profession has significantly advanced. In the assigned resources, individuals featured as Nursing Informatics Innovators remained instrumental in changing the mindset of the profession from only a nurturing role towards a science and technology-based profession with a constant drive toward innovation. The efforts of key figures such as Kathryn Bowles and Karen S. Martin helped with the incorporation of health information technology into nursing practice, which continues to be dynamic, innovative, and adaptable to meet the needs of the changing healthcare landscape. Looking back on what they have done helps to appreciate the history of nursing informatics, its current status, and how it is influencing the future of nursing.

In my professional experience working in the behavioral health field, I have seen how the timely, accurate and readily available information has been instrumental to enhancing patient outcomes. Continuity of care can be a challenge for patients with dual diagnoses, as they may be involved with multiple providers in varying systems. As promoted by Karen S. Martin’s work on standardizing information flow, informatics remain a top priority in overcoming the challenges of secure sharing of patient information among organizations. This innovation is directly applicable to my practice by eliminating fragmentation, enhancing coordination and providing access to key information when required. Thus, Martin remains a key nursing informatics pioneer by demonstrating how technology can improve safety and quality of healthcare, especially for vulnerable populations that frequently struggle with systemic barriers.

Evaluation, diagnosis, and problem identification are key elements in behavioral health and are included in the definition of nursing informatics as stated by the American Nurses Association (2022). Through Informatics tools, nurses can detect trends in patient information, predict potential issues, and apply evidence-based practices. Predictive analytics, as promoted by Kathryn Bowles, can identify patients who are likely to relapse, for instance, and alert health care professionals to reach out and provide proactive support. This is consistent with my perspective that the nursing informatics is not only data management, but also information for informed nursing practice. Leaders in this area remind us that informatics is a field that enables nurses to make decisions with accuracy and anticipation.

Project management is another aspect of nursing informatics that relates to my practice. The importance of project management tools in healthcare education and practice has been emphasized by King and Masson (2023) and Dilly et al. (2021). Nurses who have to enact a new EHR system or create a quality improvement project need to use project management principles in order to be successful. Project Management Institute (2025) refers to Project management as the application of knowledge, skills, tools, and techniques to accomplish the requirements of a project. Project management is a key skill I believe will be very important for me to learn as I head into the future in working with informatics-driven initiatives to make them efficient, sustainable, and with the intent to align to an organization's goals. Innovators in nursing informatics have demonstrated that leadership in technology is not just about the technical skills and abilities; it is also about organizational vision.

Another emerging area of nursing informatics is the use of artificial intelligence (AI) and robotics. According to Stokes and Palmer (2020), the ethics of caring must be taken into account when deciding how tasks should be divided between AI and humans. This for me means seeing AI as an assistant with maintaining the human touch that is at the core of nursing. While AI tools can handle documentation, patient vitals monitoring, and even anticipate clinical deterioration; they cannot replace the empathy and advocacy that nurses can offer. As nurses continue to advance innovative practices in nursing informatics, they should bear in mind that technology cannot replace the humanistic aspects of nursing, but must be an extension of the nursing role. It is a balance that is critical for the future of nursing.

This course will be helpful for me to strengthen my informatics skills and competencies, including health information exchange, project management, and incorporating AI. I am hoping to gain a better understanding of how to improve my own capacity to lead informatics initiatives in behavioral health through research on nursing informatics innovators and the knowledge gained from Table 1. Future aspirations involve further developing nurse-led protocols that utilize technology for enhanced continuity of care, coaching other nurses in informatics skills, and supporting organizational strategies that will support the mission of health equity and social change. Nursing informatics ultimately empowers nurses with the tools needed to make an impact with data and continue to uphold the values of care and compassion.

References

American Nurses Association. (2022). Nursing informatics: Scope and standards of practice (3rd ed.).

Dilly, C. K., Klochan, K. A., & Bosslet, G. (2021). Project management tools for healthcare education. The clinical teacher, 18(2), 109–114.  https://doi.org/10.1111/tct.13264 Links to an external site.

King, A., & Masson, L. (2023). A prescription for project management success. Family practice management, 30(5), 19–24.

Project Management Institute. (2025). What is project management?  https://www.pmi.org/about/learn-about-pmi/what-is-project-management Links to an external site.

Stokes, F., & Palmer, A. (2020). Artificial Intelligence and robotics in nursing: Ethics of caring as a guide to dividing tasks between AI and humans. Nursing philosophy, 21(4), e12306.  https://doi.org/10.1111/nup.12306 Links to an external site.

RUBRIC:

NURS_8210_Week1_Discussion_Rubric

NURS_8210_Week1_Discussion_Rubric

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeRESPONSIVENESS TO DISCUSSION QUESTION (20 possible points): Discussion posts minimum requirements: The original posting must be completed by Day 3 at 11:59pm ET. Two response postings to two different peer original posts, on two different days, are required by Day 6 at 11:59pm ET. Faculty member inquiries require responses, which are not included in the peer posts. Your Discussion Board postings should be written in Standard Academic English and follow APA 7 style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week's learning resources as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.)

20 to >19.0 ptsExcellent• Discussion postings and responses are responsive to and exceed the requirements of the Discussion instructions. • The student responds to the question/s being asked or the prompt/s provided. Goes beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated) • Demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Detailed response to faculty.

19 to >15.0 ptsGood• Discussion postings and responses are responsive to and meet the requirements of the Discussion instructions. • The student responds to the question/s being asked or the prompt/s provided. • Demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Appropriate reply to faculty.

15 to >12.0 ptsFair• Discussion postings and responses are somewhat responsive to the requirements of the Discussion instructions. • The student may not clearly address the objectives of the discussion or the question/s or prompt/s. • Minimally demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Brief response to faculty with minimal effort.

12 to >0 ptsPoor• Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. • Does not clearly address the objectives of the discussion or the question/s or prompt/s. • Does not demonstrate that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Fails to respond to faculty inquiries.

20 pts

This criterion is linked to a Learning OutcomeCONTENT REFLECTION and MASTERY: Initial Post (30 possible points)

30 to >29.0 ptsExcellentInitial Discussion posting: • Post demonstrates mastery and thoughtful/accurate application of content and/or strategies presented in the course. • Posts are substantive and reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. • Initial post is supported by 3 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings.

29 to >23.0 ptsGoodInitial Discussion posting: • Posts demonstrate some mastery and application of content, applicable skills, or strategies presented in the course. • Posts are substantive and reflective, with analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. • Initial post is supported by 3 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings.

23 to >18.0 ptsFairInitial Discussion posting: • Post may lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. • Posts demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors. • There is a lack of support from relevant scholarly research/evidence.

18 to >0 ptsPoorInitial Discussion posting: • Post lacks in substance, reflection, analysis, or synthesis. • Posts do not generalize, extend thinking or evaluate concepts and issues within the topic or context of the discussion. • Relevant examples and scholarly resources are not provided.

30 pts

This criterion is linked to a Learning OutcomeCONTRIBUTION TO THE DISCUSSION: First Response (20 possible points)

20 to >19.0 ptsExcellentDiscussion response: • Significantly contributes to the quality of the discussion/interaction and thinking and learning. • Provides rich and relevant examples and thought-provoking ideas that demonstrates new perspectives, and synthesis of ideas supported by the literature. • Scholarly sources are correctly cited and formatted. • First response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Posts on separate day.

19 to >15.0 ptsGoodDiscussion response: • Contributes to the quality of the interaction/discussion and learning. • Provides relevant examples and/or thought-provoking ideas • Scholarly sources are correctly cited and formatted. • First response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Posts on separate day.

15 to >12.0 ptsFairDiscussion response: • Minimally contributes to the quality of the interaction/discussion and learning. • Provides few examples to support thoughts. • Information provided lacks evidence of critical thinking or synthesis of ideas. • There is a lack of support from relevant scholarly research/evidence. • Posts on separate day.

12 to >0 ptsPoorDiscussion response: • Does not contribute to the quality of the interaction/discussion and learning. • Lacks relevant examples or ideas. • There is a lack of support from relevant scholarly research/evidence. • Posts on same day.

20 pts

This criterion is linked to a Learning OutcomeCONTRIBUTION TO THE DISCUSSION: Second Response (20 possible points)

20 to >19.0 ptsExcellentDiscussion response: • Significantly contributes to the quality of the discussion/interaction and thinking and learning. • Provides relevant examples and thought-provoking ideas that demonstrates new perspectives, and extensive synthesis of ideas supported by the literature. • Second response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Scholarly sources are correctly cited and formatted. • Posts on separate day.

19 to >15.0 ptsGoodDiscussion response: • Contributes to the quality of the interaction/discussion and learning. • Provides relevant examples and/or thought-provoking ideas • Second response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Scholarly sources are correctly cited and formatted. • Posts on separate day.

15 to >12.0 ptsFairDiscussion response: • Minimally contributes to the quality of the interaction/discussion and learning. • Provides few examples to support thoughts. • Information provided lacks evidence of critical thinking or synthesis of ideas. • Minimal scholarly sources provided to support post. • Posts on separate day.

12 to >0 ptsPoorDiscussion response: • Does not contribute to the quality of the interaction/discussion and learning. • Lacks relevant examples or ideas. • No sources provided. • Posts on same day.

20 pts

This criterion is linked to a Learning OutcomeQUALITY OF WRITING (10 possible points)

10 to >9.0 ptsExcellentDiscussion postings and responses exceed doctoral level writing expectations: • Use Standard Academic English that is clear, concise, and appropriate to doctoral level writing. • Make few if any errors in spelling, grammar, that does not affect clear communication. • Uses correct APA 7 format as closely as possible given the constraints of the online platform. • Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints.

9 to >8.0 ptsGoodDiscussion postings and responses meet doctoral level writing expectations: • Use Standard Academic English that is clear and appropriate to doctoral level writing • Makes a few errors in spelling, grammar, that does not affect clear communication. • Uses correct APA 7 format as closely as possible given the constraints of the online platform. • Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints.

8 to >6.0 ptsFairDiscussion postings and responses are somewhat below doctoral level writing expectations: • Posts contains multiple spelling, grammar, and/or punctuation deviations from Standard Academic English that affect clear communication. • Numerous errors in APA 7 format • May be less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.

6 to >0 ptsPoorDiscussion postings and responses are well below doctoral level writing expectations: • Posts contains multiple spelling, grammar, and/or punctuation deviations from Standard Academic English that affect clear communication. • Uses incorrect APA 7 format • Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints.

10 pts

Total Points: 100