- The Nurse Leader as a Knowledge Worker
- Transforming Nursing and Healthcare through Technology
- Concept of a Knowledge Worker
- Have advanced formal education
- Apply analytical and theoretical knowledge
- Have specialized expertise in their field.
- Continuous learners
- Able to work autonomously
(McGonigle & Mastrain, 2017)
- Innovative and Critical thinkers
- Generate knowledge
- Can work collaboratively
(Turriago-Hoyos et al., 2016)
- Able to access and utilize information
- Have good communication skills
- Can solve complex problems
(Corporate Financial Institute, n.d)
- The Nurse - Knowledge worker
- Find Knowledge
- Locate data to use in developing knowledge
- Via processes for effective data and information collection
- Information acquired aids clinical decision-making
- Supported by Healthcare decision support systems (DSS)) (McGonigle & Mastrain, 2017)
- Develop knowledge.
- Linked to the research process
- Evaluate aggregated data over time
- Support of new care approaches using innovations and evidence.
- Via evidence-based protocols & quality improvement plans.
( Barton, 2009)
- Share knowledge
- Facilitate the exchange of information
- Allows for adjustments in plan of care and processes
(McGonigle & Mastrain, 2017)
- Knowledge finding, development, and sharing
- Enhances decision-making and organizational learning
(Barton, 2009)
- The nurse must:
- Use information to create knowledge
- Be information literate
- Be proficient in using patient-centered technology tools
- Be competent & Knowledgeable
- Be committed to lifelong learning
(McGonigle & Mastrain, 2017)
- Nursing Informatics- Defined
- Integration of nursing science, computer science, and information science enabling data, information, knowledge, and wisdom to be managed and communicated in nursing practice.
- Cognitive science- a fourth building block of nursing informatics.
- Supports decision-making in all positions and settings to attain desired outcomes.
- Support achieve via information technology, information structures, and information processes.
(McGonigle & Mastrian, 2017)
- Nursing Informatics
- Data-information-knowledge-wisdom (DIKW):
- Framework of nursing informatics (NI)
- Data converted to information via knowledge applied appropriately using wisdom.
- Links clinical information systems and nursing practice
(McGonigle & Mastrain, 2017)
- Bridges gap between healthcare needs, clinical practice, and evolving technology
- Support management of Clinical information systems (CIS)
- Incorporate and insert new knowledge in electronic health records and decision-making systems
- Ensures safe use of technology
- Enhances connected health and communication continuity.
- Enhances patient record quality
- Improves the capacity to compare care process and outcomes.
(Nagel et al., 2017)
- Enhances evidence-based practice , care delivery, and workflow
- Enhances health outcomes & patient education
- Improves aggregated data collection, analytics, and management
- Enables quick, safe access to relevant patient information
(Sweeney et al., 2017)
- Nurse Leader’s Role as Knowledge Worker
- Ensure department’s efficiency and provision of safe, evidence-based care delivery
- Ensure accurate data collection, analysis, & trend identification
- Match technology to specific patient care department
- Utilize meaningful data to improve workflow, guide care delivery, and ensure optimum outcomes
- Data gatherer-ensure accurate data collection and analysis.
- Information user-interpret reports to identify trends
- Knowledge user- Compare personalized data using nursing knowledge of best evidence.
- Knowledge builder-Use aggregated data to form new knowledge and strategies to improve outcomes.
- Disseminate information to improve department processes and operational success
(Conrad & Sherrod, 2011)
- Support staff use of and competency in nursing informatics tools.
- Can work autonomously
- Effective communicator
- Works as part of an interdisciplinary team
- Understand and champion innovative healthcare technologies
- Utilize integrated electronic technology such as
- Electronic Health Records (EHR)
- Scheduling systems & staff development programs
- Risk management and quality programs
- Research analysis and budget spreadsheets
(Conrad & Sherrod, 2011)
- Hypothetical Scenario
Situation: Patient presents to labor and delivery unit. 39weeks gestation and gestational diabetic.
Complaints: Abdominal pain - Nurse actions: Places electronic fetal monitors, takes blood pressure (BP), applies pulse oximeter, accesses EHR, does a vaginal exam, performs head-to-toe assessment.
- Data collection devices: pulse oximeter, sphygmomanometer, glucometer, electronic fetal monitor, and EHR.
- Data gatherer: Collected accurate data
- Information user:
- Analyzed and interpreted data to form determine problems, form conclusions and guide decisions.
- Acquired information by processing data using knowledge
- Knowledge User:
- Compared information to previous knowledge of experience and best evidence to determine appropriate applicable action.
- Knowledge builder:
- New knowledge gained from data indicated the patient was not in active labor, with irregular contractions, normal fetal heart rate, blood pressures, and blood glucose levels.. The patient was a practicing Muslim.
- Used new knowledge gained to determine the plan of care and guide decision making.
- The patient was discharged home.
- The nurse, as a knowledge worker, used nursing informatics tools and knowledge from past experiences and best practice guidelines to guide clinical decision-making and ensure safe care and best patient outcome.
( McGonigle & Mastrian, 2017)
Assignment: The Nurse Leader as Knowledge Worker
The term “knowledge worker” was first coined by management consultant and author Peter Drucker in his book, The Landmarks of Tomorrow (1959). Drucker defined knowledge workers as high-level workers who apply theoretical and analytical knowledge, acquired through formal training, to develop products and services. Does this sound familiar?
Nurses are very much knowledge workers. What has changed since Drucker’s time are the ways that knowledge can be acquired. The volume of data that can now be generated and the tools used to access this data have evolved significantly in recent years and helped healthcare professionals (among many others) to assume the role of knowledge worker in new and powerful ways.
In this Assignment, you will consider the evolving role of the nurse leader and how this evolution has led nurse leaders to assume the role of knowledge worker. You will prepare a PowerPoint presentation with an infographic (graphic that visually represents information, data, or knowledge. Infographics are intended to present information quickly and clearly.) to educate others on the role of nurse as knowledge worker.
Reference: Drucker, P. (1959). The landmarks of tomorrow. New York, NY: HarperCollins Publishers.
To Prepare:
- Review the concepts of informatics as presented in the Resources.
- Reflect on the role of a nurse leader as a knowledge worker.
- Consider how knowledge may be informed by data that is collected/accessed.
The Assignment:
- Explain the concept of a knowledge worker.
- Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.
- Include one slide that visually represents the role of a nurse leader as knowledge worker.
- Your PowerPoint should Include the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data that you could use, how the data might be accessed/collected, and what knowledge might be derived from that data. Be sure to incorporate feedback received from your colleagues’ responses.
| Excellent | Good | Fair | Poor | |
|---|---|---|---|---|
| Develop a 5- to 6-slide PowerPoint presentation that addresses the following:
· Explain the concept of a knowledge worker. |
32 (32%) - 35 (35%)
The presentation clearly and accurately explains the concept of a knowledge worker.
The presentation clearly and accurately defines and explains nursing informatics with a detailed explanation of the role of the nurse leader as a knowledge worker. Includes: 3 or more peer-reviewed sources and 2 or more course resources. |
28 (28%) - 31 (31%)
The presentation explains the concept of a knowledge worker.
The presentation defines and explains nursing informatics with an explanation of the role of the nurse leader as a knowledge worker. Includes: 2 peer-reviewed sources and 2 course resources. |
25 (25%) - 27 (27%)
The presentation inaccurately or vaguely explains the concept of a knowledge worker.
The presentation inaccurately or vaguely defines and explains nursing informatics with an inaccurate or vague explanation of the role of the nurse leader as a knowledge worker. Includes: 1 peer-reviewed sources and 1 course resources. |
0 (0%) - 24 (24%)
The presentation inaccurately and vaguely explains the concept of a knowledge worker or is missing.
The presentation inaccurately and vaguely defines and explains nursing informatics with an inaccurate and vague explanation of the role of the nurse leader as a knowledge worker or is missing. Includes: 1 or fewer resources. |
| · Develop a simple infographic to help explain these concepts. |
14 (14%) - 15 (15%)
The presentation provides an accurate and detailed infographic that helps explain the concepts related to the presentation.
|
12 (12%) - 13 (13%)
The presentation provides an infographic that helps explain the concepts related to the presentation.
|
11 (11%) - 11 (11%)
The presentation provides an infographic related to the concepts of the presentation that is inaccurate or vague.
|
0 (0%) - 10 (10%)
The infographic provided in the presentation related to the concepts of the presentation is inaccurate and vague, or is missing.
|
| · Present the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data you could use, how the data might be accessed/collected, and what knowledge might be derived from the data. Be sure to incorporate feedback received from your colleagues' replies. |
32 (32%) - 35 (35%)
The presentation clearly and thoroughly includes the hypothetical scenario originally shared in the Discussion Forum, including a detailed and accurate examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data.
|
28 (28%) - 31 (31%)
The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an accurate examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data.
|
25 (25%) - 27 (27%)
The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data that is vague or inaccurate.
|
0 (0%) - 24 (24%)
The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data that is vague and inaccurate, or is missing.
|
| Written Expression and Formatting - Paragraph Development and Organization:
Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused--neither long and rambling nor short and lacking substance. |
5 (5%) - 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
|
4 (4%) - 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.
|
3.5 (3.5%) - 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.
|
0 (0%) - 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.
|
| Written Expression and Formatting - English writing standards:
Correct grammar, mechanics, and proper punctuation |
5 (5%) - 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
|
4 (4%) - 4 (4%)
Contains a few (1-2) grammar, spelling, and punctuation errors.
|
3.5 (3.5%) - 3.5 (3.5%)
Contains several (3-4) grammar, spelling, and punctuation errors.
|
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. |
5 (5%) - 5 (5%)
Uses correct APA format with no errors.
|
4 (4%) - 4 (4%)
Contains a few (1-2) APA format errors.
|
3.5 (3.5%) - 3.5 (3.5%)
Contains several (3-4) APA format errors.
|
0 (0%) - 3 (3%)
Contains many (≥ 5) APA format errors.
|
| Total Points: 100 |
|---|