PART I
A. CODE
OF ETHICS FOR NURSES WITH INTERPRETIVE STATEMENTS
The
Code of Ethics for Nurses with Interpretive Statements (The Code) was created
as a guide for nurses to carry out their responsibilities in a way that is
compatible with excellent nursing care and the profession's ethical
commitments. It’s like a pledge that nurses carry out their best to provide
care while supporting one another to achieve ethical and professional
commitments. This Code reflects nursing's strong ethical tradition and serves
as a guide for all nurses today and in the future.
B.
NURSING'S SOCIAL POLICY STATEMENT
Nursing's
Social Policy Statement (NSPS) is a document that articulates the parameters of
the relationship between the profession of nursing and society. It forms and
frames both the basis for nursing's involvement with caring practices and the
shape of society vis-à-vis health and health policy. This agreement recognizes
nurses as professionals who can satisfy the demands of patient and client care,
as well as societal health. It enables nurses to take part in political and
legal action that promotes nursing education, research, and practice in order
to have a stronger influence on health and care, as well as to understand the
social ethics and justice concerns that affect global and individual health.
C. NURSING:
SCOPE AND STANDARDS OF PRACTICE
Scope
of practice describes the services that a qualified health professional is
deemed competent to perform, and permitted to undertake – in keeping with the
terms of their professional license. It describes the describe the “who,”
“what,” “where,” “when,” “why,” and “how” of nursing practice. Regardless of
job, demographic, specialization, or environment, the standards give
authoritative assertions of the activities and behaviors that all registered
nurses are required to properly do. For each of the three practice levels, each
standard is complemented with comprehensive competences.
D.
STANDARDS OF NURSING INFORMATICS PRACTICE
Nursing
informatics, as a new and evolving field, is a well-established specialization
within nursing. The principle defines guidelines for nurses interested in
informatics and proposes components of practice, education, training, and
research, as well as supports the validity of the practice and general
competences of an informatics-trained nurse. It provides a framework for
evaluating practice outcomes and goals, are those to which all informatics
nurses are held accountable for their practice. The set of specific
competencies accompanying each standard serves as essential evidence of
compliance with that standard.
E.
HEALTH INFORMATICS MODEL
Healthcare
Informatics is defined as “the integration of healthcare sciences, computer
science, information science, and cognitive science to assist in the management
of healthcare information” (Saba & McCormick, 2015, Pg. 232). While as, the
American Nurses Association (ANA) identified nursing informatics as “a
specialty that integrates nursing, science, computer science, and information
science to manage and communicate data, information, and knowledge in nursing
practice” (ANA, 2001, Pg.17). This model lays out the nursing informatics
competencies that all registered nurses must possess, covers all nursing
professions and positions, and depicts the impact of informatics in every
health-care scenario.
PART II
- GRAVES AND CORCORAN, 1989 (A Collaborative
Model For Specialization In Nursing Informatics)
In
1989, Graves and Corcoran defined Nursing Informatics as “a combination of
computer science, information science and nursing science designed to assist in
the management and processing of nursing data, information and knowledge to
support the practice of nursing and the delivery of nursing care.” This
paradigm aids in comprehending the relationships between concepts and
operational expertise. It provided the three nursing ideas of data,
information, and knowledge in a logical order: date leads to information, and
information leads to knowledge. Above them is management, which is responsible
for inserting the data.
B. SCHWIRIAN,
1986(NURSING INFORMATICS)
Patricia
Schwirian proposed a model intended to stimulate and guide systematic research
in nursing informatics in 1986. It is a Model and framework that enables
identifications of significant information needs that can foster research (some
are similar to Maslow's Hierarchy of needs).
The model is made up of four main components that are assembled to form a
pyramid with a triangular base. The model depicts the fact that information,
user, and computer interact to form NI activity (shown here as the base of the
pyramid); the technology, which is a computing system; the users, who are
nurses/students within the context of their personal and professional systems;
and the goal or objective toward which the three preceding elements are
directed.
C. TURLEY,
1996(The Evolution of Definitions for Nursing Informatics)
According
to Turley's MODEL (1996), nursing informatics is the intersection between the
discipline-specific science (nursing) and the area of informatics. Turley's
work represents a conceptual framework for the nursing informatics specialty
and suggests that cognitive science should be added to the three core sciences
included in Graves and Corcoran's definition of nursing informatics. These
concepts can help informatics nurse specialists understand the decision-making
and information processing done by nurses and, as a result, assist in the
creation of appropriate technology.
D. DREYFUS
MODEL
The
Dreyfus model of skill acquisition is a methodology for assessing the level of
competency and skill development in persons who are learning something new. It
assumes that the more time one spends practicing by following rules and
processes, the more experienced and competent one becomes in a profession. As
one gains expertise, he or she no longer depends on the stated requirements and
processes.
E. STAGGERS,
GASSERT, AND CURRAN, 2001
This conceptual framework guiding the
research included computer skills, informatics knowledge, and informatics
competencies (Stagger, Gassert, and Curran, p. 385). Their research, however,
only identified informatics competencies for four levels of nurses: beginning
nurse, experienced nurse, informatics specialist, and informatics innovator
(Stagger, Gassert, and Curran, 2001). These competences provide a substantial
issue for professional development and academic departments that seek to cover
each competency while developing curriculum and delivering educational programs
for all skill levels. This has permitted and encouraged Nursing Informatics in
practice and academics in order to enhance and support overall patient care
quality.
