NURS 5051/6051: Transforming Nursing and Healthcare Through IT
NURS 5051/6051: Transforming Nursing and Healthcare Through IT
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ASSIGNMENT QUESTION
Assignment: Application:
Using the Data/Information/Knowledge/Wisdom Continuum
Have you ever gone online to search for a journal article on a specific topic? It is amazing to see the large number of journals that are available in the health care field. When you view the library in its entirety you are viewing untapped data. Until you actually research for your particular topic there is little structure. Once you have narrowed it down you have information and once you apply the information you have knowledge. Eventually after thoughtful research and diligent practice you reach the level of wisdomknowledge applied in meaningful ways.
Are there areas in your practice that you believe should be more fully explored? The central aims of nursing informatics are to manage and communicate data information knowledge and wisdom. This continuum represents the overarching structure of nursing informatics. In this Assignment you develop a research question relevant to your practice area and relate how you would work through the progression from data to information knowledge and wisdom.
To prepare for NURS 5051/6051: Transforming Nursing and Healthcare Through IT:
Review the information in Figure 62 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.
o Explore the available databases in the Walden Library. Identify which of these databases you would use to find the information or data you need.
o Once you have identified useful databases how would you go about finding the most relevant articles and information?
o Consider how you would extract the relevant information from the articles.
o 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?
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.
o Identify the databases and search words you would use.
o 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. Resources must be less than five years.
I think writer needs to go into my school library database. Writer should contact me for the information needed to gain access into my school database.
should not be more than five years.
Rubric – NURS 5051/6051: Transforming Nursing and Healthcare Through IT
NURS 5051/6051: Week 11, Application Assignment Rubric
Includes a cover page and introduction forthe flyer with an explanation of the issue selected, a description of the audience, and the search terms used to identify resources.
(10 possible points)
This section demonstrates excellence. To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources. Paper provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.
(9–10 points)
This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. Paper includes moderate detail, evidence from the readings, and discerning ideas.
points)
This section demonstrates a fair understanding of the content. To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. Paper may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
(7 points)
This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. Paper is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.
(0–6 points)
In the Flyer:
Defines key terms in a way that is appropriate for the target audience.
(10 possible points)
This section demonstrates excellence. To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources. Paper provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.
(9–10 points)
This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. Paper includes moderate detail, evidence from the readings, and discerning ideas.
(8 points)
This section demonstrates a fairunderstanding of the content. To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. Paper may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
(7 points)
This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. Paper is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.
(0–6 points)
Describes the health issue using language appropriate for the audience.
(20 possible points)
This section demonstrates excellence. To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources. The section provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.
(19–20 points)
This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. The section includes moderate detail, evidence from the readings, and discerning ideas.
(17–18 points)
This section demonstrates a fairunderstanding of the content. To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. The section may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
(15–16 points)
This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. The section is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.
(0–14 points)
Provides guidance on how to identify websites and resources with credible information on the issue.
(20 possible points)
This section demonstrates excellence. To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources. The section provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.
(19–20 points)
This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. The section includes moderate detail, evidence from the readings, and discerning ideas.
(17–18 points)
This section demonstrates a fairunderstanding of the content. To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. The section may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
(15–16 points)
This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. The section is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.
(0–14 points)
Recommends 4-5 websites with clear, valuable, and reliable information on the issue.
(10 possible points)
This section demonstrates excellence. To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources. The section provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.
(9–10 points)
This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. The section includes moderate detail, evidence from the readings, and discerning ideas.
(8 points)
This section demonstrates a fairunderstanding of the content. To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. The section may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
(7 points)
This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. The section is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.
(0–6 points)
Writing used in Introduction
(10 possible points)
Paper is well organized, uses scholarly tone, follows APA style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with graduate level writing style. Introduction contains multiple, appropriate and exemplary peer reviewed sources (published within the past 5 years) expected/required for the assignment.
(9–10 points)
Paper is mostly consistent with graduate level writing style. Paper may have some small or infrequent organization, scholarly tone, or APA style issues, and/or may contain a few writing and spelling errors, and/or somewhat less than the expected number of or type of sources.
(8 points)
Paper is somewhat below graduate level writing style, with multiple smaller or a few major problems. Paper may be lacking in organization, scholarly tone, APA style, and/or contain many writing and/or spelling errors, or shows moderate reliance on quoting vs. original writing and paraphrasing. Paper may contain inferior resources (number or quality).
(7 points)
Paper is well below graduate level writing style expectations for organization, scholarly tone, APA style, and writing, or relies excessively on quoting. Paper may contain few or no quality resources.
(0–6 points)
Writing used in Flyer
(20 possible points)
Flyer is well organized, uses a tone appropriate for the audience, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with a health flyer writing style.
(18–20 points)
Flyer mostly uses a tone appropriate for the intended audience. Flyer may have some small or infrequent organization, tone issues, and/or may contain a few writing and spelling errors.
(16–17 points)
Flyer is written in a tone that is somewhat above or below the intended audience, with multiple smaller or a few major problems. Flyer may be lacking in organization, appropriate tone, and/or contain many writing and/or spelling errors, or shows moderate reliance on quoting vs. original writing and paraphrasing. NURS 5051/6051: Transforming Nursing and Healthcare Through IT
(14–15 points)
Flyer is well below graduate level work, expectations for organization, appropriate tone, and writing.
(0–13 points)
Instructor comments:
Up to 20 points may be deducted for lateness.
Total Score (100 possible points):
