Archive for March 8th, 2009

Computer Assisted Communication

March 8, 2009

Computer assisted Communication. Communication is the process of sending and receiving information by a variety of means. Email is a common form of communication used in the health care systems. It can be sent to one person or a group of people. The person types a message, and instead of printing the message and sending it via the postal system, the sender click a send button on the email program and the mail arrives at its destinations within seconds. Internet conferencing is another method of communication for the health care systems. This happens when one of more persons interact in real time, receiving almost immediate replies depending on the speed of the connections. This can involve text, audio and or video. There is a leader who sets up the conference and sends out invites for others to join. This can be used as a meeting to vehicle to get people from around the work together in on forum to discuss the same topic together in real time. Video Conferencing involves a computer video camera microphone and speakers. Along with hearing the audio whatever images appear in front of the video camera are delivered to the participants monitor. Video conferencing can involve just 2 participants or multiple participants in conferences. My facility uses video conferencing to link the two hospitals for management meeting or to deliver other important information to the staff from our 2 hospitals simultaneously. We also use video conferencing for in-service training; getting expert speakers from different countries to do talks related to their fields in health-care the doctors, nurses, and other hospital staff. In computer assisted communication both the receiver and the sender of the message must have the appropriate hardware, software and connection to the network in order to communicate. Hospitals are networked. The network consists of the computers and related devices that are connected together for the purpose of sharing devices, programs, and data. There is the main Server, which runs user and computer software programs, stores data and controls network traffic. The Internet links the computer network using Transmission Control Protocol/Internet Protocol communication standards.



The discipline of nursing informatics

March 8, 2009

RE: Health Care Informatics An Interdisciplinary Approach, 2002 by Sheila Englebardt and Ramona Nelson


In reading Part One, The Foundations of Healthcare Informatics I was struck by how amazing the interaction of the systems actually are in the process of informatics. The sum of the parts to become the whole is deceiving on the surface when you are looking at an information system such as the EMR. Our hospital uses Meditech Magic for the majority of our medical patients. In looking at the EMR of a patient on the Meditech system it at first seems like a very simple record of the patient’s care. However, when you break it down and realize what has gone into making this record it is incredible that it happened at all. Not only are there several modules involved in building this seemingly simple record but when you look at the queries for each module and the process of data gathering that comes together to form this record it is truly amazing. I help build the dictionaries for the nursing and physician modules. I am very aware of how involved it is to build a simple assessment in these modules. You must first build the dictionary and the interventions. Then you have to build the queries and the group responses and bring these together in your customer-defined screen. This, in itself, is a complex process. However, reading these chapters reminded me of everything else that is involved in the actual completion of these assessments. There are auto responses that are pulled from the admissions module. I did not define these and yet I expect, or maybe a better term is, take for granted, that these responses will be available for my assessment. The complexity of these systems also made me appreciate how difficult implementation of these systems can be. I found the information on learning styles and adult learning very informative. I have done 2 implementations since I started this position 2 years ago. I have assisted on 2 other implementations as well. As a nurse, my largest role in go live is to teach and support the end users. I will in my next implementation be aware of these learning styles. One of the suggestions I liked was to highlight important details in my education manuals so that the student will not have to write it and be more attentive to the information they are hearing. My hope for the next lesson is some assistance on how to engage clinicians in accepting and using clinical decision support systems. The last chapter acknowledged clinicians could see these systems as a threat. Hopefully the next lesson will give tips on how to lessen this threat and allow the clinicians to see this as a useful tool.

Computers and Patient Education

March 8, 2009

Computers have become an amazing resource for patient teaching.  They provide wonderful resources for printed patient education as well as become a source of learning for the patients themselves.  When we can reach our patients in more than one aspect of learning we increase the amount of teaching that they will retain. 

Many hospitals and doctors offices subscribe to patient education programs.  This allows the nurse to provide exactly what the patient needs to know regarding their diagnosis.  The advantage to these types of programs is that they are from professionals who ensure correct patient information.  Getting patient information randomly off the Internet can result in unreliable information.  These programs are also updated so the healthcare professional can ensure the patient is getting the latest information.

Patients can also access electronic learning.  This can include learning from videos or DVDs or listening to a podcast.  Not all patients are proficient with these technologies while others prefer to learn this way.  Patients can also receive e-mails from their healthcare providers and access patient support groups through blogs and chat rooms.

Limiting our patient education to printed material only is limiting the many ways our patients can learn.  A careful assessment of patient learning needs, access and knowledge of technology and preferred methods of learning can enhance the patient’s learning experience.

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