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Instructor

See instructor information under “Faculty Information” in the table of contents. Emails answered within 48 hours.

Catalog Course Description Building on previous knowledge in healthcare informatics, this course provides an opportunity to examine the forces driving the migration to digital information systems in health care, and the associated desired goals for improvements in value, outcomes, quality, and costs efficiencies. Health information technology and systems are explored for their impact on population health, work flow process improvement and fiscal bearing. The course explores data-driven science within the realm of clinical and translational research to assist the nurse in advanced roles to mine electronic data sets and to prepare for the future, with skills for knowledge management to support evidence-based practice and research application.

Course Resources

NURS 7001 NURSING INFORMATICS

REQUIRED TEXT(S): Hey, T., Steward, T., Tolle, K. (2009). The Fourth Paradigm: Data-Intensive Scientific Discovery. Redmond, WA: Corporation. ISBN: 978-0-9825-442-0-4

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National Institute of Medicine of the National Academies. (2013). Best Care at Lower Cost: The Path to Continuously Learning in Health Care in America. (Committee on the Learning Heath Care System in America). Washington DC. The National Academies Press. ISBN 978-0-309-26073-2 (hardcover) ISBN 978-0-309-26074-9 pdf, available at no cost at following link: http://www.iom.edu/reports/2012/best-care-at-lower-cost-the-path-to-continuously-learning-health-care-in-america.aspx

National Institute of Medicine of the National Academies. (2011). Digital Infrastructure for the Learning Health System: The Foundation for Continuous Improvement in Health and Health Care. (Workshop Series Summary).Washington DC. The National Academies Press. ISBN 978-0-309-15416-2-2 (hardcover) pdf, available at no cost at following link: http://www.iom.edu/reports/2011/digital-infrastructure-for-a-learning-health-system.aspx

National Institute of Medicine of the National Academies. (2013). Digital Data Improvement Priorities for Continuous Learning in Health and Health Care (Workshop Summary). Washington, DC. The National Academies Press. ISBN 978-0-309-25941-5 (hardcover) pdf, available at no cost at following link: http://www.iom.edu/Reports/2012/Digital-Data-Improvement-Priorities-for-Continuous-Learning-in-Health-and-Health-Care.aspx

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Additional Resources:

1) Computer with basic audio/video output equipment 2) Broadband (DSL, Cable, etc.) Internet access 3) Operating System:

Windows 7 or later MAC OS X Snow Leopard or later

4) Microsoft Office 2007 or later Microsoft Word Microsoft Excel Microsoft Powerpoint PowerPoint (for required course documents)

5) Web Browser

RECOMMENDED TEXT/READING: Perrin, R. (2014). Pocket Guide to APA Style, 5th ed. Stamford, CT: Wadsworth Cengage Learning. ISBN: 13 978-1-285-42591-

RECOMMENDED TEXT/READING: Topol, E. (2013). The Creative Destruction of Medicine: How the Digital Revolution Will Create Better Health Care. Philadelphia, PA: Basic Books. ISBN: 13 978-0465061839

National Institute of Medicine of the National Academies. (2012). Integrating Large-Scale Genomic Information into Clinical Practice (Workshop Summary). Washington, DC. The National Academies Press. ISBN 978-0-309-22034-7 (hardcover) pdf, available at no cost at following link: http://www.nap.edu/catalog.php?record_id=13256

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For security reasons you should always use the most current web browser version and keep it updated. As such, version numbers are not listed below.

Microsoft Internet Explore Google Chrome Mozilla Firefox Apple Safari

Program Outcomes Number Program Outcomes 1. Students will be able to utilize and plan systems of information

technology which will effectively meet needs for clinical decision-making and effective learning environments.

2. Students will be able to analyze and optimize electronic workflow processes.

3. Students will be effectively locate, research, and analyze available clinical data warehouses.

Course Outcomes Number Course Outcomes 1. Appraise the imperatives which drive the digital infrastructure for health

care in the United States. 2. Hypothesize patient, population, system, and community needs in

electronic health care data systems for health care that are high value, preventative and cost effective.

3. Distinguish digitalized work flow processes that leverage data for optimal clinical utility, efficiencies, and health outcomes,

4. Analyze electronic health care information systems or sets for process improvement application and outcomes improvement

5. Investigate avenues for the expedited advancement of clinical translational research to bridge clinical data sets to those of basic science.

6. Propose strategies going forward to maximize data input, analysis and clinical learning opportunities.

7. Assess risks, obstacles and threats of an electronic health care data system, as they pertain to the consumer, the provider and to health care systems.

8. Examine national, regional, and local trends and resources related to

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healthcare informatics in an effort to formulate strategies.

DNP Standards

All nursing courses are designed to meet the standards as outlined in the “The Essentials of Doctoral Education for Advanced Nursing Practice” (AACN, 2006); “ANA Scope and Standards of Practice” (ANA, 2010).

Netiquette Netiquette, or network etiquette, refers to the guidelines for online communication. Students who continue inappropriate behavior will be handled through the existing processes used to address student conduct. Student guidelines for online participation: • Use appropriate language. • Use correct spelling and grammar. • Be willing to express your opinion and respect the opinion of others. • Respond to others in a courteous, professional manner. • Reread and think before you push the submit button. • Do not hesitate to ask for feedback and always ask for clarification when needed. Be aware of the University’s Academic Dishonesty Policy. To review some detailed guidelines on King’s Classroom Civility Policy, see pages 6 and 7 at: http://students.king.edu/student-handbook/view/

Module/Weekly Lesson Start and End

Each weekly lesson begins on Monday and ends on Sunday at 11:59 pm Eastern time. All assignments are due by the end day of each module. Modules are comprised of multiple, varied number of lesson weeks.

Course Topic Outline – Course Schedule Module One (Weeks 1-2)

Week One Assignments Topics Covered

Est. Hours

Due Date

Read

Course Syllabus Hey, Steward, & Tolle (2009), “Forward” p. xiii-xvii, “Jim Gray on e-Science” p. xix – xxxiii, p. 5-11, & 55-64.

Review of the course syllabus, course expectations, evaluation methods, attendance and online discussion behaviors and responses.

4 End of Week 1

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IOM (2011). http://www.iom.edu/reports/2011/digital-infrastructure-for-a-learning-health-system.aspx, Synopsis & Highlights p. 1-18.

Discuss Week 1

Go to the first discussion forum in Module 1, Week 1, titled “Introductions” and introduce yourself to the instructor. Respond to the Week 1 Discussion Forum, regarding

Introduction: Using a database format (in Excel), insert an introductory table that tells the group about yourself. Example: Last Name, First Name Employment History Practice Specialty Pt. Population of Interest Personal Traits/Goals Hobbies/Interests Exposure/Use of Informatics Own Course Objectives Course Concerns (be creative, you may embed pictures, etc.) *If you are not well-versed in use of tables in Excel or Word, you may write out your introduction After reading…., respond to these questions in the discussion forum: 1.How hard was it to create or read introductions in a database format? What difficulties did you experience? 2.Describe your current use of databases for personal and professional use. Are these databases easy to navigate, retrieve data, analyze date or not?

1

End of Week 1

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Describe the system so that your colleagues can understand its usage. 3.Based on your readings, discuss the concepts of data capture, curation, analysis and storage. How do these concepts relate to healthcare data? What issues will likely need to be addressed in nursing informatics regarding data?

Discuss Secondary Responses to Discussion Board 2 Sunday,

11:59 pm

Prepare

View video of Course Overview, Review of

Syllabus

Review introductory audio lecture:

“Data Basics for Healthcare”

https://www.youtube.com/watch?v=tSZUkthD5eI&f

eature=youtu.be Select IOM Imperative for

Executive Summary Presentation

Syllabus, Course Expectations

Data Basics in Healthcare

Introduction to IOM imperatives

(Due Week 12, see project requirements)

4

N/A, due Week 12,

with progress

reports due weeks 3, 6,

& 9

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Module 1 Week 2

Assignments Topics Covered Est. Hours

Due Date

Read IOM (2011). http://www.iom.edu/reports/2011/digital-infrastructure-for-a-learning-health-system.aspx, Synopsis & Highlights p. 19-51. IOM (2013). http://www.iom.edu/reports/2012/best-care-at-lower-cost-the-path-to-continuously-learning-health-care-in-america.aspx Summary p. 5-38.

Continuation of IOM imperatives

Technology’s impact on healthcare complexity

5

Discuss Week 2

Go to the 2nd discussion forum in Module 1, Week 2, titled “Imperatives”

Using Table S-2 on page 18 of IOM (2013), select one characteristic of a continuously learning

health care system that resonates with you as an

innovator. In a narrative of 250-

words, analyze a recent healthcare system you have worked in using a

SWOT analysis (Strengths, Weaknesses, Opportunities, Threats) in

regards to the chosen characteristic (do not list

agency name). Following this, list key

interventions/action plan which would be necessary

to develop the organization into a

Continuously Learning HC System.

2

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Discuss Respond to the Week 2 Discussion Forum, regarding

1. What similarities or themes do you identify between each other’s SWOT analyses?

2. What structural, financial, political, regional strategies will likely be required to implement plans and what barriers are perceived?

3. How can doctoral- prepared nurses and/or NP’s have an impact in these imperatives being accomplished?

4. Make a recommendation to at least two other students providing an evidence-based reference to support your recommendation.

2 End of Week 2

Prepare Week 2

View video: “Data for Dollars” https://www.youtube.com/watch?v=z4umcRWFf1U and referenced podcasts: https://www.youtube.com/watch?v=fDBR3Oo9uEI https://www.youtube.com/watch?v=pPUznUx2JMk https://www.youtube.com/watch?v=vGiZt-wemQs

E.H.R. as a database, structure, historical evolvement, infrastructure, and future trends.

1 End of Week 2

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Module 2 (Weeks 3-6) Module 2

Assignments Topics Covered Est. Hours

Due Date

Week 3 Read/ Review

Overview of Module 2 Audio Hey, Steward, & Tolle (2009), p. 65-73, 91-97, 147-151 IOM (2013), Digital Data Improvement Priorities for Continuous Learning in Health and Health Care, Workshop Summary, http://www.iom.edu/Reports/2012/Digital-Data-Improvement-Priorities-for-Continuous-Learning-in-Health-and-Health-Care.aspx, p. 1-45. IOM (2013). Best Care at Lower Cost: The Path to Continuously Learning in Health Care in America. (Committee on the Learning Heath Care System in America). http://www.iiom.edu/reports/2012/best-care-at-lower-cost-the-path-to-continously-learning-health-care-in-america.aspx Imperatives p. 47-60.

Data challenges in rural areas and developing countries Data uniformity/encoding National imperatives for improving healthcare quality

5.5

Read Week 4 & 5

Office of the National Coordinator for Health Information Technology, (2013). Beacon Policy Brief: Building a Foundation of Electronic Data to Measure and

Data Quality Data Integrity Download Capability Interoperability

3

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Drive Improvement, Retrieved on June 16, 2014 from: http://www.healthit.gov/sites/default/files/beacon_quality_measurement_brief_final_14aug13.pdf Markle Foundation (2010). Policies in Practice: The Download Capability, Retrieved on June 16, 2014 from: http://www.markle.org/health/publications-briefs-health/1198-policies-practice-download-capability Dixon, B., Vreeman, D., & Grannis, S. (2014). The long road to semantic interoperability in support of public health: Experiences from two states. Journal of Biomedical Informatics, 49(2014), 3-8. Available at: http://www.sciencedirect.com/science/article/pii/S1532046414000781

Discuss Week 3

Select one of the Data topics: •Health Information Exchanges •Meaningful Use •Information Integrity •Data Quality/Encoding •Secondary Data Use •Informatics & Research •Translational Informatics •Biosurveillance •Data Harmonization/ Normalization •Data Linkage/

In the Learner Café: Describe your understanding of the topic. Provide definitions from an alternate reference than those provided to support your explanation of the topic.

3

End of Week 3

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Interoperability Executive Summary Presentation: Post your planned Imperatives topic of interest in the Learner Café by week 3 and why you think this topic is important to you. This will give the group an idea of who is focusing on which imperative for collaboration. From this post, you will evaluate to pick a partner or partners for this project with similar interests. The Executive Summary Presentation will be done as a group project. The group must consist of 2-4 members

2

Week 3-5

Discuss Week 4

Data Topics (continued) Professional Website Analysis: Professional Website Analysis (due at conclusion of week 4) Select a professional website (may be nursing, healthcare, medical or patient-focused) and write a 3-5 page paper providing an analysis of the site regarding quality of data, accessibility, usability for the end-user, data upkeep/storage.

Read the postings from classmates and respond to at least two of their posts. Provide questions on topics to encourage discussion. Post in the dropbox by deadline date as well as in the Learner Café for classmates to review in week 5.

1

4

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Describe if and how professionals should use data from the site. Support your answers with relevant citations (see Grading Rubric).

Discuss Week 5

Professional Website (continued):

Read classmates’ analyses of professional websites. Select one of these which may have application to your population or research interest area. Review the website yourself and provide additional critique to his/her review: 1. What assessments do you agree with? Disagree with? 2. How does this website provide quality data to the profession? 3. How is this website governed and what is the evidence of this oversight? 4. Is the data provided in the site evidence-based and if so, how do you know? 5. Would you utilize data from this site and how easy is it to retrieve? 6. Can you recommend an additional website with similar or more reliable data?

3

End of Week 5

Prepare

Executive Presentation Summary: Post your final topic title and group members in the Introductions section for instructor review.

End of Week 5

Module 3 (Weeks 6-9)

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Module 3 Weeks 6-9

Assignments Topics Covered Est. Hours

Due Date

Read/ Review Week 6

Overview of Module 3 Audio IOM (2013). Best Care at Lower Cost: The Path to Continuously Learning in Health Care in America. (Committee on the Learning Heath Care System in America). http://www.iom.edu/reports/2012/best-care-at-lower-cost-the-path-to-continuously-learning-health-care-in-america.aspx Chapters 2-5, & 8 & 9 pp. 63-143, & 227-274.

National Healthcare Imperatives Continuously Learning Healthcare System System Value, Culture, Technology & Transparency Frameworks

8 End of Week 6

Read/ Review Weeks 7-9

Data Analytics – Prediction: Edelstein, P. (2013). Emerging directions in analytics. Health Management Technology, 34(1), 16-17. Carlson, J. (2013). Carolinas centralizes data analytics to reduce readmissions and redesign care. Modern Healthcare, 43(49). McAna, J. F., Crawford, A. G., Novinger, B. W., Sidorov, J., Din, F. M., Maio, V., & ... Goldfarb, N. I. (2013). A predictive model of hospitalization risk among disabled Medicaid enrollees. American Journal of

Data Analytics – Prediction Workflow Modeling Public Health Modeling Concept Maps Quality & Performance Improvement Clinical Decision Support Flowcharting

8 End of Week 9

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Managed Care, 19(5), e166-74. Tomasallo, C., Hanrahan, L, Tandia, A., Chang, T., Cowan, K., and Guilbert, T. (2014). Estimating Wisconsin asthma prevalence using clinical electronic health records and public health data. American Journal of Public Health, 104(1), e65-e73. Workflow Modeling: Gray, J. P., Ludwig, B., Temple, J., Melby, M., & Rough, S. (2013). Comparison of a hybrid medication distribution system to simulated decentralized distribution models. American Journal of Health-System Pharmacy, 70(15), 1322-1335. doi:10.2146/ajhp120512. Unertl, K, Weinger, M., Johnson, K., and Lorenzi, N. (2009). Describing and modeling workflow and information flow in chronic disease care. Journal of the American Informatics Association, 16(6), 826-836, DOI: 10.1197/jamia.M3000. Public Health Modeling: Cote, I., Anastas, P. T., Birnbaum, L. S., Clark, R. M., Dix, D. J., Edwards, S. W., & Preuss, P. W. (2012). Advancing the

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next generation of health risk assessment. Environmental Health Perspectives, 120(11), 1499-1502. doi:10.1289/ehp.1104870. Jones, D. S., & Greene, J. A. (2013). The decline and rise of coronary heart disease: Understanding public health catastrophism. American Journal of Public Health, 103(7), 1207-1218, doi:10.2105/AJPH.2013.301226. Concept Maps: Gooch, P., & Roudsari, A. (2011). Computerization of workflows, guidelines, and care pathways: A review of implementation challenges for process-oriented health information systems. Journal of the American Medical Informatics Association, 18(6), 738-748. Quality/Performance Improvement: Weston, M., and Roberts, D.,(2013). The influence of quality improvement efforts on patient outcomes and nursing work: A perspective from chief nursing officers at three large health systems. Online Journal of Issues in Nursing, 18(3), available at:

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http://nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-18-2013/No3-Sept-2013/Quality-Improvement-on-Patient-Outcomes.html Dykes, P., Collins, S., (2013). Building linkages between nursing care and improved patient outcomes: The role of health information technology. Online Journal of Issues in Nursing, 18(3) , DOI: 10.3912 available at: http://nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-18-2013/No3-Sept-2013/Nursing-Care-and-Improved-Outcomes.html Clinical Decision Support: Harrison, R. L., Stalker, S. L., Henderson, R., & Lyerla, F. (2013). Use of a clinical decision support system to improve hypoglycemia management. Medsurg Nursing, 22(4), 250-263. Kawamoto, K., Hongsermeier, T., Wright, A., Lewis, J., Bell, D., & Middleton, B. (2013). Key principles for a national clinical decision support knowledge sharing

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framework: Synthesis of insights from leading subject matter experts, Journal of the American Medical Informatics Association, 20(1), 199–207. DOI: 10.1136/amiajnl-2012-000887. Troiano, D., Jones, M. A., Smith, A. H., Chan, R. C., Laegeler, A. P., Le, T., & ... Chaffee, B. W. (2013). [Commentary on] The need for collaborative engagement in creating clinical decision-support alerts. American Journal of Health-System Pharmacy, 70(2), 150-153. doi:10.2146/ajhp120435. Yensen, J. (June 2012). Data Mining the National Library of Medicine: Real time performance support in clinical decision-making. Online Journal of Nursing Informatics, 16(2), Available at: http://ojni.org/issues/?p=1696 (review the link presentation within the article that presents additional sources such as: Curehunter.com, NLMPlus.com, Carrotsearch.com, and Knalij.com and try each of these sites out for your subject of interest.)

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Flowcharting in Microsoft Word (5 min) available at: https://www.youtube.com/watch?v=0VR7iBImDB4

Discuss Week 6

Workflow Intervention Study: Locate, read, and evaluate an intervention study that is based on workflow measurement, analysis, or modeling (healthcare focused). Provide a citation and/or pdf of this study with your post.

1. Briefly describe the workflow process/problem that was addressed in the study. 2. How was the workflow analyzed? 3. Was data regarding this workflow evaluated numerically or with modeling? If so, describe the method. 4. What disciplines were involved with the workflow analysis? Did the researchers evaluate the process of workflow beyond one discipline? If not, should it have been as other disciplines affect the process? 5. What workflow processes that you are familiar with could be evaluated using workflow modeling? Describe how you would set up this process.

2

End of Week 6

Discuss Week 7

Workflow Intervention Study (continued)

Read posts of others and respond to at least two classmates with questions/comments regarding their study. Answer questions of others through Week 9.

1

Weeks 7 – 9

Discuss Week 9

Concept Map Evaluation Post a copy of your concept map for comments by others. Review others maps and provide questions/comments to at

1

End of Week 9

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least two other classmates by end of week. 1. In the concept map/model, from your own experience and/or readings, what seemed realistic or unrealistic? 2. What recommendations do you have to the structures located within the model?

Discuss/Know-ledge Check

Concept Map: Select a health care quality problem you are passionate about (can be related to inefficiency, patient or data flow, inaccurate or missing data, etc.). Using flowcharting tools, prepare a concept map that diagrams the workflow process as it relates to information and information systems. Ideally you will identify what area of the system can be optimized by improvements. In a 2-page attached narrative, describe the process prior to the enhancement and use the new concept map to demonstrate the “enhanced” process. Describe what key human and informatics factors have the most influence on quality outcomes and why.

Workflow Mapping Information Mapping Flowcharting Work process modeling Projections

10 End of Week 8

Prepare

Executive Summary Presentation: Collaborative work on group presentation. Research topic, pull and read references. Meet

Collaboration Imperatives research Analysis of methods Work plan development Writing skills

8

End of Week 9

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online with group (forum of your choosing) to discuss presentation strategy, outline, method, etc. and to develop a work plan for all members.

Module 4 (Weeks 10-12) Module 4

Assignments Topics Covered Est. Hours

Due Date

Read/ Review Weeks 10-11

Overview of Module 4 Audio Hey, Steward, & Tolle (2009), pages 153-171, 177-183. IOM (2013). http://www.iom.edu/reports/2012/best-care-at-lower-cost-the-path-to-continuously-learning-health-care-in-america.aspx Chapter 6 & 10, pp. 149-178, & 281-309. IOM (2012). Integrating Large-Scale Genomic Information into Clinical Practice. pdf, available at no cost at following link: http://www.nap.edu/catalog.php?record_id=13256 Chapters 2-5, 8. Data Set Resources: (time allotted under assignment) http://www.healthdata.gov/dataset/search/?f[0]=ss_content_type_name%3A

Use of Healthcare Informatics: Healthcare Data Sets Population of Interest Analysis Translational Research Comparative Effectiveness Research Population Health

12.25 End of Week 11

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Dataset&f[1]=sm_ckan_subjectarea%3AHealth%20Care%20Providers http://www.nlm.nih.gov/NIHbmic/nih_data_sharing_repositories.html http://www.cdc.gov/nchs/data_access/ftp_data.htm Translational Research: Grady, P. (2010). Translational research and nursing science, Nursing Outlook, 58(3), 164–166. Available at: http://ac.els-cdn.com/S0029655410000023/1-s2.0-S0029655410000023-main.pdf?_tid=95410cd2-0618-11e4-8a12-00000aacb35d&acdnat=1404766518_c06b2b30b595f5a22dbe77f3e6e4fae2 High, K. (2014). Infrastructure and resources for an aging population: embracing complexity in translational research. Translational Research: The Journal Of Laboratory & Clinical Medicine, 163(5), 446-455. doi:10.1016/j.trsl.2013.09.001, Available at: http://ac.els-cdn.com/S1931524413002946/1-s2.0-S1931524413002946-main.pdf?_tid=c2dce456-0616-11e4-9a9f-00000aab0f6b&acdnat=1404765735_ca1cd4f4201

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b191cedad88f07f5a68e4 Comparative Effectiveness Research: Hastings-Tolsma, M., Matthews, E. E., Nelson, J. M., & Schmiege, S. (2013). Comparative effectiveness research: Nursing science and health care delivery. Western Journal Of Nursing Research, 35(6), 683-702. doi:10.1177/0193945912474501 Califf, R. (2014). The Patient-Centered Outcomes Research Network: A national infrastructure for comparative effectiveness research. North Carolina Medical Journal, 75(3), 204-210. Available at: http://www.ncmedicaljournal.com/wp-content/uploads/2014/05/75312.pdf In, H., & Rosen, J. (2014). Primer on outcomes research. Journal of Surgical Oncology, 1-5, doi: 10.1002/jso.23710. Available as pdf. Population Health: Friedman, D., & Parrish, R. (2010). The population health record: concepts, definition, design, and

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implementation. Journal of the American Medical Informatics Association, 17(4), 359-366. doi:10.1136/jamia.2009.001578, Available at: http://jamia.bmj.com/content/17/4/359.full.pdf+html?sid=30e63627-7d23-48a7-be45-bc0c24a4fee5 Diamond, C., Mostashari, F., & Shirky, C. (2009). Collecting and sharing data for population health: a new paradigm. Health Affairs, 28(2), 454-466. doi:10.1377/hlthaff.28.2.454, Available at: http://content.healthaffairs.org/content/28/2/454.full.pdf+html McDaniel, A., Schutte, D., & Keller, L. (2008). Consumer health informatics: from genomics to population health. Nursing Outlook, 56(5), 216-223. Available at: http://ac.els-cdn.com/S0029655408001577/1-s2.0-S0029655408001577-main.pdf?_tid=e27e7964-062a-11e4-bb03-00000aacb35e&acdnat=1404774378_9708626c705e35f0bec463429d102c54

Discuss Week 10

National/International Public Data Set: Research and identify a national or international

Describe your national or international data set. 1. Sample and sample size of set

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data set that includes data pertinent to your patient population of interest and can be downloaded or utilized without cost. Describe this data set in a post in the Learner Café by the due date.

2. Original research purpose 3. Currency of set, how is it being maintained and/or updated, or is it? 4. Key data points (what are they and are they relevant?) 5. How this set could be used in your own study 6. Impact this set may have on population health 7. Improvements you would suggest based on data quality, integrity, encoding, etc.

Discuss Week 12

National/International Data Set (continued):

Read others’ data set posts and respond to at least two classmates. 1. What do you find helpful in their analysis of the set? 2. What value does their data set have for healthcare as a whole? 3. Support your answers with at least one citation.

1

End of Week 12

Discuss/ Know-ledge Check

Application Paper: Select a key concept identified in the previous module OR a particular informatics initiative that has potential to impact your patient population of interest.

Write an 8-page paper discussing data utility and efficiency as well as potential positive outcomes. Analyze feasibility of this subject and research what evidence exists to support your assertions.

16 End of Week 12

Prepare

Executive Summary Presentation: Meet with group (online) via a medium such as Blue Jeans, Skype, etc. to discuss finalization of presentation. Complete project for upload.

2

End of Week 12

Module 5 (Weeks 13-14)

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Module 5

Assignments Topics Covered Est. Hours

Due Date

Read/ Review

Overview of Module 4 Audio IOM (2013). http://www.iom.edu/reports/2012/best-care-at-lower-cost-the-path-to-continuously-learning-health-care-in-america.aspx Chapter 7, pp. 189-216. IOM (2011). http://www.iom.edu/reports/2011/digital-infrastructure-for-a-learning-health-system.aspx pp. 125-155. Patient Engagement: Martin, T. (2012). Assessing mHealth: Opportunities and barriers to patient engagement. Journal of Health Care for The Poor & Underserved, 23(3), 935-941. doi:10.1353/hpu.2012.0087. Wasson, J., Forsberg, H., Lindblad, S., Mazowita, G., McQuillen, K., & Nelson, E. (2012). The medium is the (health) measure: patient engagement using personal technologies. Journal Of Ambulatory Care Management, 35(2), 109-117.

Patient-driven informatics platforms Patient interface Patient Engagement

8 End of Week 13

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doi:10.1097/jac.0b013e31824a235e, Available as pdf. Gee, P. M., Greenwood, D. A., Kim, K. K., Perez, S. L., Staggers, N., & DeVon, H. A. (2012). Exploration of the e-patient phenomenon in nursing informatics. Nursing Outlook, 60(4), e9-e16. doi:10.1016/j.outlook.2011.11.005, Available at: http://ac.els-cdn.com/S0029655411003587/1-s2.0-S0029655411003587-main.pdf?_tid=d500beb2-0604-11e4-be8b-00000aab0f27&acdnat=1404758035_6edfde40b3a002a5759b773f7999b02b Barak, A., Boniel-Nissim, M., & Suler, J. (2008). Fostering empowerment in online support groups. Computers in Human Behavior, 24 (2008), 1867–1883. Available at: http://ac.els-cdn.com/S0747563208000198/1-s2.0-S0747563208000198-main.pdf?_tid=3d5b2aec-0605-11e4-9cbb-00000aacb362&acdnat=1404758210_a158c6020544d9d65687cb6ee0a3eca5 Krist AH, & Woolf SH. (2011). A vision for patient-centered health

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information systems. Journal of the American Medical Association, 305(3), 300-301. doi:10.1001/jama.2010.2011. Websites: http://www.epatientdave.com/ http://www.patientslikeme.com/ Podcasts: https://www.youtube.com/watch?v=oTxvic-NnAM https://www.youtube.com/watch?v=WQ2PFoHptK8

Discuss Week 13

Patient Website: Research the internet for patient-focused or patient-controlled websites. Research the ease of use and access to these sites. If possible, focus on your patient population of interest. Based on your research, you will complete a post in the Learner Café.

Post your analysis of internet sources for your patient population of interest. 1. What was the quality and quantity of internet sources for this patient population? 2. What factors (individual patient, disease-related, economic, social, geographic) likely will limit access to the patient’s ability to interface with these? 3. Propose and discuss strategies (from a nursing, health care system, and federal standpoint) that are needed to overcome these barriers in the patient interface.

4

End of Week 13

Discuss Week 14

Patient Engagement/Interface:

Respond to at least two classmates. Discuss similarities you located regarding patient

1

End of Week 14

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Presentation Responses:

engagement or patient interface barriers. Respond to at least two presentations with at least 2 additional questions that you have regarding the presentation. Instructor will also provide questions. Group members will each respond to the questions to provide more content/detail.

3

End of Week 14

Discuss/Know-ledge Check

Executive Summary Presentation:

Post your Executive Summary Presentation in the Learner Café and send copy to the dropbox for the instructor. All students will read and review the presentations of others.

1 Beginning of Week 13

Prepare

Please complete your online surveys for the course End of

Week 14

Evaluation Methods Below is a listing of assignments that comprise the 100% possible for this course. Assignment Grade Presentation: Executive Summary of Selected IOM Imperative 20% Analysis of Professional Website 20% Application Paper: Data-driven Health Care Utility, Efficiency, Outcomes

20%

Weekly Discussion Forum Posting/Participation 20% Concept Map for Comparison of Work Flow Processes 20% TOTAL 100%

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Course Policies Attendance In an accelerated learning model, interaction is foundational to synergy. Therefore, for the model of experiential learning to work, attendance must be mandatory. Substantive participation requires weekly submission of assignments by their respective due dates. Absences must be cleared in advance with your professor, ho may set up a special meeting time, apart from class time, to cover learning objectives for that class. More than one absence per course or excessive absences in the program may be grounds for course failure and/or administrative withdrawal from the program. Attendance records are essential to comply with regulations established by the Veterans” Administration or recipients of VA benefits or federally insured student loans. Attendance is mandatory for the face to face colloquia. If long term medical, family, or employment concerns develop, the student needs to contact their Student Support Specialist and the faculty immediately. The Student Support Specialist will assist the student in addressing non-academic matters related and the professor will assist the student in addressing academic matters. Participation Participation in an online course is derived from the learner completing course assignments not limited to weekly discussions, weekly assignments, tests, individual and/or group projects, etc. (Non-participation in this course can and will affect the learner's final grade.) Discussion Boards Students are expected to actively participate in the discussion board each week, if applicable. Students are required to post an initial 250-word response to the discussion board prompt(s) no later than Wednesday at 11:59pm of the current week's discussion board. Then each student must respond to the initial postings of at least two classmates, asking reflective questions and critically commenting on their ideas to extend the conversation. King University Email Policy King University Faculty and Students are required to use their King University email for all King University business correspondence. This requirement includes electronic correspondence with King University personnel and students in the course room. The use of personal or work email accounts for University related business is not permitted.

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Grading Scale

Total Score Course Grade Value 95-100 points A 4.0 90-94 points A- 3.7 88-89 points B+ 3.3 85-87 points B 3.0 80-84 points B- 2.7 78-79 points C+ 2.3 75-77 points C 2.0 70-74 points C- 1.7 65-69 points D 1.0 64 or below F 0.0

Consistent with the King University School of Nursing policy, individual assignment grade calculations are carried out to the 0.00 place. Final grade calculations are NOT rounded up. Final Comprehensive Competency Assessment All students seeking a degree from King University are required to demonstrate competency in their major field. DNP students will demonstrate satisfactory completion of the competencies outlined in the AANC DNP Essentials in addition to the DNP student outcomes. These competencies will be demonstrated by successful completion of the translational research project. The project will be evaluated against a rubric and will be pass/fail. Students with more than one major must demonstrate competency in each of their major fields. Major Field GPS students will complete the assessment in the semester that they graduate. All students will have to pass according to the minimum requirement of their department. Any student who does not meet the required (Pass) of their comprehensive assessment of their major field will not graduate until the requirement has been met. King University Honor Code On my honor, I pledge to abide by the King University policies described in the Student Handbook. I understand that students of King University are to be honest in words and actions, in particular, not to lie, cheat, plagiarize, or steal. I pledge to conduct myself in a manner based on Christian values and to require the same of fellow students. I understand that a violation of this Honor Code may result in my appearance before the Honor Council. *Academic Dishonesty and Academic Sanctions are addressed in detail in the King University Student Handbook. These sections are applicable to all King University courses and students.

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Accommodation of Special Needs If you are a student with a disability and desire assistance or accommodation, please notify the instructor prior to the second week of class. Changes The instructor will notify students in writing in a timely manner of any changes to this syllabus.