Assignment: Community Outreach NUR 514
DQ2 You have been selected to serve on a within your state’s nursing organization. The committee includes registered nurses of different specialties. At your first meeting, it becomes evident that not everyone is in agreement with a recent position statement about the role of spiritual care, with some members arguing they will no longer support the committee if the position statement is not revised or reversed. As a nurse leader, how could you draw from change theory to address these concerns and encourage collaboration on the committee?
The role of the nursing leader encompasses clinical and managerial responsibilities that may vary depending on clinical setting or placement in the organizational hierarchy. In looking at nursing leadership literature through the context of informatics, it is apparent that leaders are pivotal to technology integration in every arena of nursing practice (Honey & Westbrooke, 2016; Hussey, Adams & Shaffer, 2015; Kerfoot, 2015; Technology Informatics Guiding Education Reform, 2014). Healthcare’s continuous state of transformation now requires nurse leaders to develop informatics skills and competencies; it is no longer optional if one wants to lead effectively in the technological age (Collins et al., 2017; Honey & Westbrooke, 2016; Hussey & Kennedy, 2015; Hussey, Adams & Shaffer, 2015; Kerfoot, 2015; Lloyd & Ferguson, 2017; Phillips et al., 2017; Remus, 2016; Simpson, 2013; Staggers et al., 2018; Strudwick, 2016; Technology Informatics Guiding Education Reform, 2014; Troseth, 2014). Nursing leaders who develop informatics competencies can work more effectively in ensuring the “successful selection, development, and competent use of devices and clinical systems” (Kerfoot, 2015, p 342). Additionally, nurse leaders with informatics competencies and knowledge will be needed at higher levels to inform policy and decision making related to ICT implementation (Honey & Westbrooke, 2016; Hussey et al., 2015; Simpson, 2013; Strudwick, 2016; Technology Informatics Guiding Education Reform, 2014).
Nurse leaders with clinical backgrounds are also well-positioned to provide a holistic perspective as organizations develop integrated care models that leverage technology, such as telehealth, to transform patient care delivery (Hussey et al., 2015; Hussey & Kennedy, 2016; Simpson, 2013; Technology Informatics Guiding Education Reform, 2014). Nursing leaders who use technology and nursing practice effectively can create project synergy and strengthen their ability to advocate for ICT solutions that meet patient needs and produce long-term quality patient outcomes (Honey & Westbrooke, 2016; Hussey & Kennedy, 2015; Hussey et al., 2015; Remus, 2016; Technology Informatics Guiding Education Reform, 2014; Troseth, 2014). Simply put, leaders’ development and implementation of informatics competencies can help bridge the gap between clinical nursing practice and information technology (Hussey et al., 2015; Hussey & Kennedy, 2016; Lloyd & Ferguson, 2017; Simpson, 2013; Technology Informatics Guiding Education Reform, 2014).
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Nursing Leadership in Healthcare Informatics Drives Interoperability
While the use of ICTs has increased and new care models that capitalize on technological advances emerge, nurses continue to face usability issues with ICTs in practice (Staggers et al., 2018). Among the most frequently reported issues are EHR designs that do not support how nurses document or interact with patient information, computerized provider order entry (CPOE) systems that do not account for nursing activities, and a lack of interfaces with biomedical devices and other patient data collection systems (Hussey & Kennedy, 2016; Staggers et al,. 2018; Technology Informatics Guiding Education Reform, 2014). Nurses may encounter problems with electronic documentation in the EHR, care delays if physicians are required to enter nursing orders, or the need to access multiple systems for information in order to develop a comprehensive understanding of the patient picture (Hussey & Kennedy, 2016; Staggers et al., 2018; Technology Informatics Guiding Education Reform, 2014). Finally, failing to consider nursing workflows during planning and design can result in a fragmented system that operates in direct opposition to the TIGER recommendation for professional interoperability—the meaningful and transparent sharing of expertise and knowledge across disciplines (Technology Informatics Guiding Education Reform, 2014). According to Staggers et al. (2018), this “means nurses become the human interface and integrator among disparate systems” (p 192). As a result, in order to effectively inform, influence, or lead technology initiatives that affect nursing workflow at the point of care, nurse leaders must gain a better understanding of nursing informatics and integrate it with their clinical knowledge (Hussey et al., 2015; Hussey & Kennedy, 2016; Kerfoot, 2015; Lloyd & Ferguson, 2017; Simpson, 2013; Technology Informatics Guiding Education Reform, 2014).
