Health Information Technology Project

 

 

In previous Discussions and Applications, you have explored various aspects of health information technology systems: the historic development of HIT, how data flows across HIT systems, and standards and interoperability requirements including specific terminologies used in your practice setting. In this Application Assignment, you will have the opportunity to further develop your analysis skills by closely examining the implementation of a health information technology system. As a doctorally prepared nurse, you may find yourself in the position of leading a HIT project team; to be an effective leader and move health information technology projects forward in your organization, you must be able to logically and critically analyze the many aspects and challenges of implementing such a system and then present your insights in a succinct and professional manner. This exercise provides an opportunity to hone those skills.
Carefully review the project requirements below and plan your time accordingly. Be sure to refer to the standards of nursing informatics practice as you develop this Application, which serves as your Major Assessment for this course.
To prepare:
Investigate a health information technology system or health information technology application in your area of interest. The health information technology system/application may be in any setting where health care information is developed or managed. You may choose your system or application from any organization or virtual environment.
Examples of health information technology systems or health information technology applications that are acceptable include but are not limited to:
Consumer health applications
Clinical information systems
Electronic medical record (EMR) systems in hospitals or provider offices
Home health care applications
School health applications
Patient portal/personal health record
Public health information systems
Telehealth (i.e., from facility to home)
Simulation laboratories
Health care informatics research and development centers
Discuss your proposed health information technology system/application with your Instructor before proceeding with your final selection. You may visit a health care organization in person or virtually in order to make your final choice about the health information technology system or health information technology application of interest.
Choose the best strategy to gain information about your selected information technology system/application. Some ways to gather information include virtual visits; vendor demonstrations; on-site visits; interviews via face-to-face, phone, or teleconference. You must conduct at least one interview for this project.
Complete a literature search to gather information about your selected information technology system. You may also need to review related scholarly articles to help answer the questions presented below.
Organization Information
Briefly describe the health information technology system/application and the organization type (hospital, clinic, public health agency, health care software company, government health information website, private virtual health information site, etc.).
Is the health information technology system/application clinical, administrative, educational, or research related?
What were the key reasons for the development of this health information technology system/application, i.e., what made the organization believe this system/application was needed? How did this organization determine those needs? Did the organization use specific tools to conduct needs assessments, staff opinions, or workflows?
How did the organization determine that this specific system/application could fulfill its predetermined needs?
Who manages this health information technology system/application and where are they located within the organization’s administrative structure?
Information System Application Design and Development
Many health care systems have multiple independent entities that work together toward the common goal of providing high-quality care. How did—and do—the various stakeholders make decisions related to this health information technology system/application? Were the end users involved in the development of this health information technology system/application?
How are individuals trained to use the health information technology system/application?
How are security issues addressed? How does this health information technology system/application support a legally sound health care record?
Where did initial funds for this health information technology system/application come from?
Who manages the budget for this health information technology system/application?
Have organizational or political issues impacted the ongoing funding for this health information technology system/application?
What are the arrangements for planned or unplanned downtime?
How are health information technology system/application upgrades scheduled or planned?
How has the health information technology system/application changed in response to health care reform and related legislation?
What suggestions could you make regarding changes needed to support health care reform and related legislation?
Innovative Aspects of the System
How does the health information technology system/application utilize technology innovations?
What technology innovations would you recommend for this organization? What innovations presented in this course, or found through your own research, could this organization benefit from?

 

Sample Solution

 

 

 

 

 

 

 

 

GCSE War Poem

Tunes of GCSE war “Light Battle” and “Fall Battle” are on the whole sonnets about war. Alfred Tennyson’s “Light Brigade’s Accusation” composed on fourteenth November 1854 clarifies one thing in the Crimean war. England and France are stressed that Russia will move south, so assaulted Russia in Balaclava. During the war in September 1914, Lawrence Bingyan expressed “for fall”, yet received a one-sided disposition that shows positive and negative outcomes, specifically. . It is a nation.

How about we see the necessities of GCSE’s English writing. Understudies need to recall the “significant substance” of the 15 books of various lengths and various books, Shakespeare plays (the significant thing is doublespeak). With in any event fiction and show, you realize that you will be controlled – in verse, 13 of the 15 sonnets you recall won’t show up in your theory. Pick two refrains as tests, analyze them, and request that the understudies connect them to a particular point

Clarify how the uncommon attributes of at any rate two works in Wilfred Owen’s sonnets influence one another and impact their responses. The center highlights of Wilfred Owen’s war verse incorporate misuse of war, fear of war, and the physical impact of war. These highlights can be found in Owen’s correspondence with perusers, verse ‘Darce and Decolm Est’ pulling in perusers’ feelings to officers and ‘Destiny to youth of fate’. These sonnets collaborate and investigate understanding

“Maryal Mountain in this sonnet” clarifies the characteristic picture.

Maybe the most well known contemporary use of this sentence is the title of the sonnet “Dulce et Decorum est” by British writer Wilfred Owen during the First World War. Owen’s verse depicts the gas assault during the First World War and is one of his numerous enemy of war sonnets that were not declared until the finish of the war. In the last barely any lines of this sonnet, Horatian phrases are communicated as “old falsehoods”. Individuals accept and utilize the first of that sonnet to clarify that Owen is attempting to disparage the sonnet by Jessie Pope (who adulated the war and enlisted in a straightforward enthusiastic verse). “Little accomplice” who is excited about charging and shooting. Like “telephone”

The principal sonnet mirrors the picture of war that the vast majority know well. This sonnet “Flanders Battlefield” is likely the most renowned and famous war sonnet. It was first distributed in British ‘punch’ magazine in December 1915. Surprisingly fast, this sonnet represents the penance of all the battle in World War I. “Flanders Battlefield” was made by a specialist and educator of Canada, John McCrea who worked in the South African War and the First World War. He was moved to the clinical group and relegated to a French emergency clinic. He was dynamic in 1918 and kicked the bucket of pneumonia. His sonnet assortment “Flanders Field” and other verse assortments were distributed in 1919. This sonnet is still piece of a commemoration in Canada and different nations.

 

 

 

 

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