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NURS 6051 Inclusion of Nurses in Systems Development Life Cycle

NURS 6051 Inclusion of Nurses in Systems Development Life Cycle

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RE: Discussion – Week 9

In research from McGonigle and Mastrian (2017), Software Development Life Cycle (SDLC) is a way to deliver efficient and effective information systems (IS) that fit with the strategic business plan of an organization. The consequences of not including nurses during the stages of the SDLC can be disastrous.  Non-clinical programmers do not know what is necessary for patient care and if it works in emergency situations. The nurse needs to be included in design and buying situations because nurses are the ones that will be the primary user of its functionality. The main consequence is the technology that doesn’t work correctly and flow well.

Nurses are needed at all stages of the SDLC for potential issues. In research from Singletary and Baker (2019), there are eight stages of the SDLC.  The first is the initiation and concept phase, and a potential issue is not finding the proper information system (IS) for the organization.  Nurses would help by being able to work with the IS for proper functionally. The second is the planning phase, and a potential issue is not having an appropriate date of the milestone. A nurse would help by looking at the census data and finding a good time to make the IS transition. The third stage is requirements, and a potential issue would be missing an important aspect of documenting patient care. A nurse could help with making sure each existing process is carried over to the new IS. Stage four is design and development, and many issues can occur here with missing necessary charting systems and poor flow.  A nurse would surely ensure that all required charting be put into the new system and have a good flow for documentation.  The fifth stage is testing, and the main issue is bad functionally.  Nurses would address this by rigorously testing the new IS for form and being a functional charting system.  Training and implementation are the sixth stage, and issues of poor training of employees may arise.  Nurses need to have super users and be able to learn the system accordingly.  Operations and maintenance are the seventh stage, and one issue would be not updating the software or not fixing errors.  Nurses should be able to address the issue by notifying the designers of problems with the system.  The final eighth stage is the disposition, and one issue is not correctly moving data from the old to the new system.  Nurses would address this issue by having superusers make sure the legacy data is transitioned correctly. In research from McLean et al. (2015), a study confirmed that a high number of nurses contributed to healthcare IT acquisition decisions.

NURS 6051 Inclusion of Nurses in Systems Development Life Cycle

My organization did not give me any input during the transition into the new EPIC EHR.  I was used as a superuser during the training and implementation stage. One impact of not being used is working in the emergency department for nearly a decade would give some clarity into what custom entry methods would need to go in the EHR as opposed to the new hire that took the job.  The emergency department managers were the only ones who had any input into the process which none of them had any recent bedside experience.  This can lead to missing vital charting portions of the EPIC-specific emergency charting system.

Resources

McGonigle, D., & Mastrian, K. (2017). Nursing Informatics and the Foundation of Knowledge. In Nursing Informatics and the Foundation of Knowledge (4th ed., p. 176). Jones & Bartlett Learning.

McLean, A., Frisch, N., & Roudsari, A. (2015). Nursing’s Voice in Healthcare IT Acquisition Decisions. Canadian Journal of Nursing Informatics, 10(3), 1. http://cjni.net/journal/?p=4248

Singletary, V., & Baker, E. L. (2019). Building Informatics-Savvy Health Departments: The Systems Development Life Cycle. Journal of Public Health Management and Practice, 25(6), 610–611. https://doi.org/10.1097/phh.0000000000001086

In the media introduction to this module, it was suggested that you as a nurse have an important role in the Systems Development Life Cycle (SDLC). With a focus on patient care and outcomes, nurses may not always see themselves as contributors to the development of new systems. However, as you may have observed in your own experience, exclusion of nurse contributions when implementing systems can have dire consequences.

In this Discussion, you will consider the role you might play in systems development and the ramifications of not being an active participant in systems development.

To Prepare:

  • Review the steps of the Systems Development Life Cycle (SDLC) as presented in the Resources.
  • Reflect on your own healthcare organization and consider any steps your healthcare organization goes through when purchasing and implementing a new health information technology system.
  • Consider what a nurse might contribute to decisions made at each stage of the SDLC when planning for new health information technology.
    NURS 6051 Inclusion of Nurses in Systems Development Life Cycle

    NURS 6051 Inclusion of Nurses in Systems Development Life Cycle

By Day 3 of Week 9

A healthcare organization’s lack of participation in the SDLC while procuring and implementing a new health information technology system might have serious ramifications. Explain how the participation of nurses in the SDLC might assist solve possible concerns at each level and provide specific examples. Then, talk about whether or not you had a say in the selection and planning of new health information technology systems in your nursing practice or healthcare organization, and discuss the possible consequences of your involvement or lack thereof. The more descriptive you are, the better.

By Day 6 of Week 9

Respond to at least two of your colleagues* on two different days, by offering additional thoughts regarding the examples shared, SDLC-related issues, and ideas on how the inclusion of nurses might have impacted the example described by your colleagues.

*Note: Throughout this program, your fellow students are referred to as colleagues.

NURS 6051 Inclusion of Nurses in Systems Development Life Cycle

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 9 Discussion Rubric

 

Post by Day 3 and Respond by Day 6 of Week 9

To participate in this Discussion:

Week 9 Discussion

 Module 5: The Nurse Leader and the System Development Life Cycle (Weeks 9-10)

Laureate Education (Producer). (2018). Systems Implementation [Video file]. Baltimore, MD: Author.

Learning Objectives

Students will:

Due By Assignment
Week 9, Days 1–2 Read/Watch/Listen to the Learning Resources.
Compose your initial Discussion post.
Week 9, Day 3 Post your initial Discussion post.
Begin to compose your Assignment.
Week 9, Days 4-5 Review peer Discussion posts.
Compose your peer Discussion responses.
Continue to compose your Assignment.
Week 9, Day 6 Post at least two peer Discussion responses on two different days (and not the same day as the initial post).
Week 9, Day 7 Wrap up Discussion.
Week 10, Days 1-6 Continue to compose your Assignment.
Week 10, Day 7 Deadline to submit your Assignment.

Learning Resources

Required Readings

McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.

  • Chapter 9, “Systems Development Life Cycle: Nursing Informatics and Organizational Decision Making” (pp. 175–187)
  • Chapter 12, “Electronic Security” (pp. 229–242)
  • Chapter 13, “Workflow and Beyond Meaningful Use” (pp. 245–261)

Agency for Healthcare Research and Quality. (n.d.a). Health IT evaluation toolkit and evaluation measures quick reference guide. Retrieved September 27, 2018, from

https://healthit.ahrq.gov/health-it-tools-and-resources/evaluation-resources/health-it-evaluation-toolkit-and-evaluation-measures-quick-reference

Agency for Healthcare Research and Quality. (n.d.b). Workflow assessment for health IT toolkit. Retrieved September 27, 2018, from https://healthit.ahrq.gov/health-it-tools-and-resources/evaluation-resources/workflow-assessment-health-it-toolkit

 

Required Media

Louis, I. (2011, August 17). Systems development life cycle (SDLC) [Video file]. Retrieved from https://www.youtube.com/watch?v=xtpyjPrpyX8

 

Laureate Education (Producer). (2018). Interoperability, Standards, and Security [Video file]. Baltimore, MD: Author.

Laureate Education (Producer). (2018). Managing Health Information Technology [Video file]. Baltimore, MD: Author.

 

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Name: NURS_5051_Module05_Week09_Discussion_Rubric

Excellent Good Fair Poor
Main Posting
Points Range: 45 (45%) – 50 (50%)

Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.

Supported by at least three current, credible sources.

Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

Points Range: 40 (40%) – 44 (44%)

Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

At least 75% of post has exceptional depth and breadth.

Supported by at least three credible sources.

Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

Points Range: 35 (35%) – 39 (39%)

Responds to some of the discussion question(s).

One or two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Post is cited with two credible sources.

Written somewhat concisely; may contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

Points Range: 0 (0%) – 34 (34%)

Does not respond to the discussion question(s) adequately.

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only one or no credible sources.

Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

Does not adhere to current APA manual writing rules and style.

Main Post: Timeliness
Points Range: 10 (10%) – 10 (10%)
Posts main post by day 3.
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Does not post by day 3.
First Response
Points Range: 17 (17%) – 18 (18%)

Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.

Points Range: 15 (15%) – 16 (16%)

Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

Points Range: 13 (13%) – 14 (14%)

Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

Points Range: 0 (0%) – 12 (12%)

Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.

Second Response
Points Range: 16 (16%) – 17 (17%)

Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.

Points Range: 14 (14%) – 15 (15%)

Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

Points Range: 12 (12%) – 13 (13%)

Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

Points Range: 0 (0%) – 11 (11%)

Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.

Participation
Points Range: 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days.
Total Points: 100
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