The Use of Data in Problem-Solving
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
The Use of Data in Problem-Solving
There are few professions in the modern era that do not rely on data to some way. Market data is used by stockbrokers to provide financial advice to their clients. Weather data is used by meteorologists to forecast weather conditions, while realtors use it to advise on property purchases and sales. In these and other circumstances, data not only aids in issue solving, but also adds to the practitioner’s and discipline’s knowledge base.
The nursing profession, too, is increasingly reliant on statistics. Nursing informatics strives to ensure that nurses have access to the information they need to address healthcare problems, make informed decisions in the best interests of patients, and contribute to knowledge.
You will consider a scenario that would benefit from data access and how such access could help with problem-solving and knowledge creation in this Discussion.
How to Get Ready:
Consider the informatics and knowledge work principles offered in the Resources.
Consider a hypothetical scenario that would necessitate or benefit from data access, gathering, and application in your own healthcare practice or organization. A patient, worker, or management issue or gap may be present in your case.
1. Write a description of the scenario’s main point. Describe the types of data that could be used, as well as how they would be collected and accessed.2. What information could be gleaned from the data?
3. How might a nurse leader apply clinical reasoning and judgment to this experience’s knowledge formation?
Required Readings
D. McGonigle and K. G. Mastrian (2017).
The base of knowledge in nursing informatics (4th ed.). Jones & Bartlett Learning, Burlington, MA.
Chapter 1 (pp. 719): Nursing Science and the Foundations of Knowledge
Introduction to Information, Information Science, and Information Systems (pp. 2133) is the second chapter.
Computer Science and the Foundation of Knowledge Model (pp. 3562) in Chapter 3
L. Nagle, W. Sermeus, and A. Junger (2017). The Nursing Informatics Specialist’s Role is Changing. Forecasting Competencies for Nurses in the Future of Connected Health, edited by J. Murphy, W. Goosen, and P. Weber (212-221). IMIA and IOS Press, Clifton, VA. https://serval.unil.ch/resource/serval:BIB 4A0FEA56B8CB.P001/REF retrieved from https://serval.unil.ch/resource/serval:BIB 4A0FEA56B8CB.P001/REF
J. Sweeney, J. Sweeney, J. Sweeney (2017). 21. Online Journal of Nursing Informatics, Healthcare Informatics (1).
The Public Health Informatics Institute is a non-profit organization dedicated to improving public health (2017).
[Video file] Public Health Informatics: “Translating” Knowledge for Health https://www.youtube.com/watch?v=fLUygA8Hpfo retrieved from https://www.youtube.com/watch?v=fLUygA8Hpfo
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. 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