Question

A group of senior nursing students are discussing the role of informatics in advancing evidence nursing practice for the purpose of improved patient care outcomes.

1. How can a group of nursing students access information on a national healthcare related initiave?

2. What topics should the students include in a class presentation regarding the challenges associated with the implementaion of nursing research into nursing practice?

Answer 1

1. How can a group of nursing students access information on a national healthcare related initiave?

Informatics is changing the face of healthcare. As technology advances, healthcare organizations and providers are able to collect, examine and use information all the more successfully, impacting the manner in which care is conveyed, assets are overseen and groups work every day. You would be unable to discover a part of medication that presently can't seem to be contacted by the mass accumulation and examination of information that has been introduced by the Information Age.

One specific area that health informatics is having a significant impact on is the practice of nursing. Despite the fact that the mission of nursing stays unaltered, the day by day work of these experts is by and large unequivocally affected by informatics, with specific consideration regarding the precision and correspondence of patient information and care.

The nursing profession is rapidly changing to keep up with advancements and new challenges in the healthcare field. As direct caregivers, nurses are in the front lines of patient care and consequently often feel the impact of changes in best practices more immediately than other healthcare professionals.

Spyros Kitsiou, Assistant Professor of Biomedical and Health Information Sciences at the University of Illinois at Chicago, detailed that there are three explicit difficulties that human services is at present confronting: the maturing populace, the occurrence and predominance of incessant illnesses –, for example, cardiovascular sickness, diabetes and aspiratory ailment – and the lack of specialists and medical caretakers. In spite of the fact that these issues are differing, there is an answer that tends to every one of the three: information.

2. What topics should the students include in a class presentation regarding the challenges associated with the implementaion of nursing research into nursing practice?

To illustrate the challenges faced in practice, let us consider a practitioner who is working with an underserved population—female juvenile sexual offenders in a residential treatment program:

The convenience of research proof in direct practice or the improvement of projects in associations is impacted, and at some point constrained, by various factors as recommended in the precedent above. Little (2005) talked about precedents of these identifying with the adolescence of sociologies and issues of generalizability. In the principal, he noticed that numerous inquiries important to crafted by experts have not yet been tended to by research, making data applicable to a specific issue or issue hard to find and conceivably driving them to arrange or conceptualize issues into existing classifications that might be just in part suitable, if by any stretch of the imagination. A more broad issue he offered was the "crude idea of a large number of our examination strategies," proposing that "speculations of human conduct and family and social frameworks will in general be unmistakably more advanced than the techniques accessible to contemplate them . . . [and that] huge numbers of our estimation apparatuses have a constrained capacity to catch mental and social wonder with the dimension of exactness frequently required by and by" (324). Little (2005) did not express that this imprecision implies we should dismiss the data got with these apparatuses, however he cautioned that we ought to stay mindful of the estimated idea of the truth examined as we decipher and apply the discoveries.

As noted above, generalizing research findings to practice situations, especially those involving populations other than the study sample, can manifest a number of problems (Small 2005). This sentiment is echoed by Rubin and Parrish (2007b, 412) who note that “although progress is being made regarding generalizability, we may be far from the day when social work practitioners or social work practice instructors can be confident about generalizing RCT [randomized control trial] findings to typical social work clients.”