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Review the Learning Resources this week about successful implementations of EHRs.

Review the Learning Resources this week about successful implementations of EHRs.

Review the Learning Resources this week about successful implementations of EHRs.
Assignment: Adoption of New Technology Systems

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Assignment: Adoption of New Technology Systems

As a nurse, you can have a great impact on the success or failure of the adoption of EHRs. It is important for nurses to understand their role as change agents and the ways they can influence others when addressing the challenges of changing to a drastically different way of doing things.

Everett Rogers, a pioneer in the field of the diffusion of innovations, identified five qualities that determine individual attitudes towards adopting new technology (2003). He theorized that individuals are concerned with:

Relative advantage: The individual adopting the new innovation must see how it will be an improvement over the old way of doing things.
Compatibility with existing values and practices: The adopter must understand how the new innovation aligns with current practices.
Simplicity: The adopter must believe he or she can easily master the new technology; the more difficult learning the new system appears, the greater the resistance that will occur.
Trialability: The adopter should have the opportunity to “play around’ with the new technology and explore its capabilities.
Observable results: The adopter must have evidence that the proposed innovation has been successful in other situations.
For this Assignment, you assume the role of a nurse facilitator in a small hospital in upstate New York. You have been part of a team preparing for the implementation of a new electronic health records system. Decisions as to the program that will be used have been finalized, and you are now tasked with preparing the nurses for the new system. There has been an undercurrent of resistance expressed by nurses, and you must respond to their concerns. You have a meeting scheduled with the nurses 1 week prior to the training on the new EHR system. Consider how you can use the five qualities outlined by Rogers (2003) to assist in preparing the nurses for the upcoming implementation.

To prepare for Assignment: Adoption of New Technology Systems
Review the Learning Resources this week about successful implementations of EHRs.
Consider how you would present the new EHR system to the nurses to win their approval.
Reflect on the five qualities outlined by Rogers. How would addressing each of those areas improve the likelihood of success?
Write a 3- to 5-page paper which includes the following:

Using Rogers’ (2003) theory as a foundation, outline how you would approach the meeting with the nurses. Be specific as to the types of information or activities you could provide to address each area and include how you would respond to resistance.
Analyze the role of nurses as change agents in facilitating the adoption of new technology.
Note: This is a part 2 of the first assignment that you did earlier and I have attached it to this post.

Using the Data/Information/Knowledge/Wisdom Continuum
Using the Data/Information/Knowledge/Wisdom Continuum

In nursing practices, knowledge and wisdom are fundamental. Nurses and clinicians utilize different practical and theoretical information in carrying out their duties (Burns & Grove, 2010). Nurses require adequate new knowledge amount in the modern era in delivering appropriate healthcare services to their clients. In nursing, generation of knowledge has been at the forefront in order to allow the nurse professionals and experts to effectively commission their duties. The knowledge search has a framework. It begins by outlining the requirements of data. The knowledge extraction is from established sources. The next stage involves information synthesizing to create connections. Proper knowledge application results in wisdom. To determine how to undertake the studies, I would utilize the continuum of data, information, knowledge, and wisdom. To help extract information to form the study, I would first establish relevant data I require in answering the question from different databases of nursing. In this case, I will use CINAHL Plus that contains nursing journals collections to acquire data (Melnyk & Fineout-Overholt, 2011). The search words would include nursing competency, quality-nursing, patient satisfaction, urinary retention catheters, and functional nursing model.

Evidence-based practices refer to decision-making about the care of the patients which are founded on the best information generated by well-developed medical studies combined with preferences and values of patients as well as the expertise of the clinicians and nurses. Various researches have proposed that evidence-based care of the patient can decrease the cost of health-care, improve quality of care, and minimize the medical complications by as much as 30% (Vestal, 2014). Evidence-based practices offer clinicians, nurses, and medics in the intensive care units with scientifically proven and critically appraised methods and evidence to apply for delivering quality health care to the patients. Nursing researchers have come up with answers for professionals as well as systems of the health care with the way to most successfully embrace evidence-based practices in their intensive care units.

Frequent urinary retention catheters use in the settings of Intensive Care Unit in the whole universe put patients at raised risk for developments of CAUTIs. The team of infection prevention CAUTIs helped in increasing awareness and education of staff of strategies of nurse-led preventions. Collaboration with experts outside units of nursing enhances communication and teamwork across disciplines with regard to retention catheters use and care. With periodic rounding, improper care incidence was greatly minimized. Evidence-based protocols created to reduce CAUTI could not capture care practices points that contribute to problems. Partnering with professionals outside of the unit of nursing reduces CAUTIs. The findings of the research were consistent with the findings of literature and the findings of the project resulted in execution across progressive care and medical-surgical units in the institution.

The role of a nurse manager is not only about a series of skills, knowledge, and competencies acquired from college (Major, Abderrahman, & Sweeney, 2013). In fact, being a nurse manager is part of the socialization process that involves the process of internalization and professional identity development. As a nurse manager in the Emergency Department, I must, therefore, understand how professional socialization in nursing would lead to the efficient assumption of my roles as a nurse (Melnyk & Fineout-Overholt, 2011). In nursing, professional identity and sense of belonging facilitate socialization and Crucial conversations in the workplace. Professionalism is a crucial nursing concept that I can only acquire through interpersonal, individual-work-place and interaction relationship with my clients and my colleagues in the Emergency Department and the health facility at large.

The nurses’ competencies range from gathering and trailing results data, questioning medical practices with the aim of enhancing the care quality, and critically appraising published research that can reinforce the continual application of modern practices and methods in the intensive care units (Burns & Grove, 2010). APNs are anticipated to lead teams in using evidence to put practices into place and initiate practice changes to sustain cultures that promote evidence-based practices in the intensive care units. All competencies in the intensive care units point towards clinicians, nurses, and medics being enthusiastically engaged in changing care from the way things have often been performed to cares that are deemed the most effective and research-based evidence. Evidence-based care will helps the personnel in the intensive care unit to produce quality results (Melnyk & Fineout-Overholt, 2011). It will lead to shorter lengths of stay, fewer hospital readmissions as well as fewer complications in the unit.

Through interactions with my patients and nurses in the Emergency Department, I have realized that developing as a nurse manager, a sense of becoming that involves internalization of values and personal dedication during the professional socialization process with the patients, staff, and management at the workplace is essential (Overton & Lowry, 2013). How I view myself as a nurse manager entails professional identity and socialization with my patients and nurses. This has enabled me to appreciate that I am a nurse who can perform my nursing duties responsibly and skilfully (Major, Abderrahman, & Sweeney, 2013). Many emergency cases that I have handled in the Emergency Department have been so successful with only one exception where the patient was referred to us after he had passed on. I have learned to consult a lot with my fellow experts in the department to ensure that we offer the best health services to the patients referred to us. Socialization has enabled me to acquire the required knowledge and skills to accomplish my professional with professional and valued norms through continuous consultation with the medics with more experience than me. I have internalized values of the nursing profession that are paramount for my professional development since they offer a ground for moral behaviors (Vestal, 2014). Through professional socialization, I have obtained the necessary dedication in the profession with critical thinking, and problem-solving practices needed in nursing.

Crucial conversations enable nurse managers in learning particular staff behaviours they function with (Overton & Lowry, 2013). This assists the nurse managers to comprehend the weaknesses and strengths of the staff they work together with. Therefore, the nurses’ leaders can adjust suitably house all the members of the staff. Crucial conversations allow nurse managers to obtain the best and full potentials of other nurses. Crucial conversations allow nurse leaders to create comprehension of different scenarios in their working environments. It creates a favorable and conducive atmosphere for all staff members to cooperate and collaborate as a team. Teamwork allows the health care institution to accomplish its objectives as well as goals since the majority of decisions are team-based. Each department member participates in the running and decision-making of the facility (Major, Abderrahman, & Sweeney, 2013). This assists the nursing manager in easy execution of the policies and objectives of the facility because each staff member embraces goals and objectives because they were engaged in their formulation.

The model emphasized getting the greatest task amount performed with the least costs in training or time. The functional nursing model ensures healthcare quality that in turn affects the satisfaction of patients. Patient satisfaction affects the positive behaviors of patients like loyalty (Major, Abderrahman, & Sweeney, 2013). The interaction role allows nurses to achieve all the needs of the patients during their allocated shifts. The model ensures that in the current environment of health care such as hospitals, professions like nurses, doctors are being driven to examine more cost-efficient techniques to offer quality care for the patients.


Burns, N., & Grove, S. K. (2010). Understanding Nursing Research-eBook: Building an Evidence-Based Practice. Elsevier Health Sciences.

Major, K., Abderrahman, E. A., & Sweeney, J. I. (2013).“Crucial conversations” in the workplace. American Journal of Nursing, (4), 66.

Melnyk, B. M., & Fineout-Overholt, E. (Eds.). (2011). Evidence-based practice in nursing & healthcare: A guide to best practice. Lippincott Williams & Wilkins.

Overton, A. R., & Lowry, A. C. (2013). Conflict management: difficult conversations with difficult people. Clinics in colon and rectal surgery, 26(4), 259-64.

Vestal, K. (2014).Delivering Bad News the Right Way. Nurse Leader, 12(1), 14–15.

Quality of Work Submitted:
The extent of which work meets the assigned criteria and work reflects graduate level critical and analytic thinking.—

Excellent 27 (27%) – 30 (30%)

Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics.

Good 24 (24%) – 26 (26%)

Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.

Fair 21 (21%) – 23 (23%)

Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.

Poor 0 (0%) – 20 (20%)

Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.

Quality of Work Submitted:
The purpose of the paper is clear.—

Excellent 5 (5%) – 5 (5%)

A clear and comprehensive purpose statement is provided which delineates all required criteria.

Good 4 (4%) – 4 (4%)

Purpose of the assignment is stated, yet is brief and not descriptive.

Fair 3.5 (3.5%) – 3.5 (3.5%)

Purpose of the assignment is vague or off topic.

Poor 0 (0%) – 3 (3%)

No purpose statement was provided.

Assimilation and Synthesis of Ideas:
The extend to which the work reflects the student’s ability to:

Understand and interpret the assignment’s key concepts.—

Excellent 9 (9%) – 10 (10%)

Demonstrates the ability to critically appraise and intellectually explore key concepts.

Good 8 (8%) – 8 (8%)

Demonstrates a clear understanding of key concepts.

Fair 7 (7%) – 7 (7%)

Shows some degree of understanding of key concepts.

Poor 0 (0%) – 6 (6%)

Shows a lack of understanding of key concepts, deviates from topics.

Assimilation and Synthesis of Ideas:
The extend to which the work reflects the student’s ability to:

Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources.—

Excellent 18 (18%) – 20 (20%)

Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 2-3 course resources to suppport point of view.

Good 16 (16%) – 17 (17%)

Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view.

Fair 14 (14%) – 15 (15%)

Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.

Poor 0 (0%) – 13 (13%)

Includes and integrates specific information from 0 to 1 resoruce to support major points and point of view.

Assimilation and Synthesis of Ideas:
The extend to which the work reflects the student’s ability to:

Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, textbook) and outside, credible resources by comparing different points of view and highlighting similarities, differences, and connections.—

Excellent 18 (18%) – 20 (20%)

Synthesizes and justifies (defends, explains, validates, confirms) information gleaned from sources to support major points presented. Applies meaning to the field of advanced nursing practice.

Good 16 (16%) – 17 (17%)

Summarizes information gleaned from sources to support major points, but does not synthesize.

Fair 14 (14%) – 15 (15%)

Identifies but does not interpret or apply concepts, and/or strategies correctly; ideas unclear and/or underdeveloped.

Poor 0 (0%) – 13 (13%)

Rarely or does not interpret, apply, and synthesize concepts, and/or strategies.

Written Expression and Formatting

Paragraph and Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused–neither long and rambling nor short and lacking substance.—

Excellent 5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity

Good 4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 80% of the time.

Fair 3.5 (3.5%) – 3.5 (3.5%)

Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 60%- 79% of the time.

Poor 0 (0%) – 3 (3%)

Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity < 60% of the time. Written Expression and Formatting English writing standards: Correct grammar, mechanics, and proper punctuation— Excellent 5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors. Good 4 (4%) – 4 (4%) Contains a few (1-2) grammar, spelling, and punctuation errors. Fair 3.5 (3.5%) – 3.5 (3.5%) Contains several (3-4) grammar, spelling, and punctuation errors. Poor 0 (0%) – 3 (3%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. Written Expression and Formatting The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.— Excellent 5 (5%) – 5 (5%) Uses correct APA format with no errors. Good 4 (4%) – 4 (4%) Contains a few (1-2) APA format errors. Fair 3.5 (3.5%) – 3.5 (3.5%) Contains several (3-4) APA format errors. Poor 0 (0%) – 3 (3%) Contains many (≥ 5) APA format errors. Total Points: 100

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