Assignment Prompt & Instructions
**files (1)**
– ## TASKD220.docx
**## TASKD220.docx**
Ask for Help Print
BXN1 — BXN1 Task 1: Information Technology
Information Technology in Nursing Practice — D220
PRFA — BXN1
PreparationTask OverviewSubmissionsEvaluation Report
Competencies
738.3.1 : Explain Health Data
The learner explains how data factors into decision-making to promote high-quality patient healthcare.
738.3.2 : Identify Barriers to Informatics Use
The learner identifies barriers to the use of informatics to improve patient outcomes and advance health literacy.
738.3.3 : Differentiate Among Health Information Systems and Technologies
The learner differentiates among health information systems and technologies that support decision-making.
738.3.4 : Evaluate Health Information Technology Data
The learner evaluates health information technology data in nursing practice to monitor and improve patient outcomes.
738.3.5 : Describe Legal and Ethical Implications
The learner describes the legal and ethical implications related to informatics in the healthcare environment.
Introduction
In this task, you’ll demonstrate how a baccalaureate-prepared nurse uses information technology to support safe, effective, and patient-centered care. If you currently work in a healthcare setting, you are encouraged to use your workplace as the basis for your response. Otherwise, choose a healthcare setting you are familiar with or interested in.
You will explore how an electronic health record system (EHRS) is used in that setting to inform decision-making, improve outcomes, and support patient health literacy. You’ll also identify a common challenge related to EHRS use and explain the nurse’s role in overcoming it while maintaining data integrity.
In addition, you’ll examine how a health information system and a related technology contribute to clinical decisions, and explain how legal and ethical standards, such as HIPAA and the AHIMA Code of Ethics, guide responsible use of patient data.
Requirements
Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation. See Understanding Similarity Reports for more information.
Grammarly Note:
Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing. See Use Grammarly for Education Effectively for more information.
Microsoft Files Note:
Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc. All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file. For more information, please see Computer System and Technology Requirements.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Electronic Health Records in a Healthcare Setting
A. Identify a healthcare setting and an electronic health record system (EHRS) that could be used in this setting (e.g., EPIC, Cerner, Meditech, etc.).
Note: If you currently work in a healthcare setting, you are encouraged to use your workplace and its EHRS.
1. Describe the purpose of the EHRS used in the identified healthcare setting.
2. Using a specific example, explain how this EHRS is used to make decisions promoting high-quality patient care in this healthcare setting.
3. Identify a barrier/challenge (e.g., privacy, costs, usability, accessibility, terminology, accuracy, etc.) to using this EHRS in this healthcare setting.
4. Describe the role of the nurse in maintaining data integrity while overcoming this barrier/challenge.
5. Explain how overcoming this barrier/challenge will improve patient outcomes.
6. Explain how overcoming this barrier/challenge will advance health literacy.
Note: This explanation should focus on how overcoming the barrier or challenge will help advance patient health literacy.
Health Information Systems and Technology in Practice
B. Identify one health information system and one technology to use in the healthcare setting identified in part A.
Note: You can use the EHRS identified in part A as the health information system. The technology can be any technology that is applicable for this setting.
1. Discuss how the health information system supports decision-making in patient care.
2. Discuss how the technology supports decision-making in patient care.
3. Explain the importance of evaluating data from health information systems (e.g., reliability, quality, consistency, security).
Legal and Ethical Use of Health Information
C. Describe how relevant laws and policies guide the use of health information systems and safeguard healthcare information by doing the following:
1. Using a specific example from the American Health Information Management Association (AHIMA) code of ethics, explain the nurse’s ethical responsibility regarding the use of protected healthcare information.
2. Using a specific example from the Health Insurance Portability and Accountability Act (HIPAA) legislation, explain the nurse’s legal responsibility regarding the use of protected healthcare information.
D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
E. Demonstrate professional communication in the content and presentation of your submission.
Note: For best results, please focus on the specific correctness errors identified by Grammarly for Education to help guide your revisions. If you need additional assistance preparing your submission, please contact your instructor
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
Rubric
A:SETTING
Not Evident
The submission identifying a healthcare setting and an electronic health record system (EHRS) is not provided.
Approaching Competence
The submission identifies the healthcare setting or the electronic health record system (EHRS) but not both.
Competent
The submission clearly identifies a healthcare setting and an electronic health record system (EHRS).
A1:SETTING AND DATA
Not Evident
The submission does not describe the purpose of the EHRS.
Approaching Competence
The submission does not clearly describe the purpose of the EHRS, or the EHRS is not relevant or not used in this healthcare setting, or the purpose is not related to this healthcare setting. Or the EHRS or healthcare setting or both are not consistent with those identified in part A.
Competent
The submission clearly describes the purpose of the EHRS used in the healthcare setting, and the purpose is related to the healthcare setting. The EHRS and healthcare setting are consistent with those identified in part A.
A2:DECISIONS FOR QUALITY CARE
Not Evident
The submission does not explain how the EHRS is used to make decisions promoting high-quality patient care.
Approaching Competence
The submission does not use a specific, relevant example or does not clearly explain how the EHRS is used to make decisions promoting high-quality patient care in the healthcare setting. Or the EHRS or healthcare setting or both are not consistent with those identified in part A.
Competent
The submission uses a specific, relevant example to clearly explain how the EHRS is used to make decisions promoting high-quality patient care in the healthcare setting. The EHRS and healthcare setting are consistent with those identified in part A.
A3:BARRIER/CHALLENGE
Not Evident
The submission does not identify a barrier/challenge to using the EHRS.
Approaching Competence
The submission identifies a barrier/challenge, but it is not relevant to the EHRS or the healthcare setting. Or the EHRS or healthcare setting or both are not consistent with those identified in part A.
Competent
The submission identifies a relevant barrier/challenge to using the EHRS in the healthcare setting. The EHRS and healthcare setting are consistent with those identified in part A.
A4:NURSE ROLE IN DATA INTEGRITY
Not Evident
A description of the role of the nurse in maintaining data integrity is not provided.
Approaching Competence
The description does not clearly describe the role of the nurse in maintaining data integrity or is not related to overcoming the barrier/challenge identified in part A3.
Competent
The description clearly describes the role of the nurse in maintaining data integrity while overcoming the barrier/challenge identified in part A3.
A5:PATIENT OUTCOMES
Not Evident
The submission does not explain how overcoming the barrier/challenge will improve patient outcomes.
Approaching Competence
The submission does not clearly explain how overcoming the barrier/challenge identified in part A3 will improve patient outcomes.
Competent
The submission clearly explains how overcoming the barrier/challenge identified in part A3 will improve patient outcomes.
A6:HEALTH LITERACY
Not Evident
The submission does not explain how overcoming the barrier/challenge will advance health literacy.
Approaching Competence
The submission does not clearly explain how overcoming the barrier/challenge identified in part A3 will advance health literacy.
Competent
The submission clearly explains how overcoming the barrier/ challenge identified in part A3 will advance health literacy.
B:SYSTEM AND TECHNOLOGY
Not Evident
The submission does not identify 1 health information system and 1 technology.
Approaching Competence
The submission identifies 1 health information system or 1 technology but not both. Or 1 or both are not clearly identified or not relevant to the healthcare setting identified in part A.
Competent
The submission clearly identifies 1 relevant health information system and 1 relevant technology to use in the healthcare setting identified in part A.
B1:SYSTEM DECISION-MAKING
Not Evident
The submission does not discuss how the system supports decision-making in patient care.
Approaching Competence
The submission does not clearly discuss how the system identified in part B supports decision-making in patient care.
Competent
The submission clearly discusses how the system identified in part B supports decision-making in patient care.
B2:TECHNOLOGY DECISION-MAKING
Not Evident
The submission does not discuss how the technology supports decision-making in patient care.
Approaching Competence
The submission does not clearly discuss how the technology identified in part B supports decision-making in patient care.
Competent
The submission clearly discusses how the technology identified in part B supports decision-making in patient care.
B3:EVALUATING DATA
Not Evident
The submission does not explain the importance of evaluating data from health information systems.
Approaching Competence
The submission does not clearly explain the importance of evaluating data from health information systems.
Competent
The submission clearly explains the importance of evaluating data from health information systems.
C1:ETHICAL RESPONSIBILITY
Not Evident
The submission does not explain the nurse’s ethical responsibility regarding the use of protected healthcare information.
Approaching Competence
The submission does not use a specific example from the AHIMA code of ethics or does not clearly explain the nurse’s ethical responsibility regarding the use of protected healthcare information.
Competent
The submission uses a specific example from the AHIMA code of ethics to clearly explain the nurse’s ethical responsibility regarding the use of protected healthcare information.
C2:LEGAL RESPONSIBILITY
Not Evident
The submission does not explain the nurse’s legal responsibility regarding the use of protected healthcare information.
Approaching Competence
The submission does not use a specific example from the HIPAA legislation or does not clearly explain the nurse’s legal responsibility regarding the use of protected healthcare information.
Competent
The submission uses a specific example from HIPAA legislation to clearly explain the nurse’s legal responsibility regarding the use of protected healthcare information.
D:SOURCES
Not Evident
The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.
Approaching Competence
The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate.
Competent
The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.
E:PROFESSIONAL COMMUNICATION
Not Evident
This submission includes pervasive errors in professional communication related to grammar, sentence fluency, contextual spelling, or punctuation, negatively impacting the professional quality and clarity of the writing. Specific errors have been identified by Grammarly for Education under the Correctness category.
Approaching Competence
This submission includes substantial errors in professional communication related to grammar, sentence fluency, contextual spelling, or punctuation. Specific errors have been identified by Grammarly for Education under the Correctness category.
Competent
This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding.
**## TASKD220.docx**
Ask for Help Print
BXN1 — BXN1 Task 1: Information Technology
Information Technology in Nursing Practice — D220
PRFA — BXN1
PreparationTask OverviewSubmissionsEvaluation Report
Competencies
738.3.1 : Explain Health Data
The learner explains how data factors into decision-making to promote high-quality patient healthcare.
738.3.2 : Identify Barriers to Informatics Use
The learner identifies barriers to the use of informatics to improve patient outcomes and advance health literacy.
738.3.3 : Differentiate Among Health Information Systems and Technologies
The learner differentiates among health information systems and technologies that support decision-making.
738.3.4 : Evaluate Health Information Technology Data
The learner evaluates health information technology data in nursing practice to monitor and improve patient outcomes.
738.3.5 : Describe Legal and Ethical Implications
The learner describes the legal and ethical implications related to informatics in the healthcare environment.
Introduction
In this task, you’ll demonstrate how a baccalaureate-prepared nurse uses information technology to support safe, effective, and patient-centered care. If you currently work in a healthcare setting, you are encouraged to use your workplace as the basis for your response. Otherwise, choose a healthcare setting you are familiar with or interested in.
You will explore how an electronic health record system (EHRS) is used in that setting to inform decision-making, improve outcomes, and support patient health literacy. You’ll also identify a common challenge related to EHRS use and explain the nurse’s role in overcoming it while maintaining data integrity.
In addition, you’ll examine how a health information system and a related technology contribute to clinical decisions, and explain how legal and ethical standards, such as HIPAA and the AHIMA Code of Ethics, guide responsible use of patient data.
Requirements
Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation. See Understanding Similarity Reports for more information.
Grammarly Note:
Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing. See Use Grammarly for Education Effectively for more information.
Microsoft Files Note:
Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc. All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file. For more information, please see Computer System and Technology Requirements.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Electronic Health Records in a Healthcare Setting
A. Identify a healthcare setting and an electronic health record system (EHRS) that could be used in this setting (e.g., EPIC, Cerner, Meditech, etc.).
Note: If you currently work in a healthcare setting, you are encouraged to use your workplace and its EHRS.
1. Describe the purpose of the EHRS used in the identified healthcare setting.
2. Using a specific example, explain how this EHRS is used to make decisions promoting high-quality patient care in this healthcare setting.
3. Identify a barrier/challenge (e.g., privacy, costs, usability, accessibility, terminology, accuracy, etc.) to using this EHRS in this healthcare setting.
4. Describe the role of the nurse in maintaining data integrity while overcoming this barrier/challenge.
5. Explain how overcoming this barrier/challenge will improve patient outcomes.
6. Explain how overcoming this barrier/challenge will advance health literacy.
Note: This explanation should focus on how overcoming the barrier or challenge will help advance patient health literacy.
Health Information Systems and Technology in Practice
B. Identify one health information system and one technology to use in the healthcare setting identified in part A.
Note: You can use the EHRS identified in part A as the health information system. The technology can be any technology that is applicable for this setting.
1. Discuss how the health information system supports decision-making in patient care.
2. Discuss how the technology supports decision-making in patient care.
3. Explain the importance of evaluating data from health information systems (e.g., reliability, quality, consistency, security).
Legal and Ethical Use of Health Information
C. Describe how relevant laws and policies guide the use of health information systems and safeguard healthcare information by doing the following:
1. Using a specific example from the American Health Information Management Association (AHIMA) code of ethics, explain the nurse’s ethical responsibility regarding the use of protected healthcare information.
2. Using a specific example from the Health Insurance Portability and Accountability Act (HIPAA) legislation, explain the nurse’s legal responsibility regarding the use of protected healthcare information.
D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
E. Demonstrate professional communication in the content and presentation of your submission.
Note: For best results, please focus on the specific correctness errors identified by Grammarly for Education to help guide your revisions. If you need additional assistance preparing your submission, please contact your instructor
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
Rubric
A:SETTING
Not Evident
The submission identifying a healthcare setting and an electronic health record system (EHRS) is not provided.
Approaching Competence
The submission identifies the healthcare setting or the electronic health record system (EHRS) but not both.
Competent
The submission clearly identifies a healthcare setting and an electronic health record system (EHRS).
A1:SETTING AND DATA
Not Evident
The submission does not describe the purpose of the EHRS.
Approaching Competence
The submission does not clearly describe the purpose of the EHRS, or the EHRS is not relevant or not used in this healthcare setting, or the purpose is not related to this healthcare setting. Or the EHRS or healthcare setting or both are not consistent with those identified in part A.
Competent
The submission clearly describes the purpose of the EHRS used in the healthcare setting, and the purpose is related to the healthcare setting. The EHRS and healthcare setting are consistent with those identified in part A.
A2:DECISIONS FOR QUALITY CARE
Not Evident
The submission does not explain how the EHRS is used to make decisions promoting high-quality patient care.
Approaching Competence
The submission does not use a specific, relevant example or does not clearly explain how the EHRS is used to make decisions promoting high-quality patient care in the healthcare setting. Or the EHRS or healthcare setting or both are not consistent with those identified in part A.
Competent
The submission uses a specific, relevant example to clearly explain how the EHRS is used to make decisions promoting high-quality patient care in the healthcare setting. The EHRS and healthcare setting are consistent with those identified in part A.
A3:BARRIER/CHALLENGE
Not Evident
The submission does not identify a barrier/challenge to using the EHRS.
Approaching Competence
The submission identifies a barrier/challenge, but it is not relevant to the EHRS or the healthcare setting. Or the EHRS or healthcare setting or both are not consistent with those identified in part A.
Competent
The submission identifies a relevant barrier/challenge to using the EHRS in the healthcare setting. The EHRS and healthcare setting are consistent with those identified in part A.
A4:NURSE ROLE IN DATA INTEGRITY
Not Evident
A description of the role of the nurse in maintaining data integrity is not provided.
Approaching Competence
The description does not clearly describe the role of the nurse in maintaining data integrity or is not related to overcoming the barrier/challenge identified in part A3.
Competent
The description clearly describes the role of the nurse in maintaining data integrity while overcoming the barrier/challenge identified in part A3.
A5:PATIENT OUTCOMES
Not Evident
The submission does not explain how overcoming the barrier/challenge will improve patient outcomes.
Approaching Competence
The submission does not clearly explain how overcoming the barrier/challenge identified in part A3 will improve patient outcomes.
Competent
The submission clearly explains how overcoming the barrier/challenge identified in part A3 will improve patient outcomes.
A6:HEALTH LITERACY
Not Evident
The submission does not explain how overcoming the barrier/challenge will advance health literacy.
Approaching Competence
The submission does not clearly explain how overcoming the barrier/challenge identified in part A3 will advance health literacy.
Competent
The submission clearly explains how overcoming the barrier/ challenge identified in part A3 will advance health literacy.
B:SYSTEM AND TECHNOLOGY
Not Evident
The submission does not identify 1 health information system and 1 technology.
Approaching Competence
The submission identifies 1 health information system or 1 technology but not both. Or 1 or both are not clearly identified or not relevant to the healthcare setting identified in part A.
Competent
The submission clearly identifies 1 relevant health information system and 1 relevant technology to use in the healthcare setting identified in part A.
B1:SYSTEM DECISION-MAKING
Not Evident
The submission does not discuss how the system supports decision-making in patient care.
Approaching Competence
The submission does not clearly discuss how the system identified in part B supports decision-making in patient care.
Competent
The submission clearly discusses how the system identified in part B supports decision-making in patient care.
B2:TECHNOLOGY DECISION-MAKING
Not Evident
The submission does not discuss how the technology supports decision-making in patient care.
Approaching Competence
The submission does not clearly discuss how the technology identified in part B supports decision-making in patient care.
Competent
The submission clearly discusses how the technology identified in part B supports decision-making in patient care.
B3:EVALUATING DATA
Not Evident
The submission does not explain the importance of evaluating data from health information systems.
Approaching Competence
The submission does not clearly explain the importance of evaluating data from health information systems.
Competent
The submission clearly explains the importance of evaluating data from health information systems.
C1:ETHICAL RESPONSIBILITY
Not Evident
The submission does not explain the nurse’s ethical responsibility regarding the use of protected healthcare information.
Approaching Competence
The submission does not use a specific example from the AHIMA code of ethics or does not clearly explain the nurse’s ethical responsibility regarding the use of protected healthcare information.
Competent
The submission uses a specific example from the AHIMA code of ethics to clearly explain the nurse’s ethical responsibility regarding the use of protected healthcare information.
C2:LEGAL RESPONSIBILITY
Not Evident
The submission does not explain the nurse’s legal responsibility regarding the use of protected healthcare information.
Approaching Competence
The submission does not use a specific example from the HIPAA legislation or does not clearly explain the nurse’s legal responsibility regarding the use of protected healthcare information.
Competent
The submission uses a specific example from HIPAA legislation to clearly explain the nurse’s legal responsibility regarding the use of protected healthcare information.
D:SOURCES
Not Evident
The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.
Approaching Competence
The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate.
Competent
The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.
E:PROFESSIONAL COMMUNICATION
Not Evident
This submission includes pervasive errors in professional communication related to grammar, sentence fluency, contextual spelling, or punctuation, negatively impacting the professional quality and clarity of the writing. Specific errors have been identified by Grammarly for Education under the Correctness category.
Approaching Competence
This submission includes substantial errors in professional communication related to grammar, sentence fluency, contextual spelling, or punctuation. Specific errors have been identified by Grammarly for Education under the Correctness category.
Competent
This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding.