Discussion: The Inclusion of Nurses in the Systems Development Life Cycle NURS 5051

Discussion: The Inclusion of Nurses in the Systems Development Life Cycle NURS 5051
Initial post – Week 9
Healthcare organizations are moving more and more towards acquiring or upgrading electronic information systems in a process usually termed as systems development life cycle (SDLC). One of the most preferred strategies in the SDLC process is user involvement. Nurses make up the largest portion of care providers in healthcare facilities across the world and as such, are the majority of end-users for such information systems (McBride & Tietze, 2018). This makes the participation of nurses in the SDLC process crucial and vital. In order to provide safer and efficient care, nurses should be involved in the acquisition and upgrade of health information systems.
The first step of the SDLC process involves planning for and determining the feasibility and usability of the system. Exclusion of nurses from this process may
Discussion The Inclusion of Nurses in the Systems Development Life Cycle NURS 5051
lead to the creation of information delivery processes and procedures that are unclear or faulty (Wang et al, 2019). This will further complicate the entire patient-care process that the system is designed to solve in the first place. Secondly, the IT staff may not understand how to analyze the system’s efficiency. This may hinder the ability of end-users to utilize the system. Nurses must, therefore, be fully involved in this step given their understanding of the healthcare system.
The third step is the actual designing of the system. This is perhaps the most crucial step given that the structure of the system determines the overall efficiency of the healthcare delivery process. Exclusion of nurses will undermine the implementation success of the entire system given the fact that if they do not understand it, they may not use it, to begin with (Lin, 2017). For instance, incorporation of hospital standard operating procedures into the system is best done through input from nurses and nurse managers. The implementation of the system, as well as monitoring and evaluation of its performance, is best done with feedback from its end-users. The inclusion of nurses will also help in the maintenance of the system as they give input on the different adjustments to be made with time or how to fill any gaps.
References
Lin, H. C. (2017). Nurses’ satisfaction with using nursing information systems from technology acceptance model and information systems success model perspectives: a reductionist approach. CIN: Computers, Informatics, Nursing, 35(2), 91-99.
McBride, S., & Tietze, M. (2018). Nursing informatics for the advanced practice nurse: patient safety, quality, outcomes, and interprofessionalism. Springer Publishing Company.
Wang, J., Gephart, S. M., Mallow, J., & Bakken, S. (2019). Models of collaboration and dissemination for nursing informatics innovations in the 21st century. Nursing Outlook, 67(4), 419-432.
Discussion: The Inclusion of Nurses in the Systems Development Life Cycle NURS 5051
According to the media introduction to this module, you, as a nurse, play a critical role in the Systems Development Life Cycle (SDLC). Nurses may not always view themselves as contributors to the development of new systems due to their focus on patient care and outcomes. However, as you may have observed in your own experience, leaving nurse contributions out of system implementation 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.
*Note: Throughout this program, your fellow students are referred to as colleagues.
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
Portfolio Assignment: The Role of the Nurse Informaticist in Systems Development and Implementation
Assume you are a nurse manager on a unit where a new nursing documentation system is to be implemented. You want to ensure that the system will be usable and acceptable for the nurses impacted. You realize a nurse leader must be on the implementation team.
To Prepare:
Review the steps of the Systems Development Life Cycle (SDLC) and reflect on the scenario presented.
Consider the benefits and challenges associated with involving a nurse leader on an implementation team for health information technology.
The Assignment: (2-3 pages not including the title and reference page)
In preparation of filling this role, develop a 2- to 3-page role description for a graduate-level nurse to guide his/her participation on the implementation team. The role description should be based on the SDLC stages and tasks and should clearly define how this individual will participate in and impact each of the following steps:
Planning and requirements definition
Analysis
Design of the new system
Implementation
Post-implementation support
Use APA format and include a title page and reference page.
Use the Safe Assign Drafts to check your match percentage before submitting your work.
By Day 7 of Week 10
Submit your completed Role Description.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK10Assgn+last name+first initial.(extension)” as the name.
Click the Week 10 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 10 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK10Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.
Grading Criteria
To access your rubric:
Week 10 Assignment Rubric
Check Your Assignment Draft for Authenticity
To check your Assignment draft for authenticity:
Submit your Week 10 Assignment draft and review the originality report.
Submit Your Assignment by Day 7 of Week 10
To participate in this Assignment:
Week 10 Assignment
Next Module
To go to the next module:
Module 6
Module 6: Policy and Regulation Supporting Informatics and Technology Integration (Week 11)
Laureate Education (Producer). (2018). Policy and Regulation [Video file]. Baltimore, MD: Author.
Accessible player
Learning Objectives
Students will:
Evaluate legislative policies and regulations for health and nursing informatics
Create fact sheets for health and nursing informatics
Analyze impact of legislative policies and regulations for clinical care, patient/provider interactions, and workflows
Evaluate healthcare organizational policies and procedures to address legislative policies and regulations
Due By
Assignment
Week 11, Days 1–2
Read/Watch/Listen to the Learning Resources.
Begin to compose your Assignment.
Week 11, Days 3-4
Continue to compose your Assignment.
Week 11, Day 5
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 8, “Legislative Aspects of Nursing Informatics: HITECH and HIPAA” (pp. 145–166)
American Association of Nurse Practitioners. (2018). MACRA/MIPS: The transition from fee-for-service to quality-based reimbursement. Retrieved from https://www.aanp.org/legislation-regulation/federal-legislation/macra-s-quality-payment-program
Centers for Medicare and Medicaid Services. (n.d.). MACRA. Retrieved January 18, 2019, from https://www.cms.gov/medicare/quality-initiatives-patient-assessment-instruments/value-based-programs/macra-mips-and-apms/macra-mips-and-apms.html
HealthIT.gov. (2018a). Health IT legislation. Retrieved from https://www.healthit.gov/topic/laws-regulation-and-policy/health-it-legislation
HealthIT.gov. (2018b). Meaningful use and MACRA. Retrieved from
https://www.healthit.gov/topic/meaningful-use-and-macra/meaningful-use-and-macra
U.S. Department of Health and Human Services. (n.d.). Laws & Regulations. Retrieved September 27, 2018, from https://www.hhs.gov/regulations/index.html
Required Media
Laureate Education (Producer). (2018). Health Informatics & Population Health Analytics: Privacy, Security, and Ethics [Video file]. Baltimore, MD: Author.
Accessible player
Name: NURS_5051_Module05_Week09_Discussion_Rubric
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
RE: Discussion – Week 9 – initial post
The Inclusion of Nurses in the Systems Development Life Cycle
The stages in SDLC include analyzing, designing, implementation, evaluation, and maintenance. Nurses play a major role as end-user, creating the need for their involvement in each stage of the SDLC (McGonigle & Mastrian, 2017). The failure of involving nurses at the analysis stage limit the understanding of the new HITS which hinder the effective operation of the information technology adopted. At the design stage, the HIT experts improve the existence of a system, thus proposing a specific role of operational mechanism to be incorporated in the new system (Ozkaynak et al., 2021). The main role of a nurse at the designing stage is to refine and test the system. Therefore, the failure of involvement of a nurse leads failure of new technology responding to the output and input requirements.
Additionally, Involving nurses in the implementation contributes to limiting the effective function of the new technology based on procedures, coordination, and workflow. If a nurse is not involved at the evaluation stage may influence invalid results (McGonigle & Mastrian, 2017). Finally, involving nurses at the maintenance stage may lead to failure to identify and report the system’s nurse
executive bug. The potential issue that affects the failure of including nurses in SDLC is that attention is limited based on the new system (Alijedaani &Babar, 2021). I have been involved in the selection and planning of new health information technology in my nursing practice. The impact resulting from the involvement was difficulty in balancing options after introducing the new system. For instance, is lost trust in the change process, thus ending up in frustration and experience burnout. The challenge likely to occur when introducing the System Develop Life Cycle is that some nurses may fail to attend the training, thus lowering their capacity to deliver quality work.
References
Aljedaani, B., & Babar, M. A. (2021). Challenges with Developing Secure Mobile Health Applications: Systematic Review. JMIR mHealth and uHealth, 9(6), e15654.
McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.
Ozkaynak, M., Sircar, C. M., Frye, O., & Valdez, R. S. (2021, June). A Systematic Review of Design Workshops for Health Information Technologies. In Informatics (Vol. 8, No. 2, p. 34). Multidisciplinary Digital Publishing Institute.

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