Route 2: City of Theories, Models and Frameworks

  

 

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

1. 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.