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For this Discussion, you will explore the impact of digital technology on nursing practice. Consider the influence these technologies may have on nursing practice, and what skills you might need to hone in on in order to address these needs.

REQUIRED RESOURCES:

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

· “Evolution of Nursing Informatics Competencies” (pp. 46–52)

· “The Future of Nursing Informatics” (pp. 60–78)

· “Standard 3: Outcomes Identification” (pp. 82–83)

· “Standard 4: Planning” (pp. 84–85)

· American Hospital Association. (n.d.).   Innovative models of care delivery: Addressing transitions across the care continuumLinks to an external site. . https://www.aha.org/system/files/media/file/2019/05/Innovative-Models-of-Care.pdf

· Guest in VSee. (2020).  7 ways technology is transforming the nursing fieldLinks to an external site. . VSee.com. https://vsee.com/blog/technology-transforming-nursing-field

· The Medical Futurist. (2020).  10 ways technology is changing healthcareLinks to an external site. . https://medicalfuturist.com/ten-ways-technology-changing-healthcare/

· Consider your nursing background and professional interests as you view the video.

· What potential skills, knowledge, or competencies to ensure quality of care and safety improvements, might you need to develop for your healthcare organization or nursing practice to ensure continued quality care and safety?

Post a blog to address the following:

· Explore the pivotal role of informatics competencies in enhancing the quality of care and safety in your nursing practice. 

Read a selection of your colleagues’ blog posts and respond to at least two of your colleagues on two different days by expanding upon their responses or sharing additional or alternative perspectives.

POST 1:

Explore the pivotal role of informatics competencies in enhancing the quality of care and safety in your nursing practice. 

            Informatics competencies are essential in my work as a faculty member in a pre-licensure Bachelor of Science in Nursing (BSN) program. To ensure continued quality of care and safety improvements within a BSN program, faculty members must continuously develop competencies that bridge the gap between academic theory and rapidly evolving clinical realities. First, the concepts of quality and safety should not be discussed in individual lectures but woven throughout the curriculum. Nursing students must be educated not only in basic electronic health record documentation but also in data literacy, telehealth, remote monitoring, and clinical decision support tools they will encounter in practice (Mesko, 2025; VSee, 2020). Another essential concept for quality and safety in nursing education and healthcare is just culture. Just culture relies on shared accountability, solidarity, and reciprocity between healthcare organizations, nursing leaders, and bedside nurses (Robichaux & Vittone, 2023). Organizations must shift away from punitive, fear-inducing environments and toward building reliable, system-focused frameworks that protect both patient safety and nurse well-being (Robichaux & Vittone, 2023). This can and should start in undergraduate nursing programs, where students are taught the “right” way from the beginning, before adopting habits that lead to unsafe practice.

            The article “7 Ways Technology is Transforming the Nursing Field” also provides details on how emerging technologies are impacting nursing schools and students (VSee, 2020). Online education is gaining widespread acceptance among both patients, who use it for health education, and nurses, who use it to advance their careers flexibly without leaving their jobs. Many online nursing programs offer fast-track "bridge" options and provide benefits such as access to out-of-state schools, interactive learning, and a solution to local faculty shortages (VSee, 2020). This shift to digital learning is critical because the current nursing shortage is driven primarily by a severe shortage of faculty to train eager students, rather than by a lack of interest in the profession. Because technology and robotics cannot replace the human empathy required for patient care, expanding online education is vital to efficiently training a new wave of nursing educators to resolve this faculty crisis. Integrating robust informatics competencies and expanding digital learning options are strategies not only to prepare nursing students for modern clinical realities but also to address the faculty shortage crisis while preserving the profession's core human empathy.

References

Mesko, B. (2025, October 14). Future of healthcare: 10 ways technology is changing healthcare. The Medical Futurist.  https://medicalfuturist.com/ten-ways-technology-changing-healthcare Links to an external site.

Robichaux, C., & Vittone, S. (2023). Ethics: Addressing error: Partnership in a just culture.  OJIN: The Online Journal of Issues in Nursing, 28(2).  https://doi.org/10.3912/OJIN.Vol28No02EthCol01 Links to an external site.

VSee. (2020, February 27). 7 ways technology is transforming the nursing field.   https://vsee.com/blog/technology-transforming-nursing-field Links to an external site.

POST 2:

In my daily nursing practice, informatics has become one of the most influential tools I rely on to deliver safe, efficient, and patientcentered care. As Hess and Alper (2024) describe, informatics is no longer limited to documentation; it now shapes how I communicate with the care team, interpret patient data, and make clinical decisions. I see this evolution every day, especially as our workflows become more complex and technologydriven. The American Nurses Association (2022) notes that informatics has grown alongside the complexity of healthcare, and I feel that shift directly in how I manage patient care from admission through discharge.

One of the most meaningful impacts of informatics in my practice is how it improves quality and safety. Accurate, accessible data helps me recognize subtle changes in patient status and prevents duplication of work that can lead to errors. Feldman et al. (2019) emphasize that robust informatics processes support better clinical judgment, and I experience this when I use tools such as realtime vitals dashboards, medication scanning systems, and structured handoff templates. These systems reduce uncertainty and help me make more confident decisions at the bedside.

Care transitions are another area where informatics has transformed my practice. The American Hospital Association (n.d.) highlights that transitions across the care continuum are highrisk moments, and I see this firsthand during discharges, transfers, and shift changes. Having complete, timely information, labs, imaging, consult notes, and medication changes allows me to coordinate care more safely (Maleki Varnosfaderani & Forouzanfar, 2024). When the EHR is up to date and communication flows smoothly, I can prevent gaps that might otherwise lead to readmissions or adverse events. This is where I feel informatics directly protects my patients.

Technology is also expanding the reach of my practice beyond the physical bedside. Telehealth visits, remote monitoring alerts, and mobile health tools, described by Guest in VSee (2020) and The Medical Futurist (2020), are becoming part of my routine. I have cared for patients who rely on home monitoring devices to track blood pressure, glucose, or oxygen saturation, and these tools allow me to intervene earlier when something is trending in the wrong direction. As these technologies grow, I have had to strengthen my competencies not only in using the platforms but also in maintaining privacy, ensuring equitable access, and adjusting how I communicate with patients who are not physically present (Maleki Varnosfaderani & Forouzanfar, 2024). Looking ahead, I see the future of nursing informatics becoming even more integrated into my role (Guest in VSee, 2020). Artificial intelligence, predictive analytics, and datadriven decision support are already emerging in my workplace, and I expect them to become standard tools.

Furthermore, the ANA (2022) notes that nurses will increasingly participate in systemlevel planning and workflow redesign, and I have already seen nurses in my organization involved in EHR optimization committees and technology rollouts. This reinforces what Hess and Alper (2024) describe: nurses are becoming key contributors to innovation and quality improvement. To sum up, informatics competencies are no longer optional in my practice; they are essential. They help me interpret data more effectively, use technology safely, and support smoother care transitions (Hess & Alper, 2024). As healthcare continues to evolve, embracing informatics allows me to provide safer, more efficient, and more patientcentered care. It also positions me to lead and advocate for better outcomes across the system (Hess & Alper, 2024).

References

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

· “Evolution of Nursing Informatics Competencies” (pp. 46–52)

· “The Future of Nursing Informatics” (pp. 60–78)

· “Standard 3: Outcomes Identification” (pp. 82–83)

· “Standard 4: Planning” (pp. 84–85)

American Hospital Association. (n.d.).  Innovative models of care delivery: Addressing transitions across the care continuum Links to an external site. .  https://www.aha.org/system/files/media/file/2019/05/Innovative-Models-of-Care.pdf Links to an external site.

Feldman, S. S., Zengul, F. D., Ozaydin, B., Brazil, V., Hayes, L., & Schooley, B. (2019). Introduction to “health informatics, healthcare quality and safety, and healthcare simulation: the new triad to advance healthcare operations.” Health Systems, 8(3), 153–154.  https://doi.org/10.1080/20476965.2019.1687264 Links to an external site.

Guest in VSee. (2020).  7 ways technology is transforming the nursing field Links to an external site. . VSee.com.  https://vsee.com/blog/technology-transforming-nursing-field Links to an external site.

Hess, S., & Alper, C. (2024). Nursing Informatics: The Vital Nursing Link Between Technology And Patient Care. HCA Healthcare Journal of Medicine, 5(5), 513–516.  https://doi.org/10.36518/2689-0216.2003 Links to an external site.

RUBRIC:

NURS_8210_Week3_Blog_Rubric

NURS_8210_Week3_Blog_Rubric

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeMain Posting: Idea and Content (40 points)

40 to >29.0 ptsExcellent• Thoroughly responds to the blog prompt/s. • Post provides comprehensive insight, understanding, or reflection about the topic through a focused analysis of the topic supported by personal experiences and/or examples. • Personal opinions are expressed and are clearly related to the topic, activity or process identified in blog prompts. • The post reflects in-depth engagement with the topic. • Detailed reply to faculty.

29 to >19.0 ptsGood• Responds to all of the blog prompt/s. • Post provides insight, understanding, or reflection about the topic through a reasonably focused analysis of the topic supported by personal experiences and/or examples. • Personal opinions are expressed and are but not fully developed to align with blog prompts. • The post reflects moderate engagement with the topic. • Appropriate reply to faculty.

19 to >9.0 ptsFair• Partially responds to the blog prompt/s. • Posts are typically short and may contain some irrelevant material. • The post is mostly description or summary without connections or analysis between ideas. • The post reflects minimal engagement with the topic. • Brief response to faculty with minimal effort.

9 to >0 ptsPoor• Does not respond to the blog prompt/s or entries lack insight, depth or are superficial. • The entries are short and are frequently irrelevant to the events. • They do not express opinion clearly and show little understanding. • The post does not reflect engagement with the topic. • Fails to respond to faculty inquiries.

40 pts

This criterion is linked to a Learning OutcomeFirst Response: (30 points) Post to classmate’s main blog post shows evidence of insight, understanding, or reflective thought about the topic.

30 to >21.0 ptsExcellent• Presents a focused and cohesive viewpoint in addressing this response. • Response includes focused questions or examples related to classmate’s post. • Response stimulates dialogue and commentary. • Posts on separate day.

21 to >12.0 ptsGood• Presents a specific viewpoint that is focused and cohesive. • Response includes at least one focused question or example related to classmate’s post. • There is some attempt to stimulate dialogue and commentary. • Posts on separate day.

12 to >4.0 ptsFair• Presents a specific viewpoint but lacks supporting examples or focused questions related to classmate’s post. • The posting is brief and reflects minimal effort to connect with classmate. • Posts on separate day.

4 to >0 ptsPoor• Response lacks a specific viewpoint and supporting examples or focused questions related to classmate’s post. • The post does not stimulate dialogue or connect with the classmate. • Posts on same day.

30 pts

This criterion is linked to a Learning OutcomeSecond Response: (30 points) Post to second classmate’s blog post shows evidence of insight, understanding, or reflective thought about the topic.

30 to >21.0 ptsExcellent• Presents a focused and cohesive viewpoint in addressing this response. • Response includes focused questions or examples related to classmate’s post. • Response stimulates dialogue and commentary. • Posts on separate day.

21 to >12.0 ptsGood• Presents a specific viewpoint that is focused and cohesive. • Response includes at least one focused question or example related to classmate’s post. • There is some attempt to stimulate dialogue and commentary. • Posts on separate day.

12 to >4.0 ptsFair• Presents a specific viewpoint but lacks supporting examples or focused questions related to classmate’s post. • The posting is brief and reflects minimal effort to connect with classmate. • Posts on separate day.

4 to >0 ptsPoor• Response lacks a specific viewpoint and supporting examples or focused questions related to classmate’s post. • The does not stimulate dialogue or connect with the classmate. • Posts on same day.

30 pts

Total Points: 100