Posts Tagged ‘Health Care Informatics Assessment’

Nursing Informatics and health Assessment, comment

October 31, 2013

Healthcare Informatics Resources. (2013, April 29). Nursing Informatics and health Assessment [Blog post]. Retrieved from https://healthcare-informatics-resources.com/2013/04/29/human-computer-interaction-hci/

I completely agree with this post about nurses needing to learn and get trained in using the computer programs at work.  When I was taught through my job, I was taught by someone who had only one day of training.  I had to base my knowledge off of what she remembered.  I also had to trust that she was doing it right and that she was showing me a good way to learn and remember.  If I would have had a day or more of training then I would have been ok with making mistakes and doing things wrong.  But when you are just thrown into something and then do it wrong it could jeopardize your job, especially when it has to do with patient information.

Nursing Informatics and health assessment

June 26, 2013

The concept of nursing informatics is challenging to many nurses. Nurses may be extremely competent in their fields however, a lot of them do not feel as competent when it comes to using technology to access patients information, search for information and resources or document in an electronic medical record. Hospitals and other clinical settings should provide adequate training programs for nurses as well as have a way to assess competency in nursing informatics. With appropriate training, nurses performing a health assessment would be able to access relevant patient information such medical history and results of diagnostic studies. Many health care settings also offer access to online patient education materials. Nurses should know how to access resources for patient teaching and also how to test the reliability of the sources. For instance, reliable sources should come from well-known journals or have traditional history of print. Knowledge of nursing informatics is a valuable tool for nurses performing a health assessment.

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Education for health care providers: developmental assessment

April 26, 2013

I used to work for Children’s Hospital in the IMU unit. Many times, we as nurses would encounter many genetic disorders that were foreign to us or we just did not know enough about the disorder to help educate their parents. Since I also took classes in genetics, I found myself digging further into a particular website OMIM. This website was extremely useful in providing information on genetic diseases and compiled all the information and studies on each genetic problem. This was useful because if children were not reaching their physical or emotional development, many times this was addressed within the study and what was “normal” for that disease process. Many families were at a loss and just did not understand the disease process. The Internet was extremely useful in educating parents and myself regarding the physical and emotional assessment of their child. Also we could print out valuable information and documentation to explain to parents with diagrams and help teach parents about the disorder and what they could expect in the future. I found the Internet to be extremely helpful in ways that books could not.

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Seasonal Allergies

April 22, 2013

I have two children who suffer from seasonal allergies. Their symptoms are similar, usually characterized by rhinitis and frequent sinus infections. These recurrent problems often lead to frequent trips to the doctor’s office. In the past, I’ve been asked by the doctor to keep a hand written account of their symptoms to take back to the office. I believe that if the information could be sent to the doctor electronically, it would be more convenient for the pt, and the doctor could share the information with other clinicians. The data could also be organized to look for any patterns between patients.

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Financial Repercussions of Insufficient Client Charting

August 23, 2010

In an age of electronic records and an economic recession, the nurse must be diligent about thoroughly assessing the client using a head-to-toe format and charting all findings in detail. Medicaid/Medicare has really tightened their laws on what they will and will not reimburse. For example, if a patient is admitted to the hospital and the nurse fails to chart that the client had an already present pressure ulcer, Medicare will refuse to reimburse the hospital for fees, supplies, and procedures related to the treatment of that wound. However, if the pressure ulcer is charted as being present upon arrival, the hospital is not at fault and will be reimbursed fully. Another example, separate from charting, is when a patient is discharged from the hospital following a heart failure “tune-up” and is readmitted within 30 days. The hospital in penalized for the re-admission. The problem is that there are other factors that could cause the re-admission that is not the fault of the hospital or physicians. What if the patient is non-compliant with the prescribed medication regiment? Should the hospital be a fault? Also, we care for a high risk, end stage heart failure population, so is it fair that our stats must match up to a rural hospital that only cares for mild cases of heart failure and does not perform transplants?

I agree that our government has to be careful as to how dollars are spent, but perhaps there are better ways. As healthcare professionals our voices could be beneficial and therefore need to be heard, but unfortunately I am unsure as to how this is happens. Perhaps if all master degree programs for healthcare professionals also included a Public Health component, more people would know how to be a part of healthcare reform.

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Not all Education is Created Equal, comment

August 6, 2010
Review of Health Assessment for Nursing Practice / Edition 4 by Wilson and Giddens.
Modern health care is indeed a fusion of technology and patient education. The use of computer based education is not only cost effective, but also offers an alternative teaching method to reading, demonstration, or verbal explanation. My concern, however, is that because of its ease, computer based teaching could be used as an inappropriate substitute for traditional nurse-patient teaching.
In chapter two we learn about ethnic and cultural considerations. Based on the needs of the patient or family requiring the education, isolating them to using media as their source of education could impede their ability to take home important, possibly even life saving information. Language, age, and preferred learning style are only a few examples that could potentially be enormous barriers in patient teaching if not properly assessed.
While I agree that in certain situations media can be used as a teaching tool, it is imperative that it be used appropriately and not be seen as an easy replacement for one-on-one teaching. Instead, media could be used to enhance learning in conjunction with personal instruction. This allows the patient to learn while also having the ability to ask questions and clarify concerns. The assessment of the nurse is of the utmost importance when providing education to a patient, family, or community.
Original Post
April 12, 2010
Title: Computer-based Patient-education Program

Given the enormous financial strains on the health care system, and the time constraints of health care providers institutions are seeking to find innovative and cost effective ways of reducing tasks like patient education.  Leading health care centers, many dealing with cancer patients such as Memorial Sloan-Kettering Cancer Center, have taken the first steps by using computer-based learning tools.  They have documented initial success in implementing an extensive computer-based education program. Their program consists of a CD-ROM education program, an internal interactive intranet site that contains education about cancer, has library resources, and Internet links, etc. for patients to access.

The advantages are significant and health institutions everywhere are becoming involved with alternate methods of providing and reinforcing patient education.  Obvious advantages include the quality and consistency of the information provided to the patient, the ability to access education and information independently; provide training in the language of the patient, as well cost savings to the institution.  Disadvantages are the readiness and literacy of the learner, and the inability to interact with the patient at the time questions arise. Some would argue that the disadvantages are fewer than we currently experience, given the lack of caregiver time and consistency and quality of information imparted.

There is no doubt that we will continue to move forward with computer assisted patient education in much the same way as we have with our staff development and training.  Our institution is small compared to the major centers utilizing this resource for patient education.  However, we too, have embraced the practice of CD-ROM and computer based education at our Cancer Center.  Though manned by staff trained to educate patients, we have a resource center with CD’s, interactive patient education videos and an entire resource library for the patients to access.  The union of technology and patient education is upon us and, for the most part, appears to be a win-win situation.  Our challenge, moving forward, will be to find ways to reach and capture all patients, regardless of their status.


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