NURS 6051 Week 9 Discussion The Inclusion of Nurses in the Systems Development Life Cycle Essay

NURS 6051 Week 9 Discussion The Inclusion of Nurses in the Systems Development Life Cycle Essay

Discussion: The Inclusion of Nurses in the Systems Development Life Cycle

System development life cycle (SDLC) comprises of five stages of information technology design and functionality in organizations to meet various organizational needs. These stages include analysis, design, implementation, evaluation and maintenance (Laureate Education, 2018). Nurses are the end and super users of any health information technology (HIT) systems and their inclusion in the process is a vital aspect of successful implementation and use. As end users, they will interact with the system and their involvement offers an opportunity for them to have input on the critical areas to ensure effective functionality. The purpose of this discussion is describe the possible consequences of excluding nurses in the HIT system development based on the SDLC model.

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System’s Analysis

The analysis is the initial stage and evaluates current technologies to determine what works and what does not. The role of nurses at this stage is to offer information on the benefits and weaknesses of the existing system. because of their role and nature of their work in health care facilities, they are well-positioned to identify fundamental challenges in the gathering, assessment, storage, retrieval and use of information within the current system (Laureate Education, 2018b). Failure to involve them at this level would imply that the new HIT system will not meet the immediate needs of nurses in the facility.

System’s Design

This stage involves development of a plan and proposition of a strategy by HIT expert to improve or replace the current programs and system based on the findings of the review of processes. The stage defines the most essential user interface and experiences, files and applications, infrastructure and a combination of certain HIT programs to meet a facility’s needs. Nurses have a vital role in development of unique operating processes that should be integrated into the new system to enhance performance (Qin et al., 2017). Developers should involve nurses at this stage to refine their proposed programs and applications to suit the end-user needs. Failure to engage the nurses at this stage would imply that the new technology will not capture their data input and output requirements. Nurses help in verifying if the designed system is effective or not.

System’s Implementation

At this stage, nurses, with the assistance of the design experts, put the new HIT into use to meet the organizational needs. They are the primary implementing team of the new or replaced EHITs. The most critical part of the implementation is to train the nurses to optimize the HIT in provision of safe and quality care services to patients. Failing to involve them here means that they won’t get the necessary training to run and manage the new or improved system. Lack of training will lead to low acceptance, poor usage, and low motivation among nurses (McGonigle & Mastrian, 2017). Training improves end-user acceptance, confidence, and readiness to use the new HIT. During implementation, nurses can have more insights that include changes in procedures, policies and workflow and coordination. Without their input, the new system may not function optimally within the organizational practice and culture.

System’s Evaluation

Once executed, nurses and other stakeholders like experts and designers evaluate the system’s functionality and abilities to use. The practical and perceived usefulness of technology impacts its use. The engagement of nurses at this stage is to assess the usability of the system (Singletary & Baker, 2019). Therefore, their exclusion at this stage will invalidate outcomes as the end-users who are best placed to identify technological hitches that could compromise patient safety and care.

System’s Maintenance and Support

Maintenance involves activities focused on identifying and fixing issues that could compromise the new system. Nurses’ inclusion ensures that they identify and report issues to the hospital IT specialist who initiate corrective and prevention measures to meet system’s needs.

Conclusion

The inclusion of nurses as end-users in system development life cycle (SDLC) is critical to optimal care provision and outcomes. As end-users, nurses are better positioned to have fundamental input into the development of new or improvement of an existing system. Failure to include them will invalidate the working and functionalities of the developed system.

References

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

Baltimore, MD: Author.

Laureate Education (Producer). (2018b). Managing Health Information Technology [Video file].

Baltimore, MD: Author.

McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge

            (4th ed.). Jones & Bartlett Learning.

Singletary, V., & Baker, E. L. (2019). Building informatics-savvy health departments: The

systems development life cycle. Journal of Public Health Management and Practice: JPHMP, 25(6), 610–611. https://doi.org/10.1097/PHH.0000000000001086

Qin, Y., Zhou, R., Wu, Q., Huang, X., Chen, X., Wang, W., . . . Yu, P. (2017). The effect of

nursing participation in the design of a critical care information system: a case study in a Chinese hospital. https://bmcmedinformdecismak.biomedcentral.com/articles/10.1186/s12911-017-0569-3

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Discussion: The Inclusion of Nurses in the Systems Development Life Cycle
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.
By Day 3 of Week 9
Post a description of what you believe to be the consequences of a healthcare organization not involving nurses in each stage of the SDLC when purchasing and implementing a new health information technology system. Provide specific examples of potential issues at each stage of the SDLC and explain how the inclusion of nurses may help address these issues. Then, explain whether you had any input in the selection and planning of new health information technology systems in your nursing practice or healthcare organization and explain potential impacts of being included or not in the decision-making process. Be specific and provide examples.

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.

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.

Accessible player
Learning Objectives
Students will:
Analyze how inclusion of the nurse in the purchasing of health information technology systems impacts healthcare organizations
Analyze the impact of nurse inclusion on each step of the systems development life cycle
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.

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

Name: NURS_5051_Module05_Week09_Discussion_Rubric
Grid View
List View
Excellent Good Fair Poor
Main Posting
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.
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.
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.
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
10 (10%) – 10 (10%)
Posts main post by day 3.
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
Does not post by day 3.
First Response
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.
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.
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.
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
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.
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.
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.
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
5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days.
Total Points: 100
Name: NURS_5051_Module05_Week09_Discussion_Rubric