XI3001 Assignment Nursing Informatics: Shaping Care with Data
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RN-BSN Tempo Program, Walden University
XI3001 Assignment
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Module 1, Part 1: Introduction to Nursing Informatics
Standardized nursing languages (SNLs) are used to document patient care in a clear, consistent, and accurate manner, which creates greater communication and understanding within the healthcare team. Standardized nursing languages, which can be identified as formal rule-based terminologies designed for the use of nursing documentation, differ from the informal “abbreviations” that are used in the health care environment, e.g.,” for once daily, or “HTN” for hypertension. Standardized nursing languages are rule-based, formalized onomasiology terminologies that are specially developed for nursing documentation and can be represented as systems like Nursing Outcomes Classification (NOC), NANDA International (NANDA-I), and Nursing Interventions Classification (NIC). Abbreviations are ambiguous, institutional-specific, and convey misunderstanding, whereas SNLs offer a general structure that can facilitate communication between interdisciplinary teams, continuity of care, and decrease the risk of error.
The benefit of the use of SNLs is that they can help ensure patient safety via accurate documentation and collection of data. Using standard language, the nurse documents the assessment, intervention, and outcome in a way that is accurate and unambiguous, and easily understood in and across health facilities and providers. For instance, when a patient is admitted to the hospital with a diagnosis of NANDA-I “Risk for Falls,” all caregivers to the client will have the correct nursing diagnosis and will be able to coordinate the interventions that will be appropriate for that client’s diagnosis (Ernstmeyer & Christman, 2021). This accuracy not only leads to better patient outcomes, but also allows for an organization to analyze the data at a higher level and identify trends, manage resources more efficiently, and make evidence-based decisions. I have seen SNLs applied in electronic health records (EHR) systems in my own practice where documentation errors have been greatly minimized and communication between different medical disciplines has become much more effective, leading to safer and more effective patient care.
Module 2: Applying the DIKW Model in Nursing Practice
Data: CDC (2024) also found that LGBTQ+ youth are at higher risk for mental health problems than their heterosexual peers and experience depression, anxiety, and suicidal thoughts at higher rates. |
Information: 1. Nearly one in three (42%) LGBTQ+ high school students seriously considered suicide in the past year as compared to one in three (15%) non-LGBTQ+ students (CDC, 2024). 2. Almost five times more LGBTQ+ youth attempt suicide than their heterosexual peers (The Trevor Project, 2021) 3. Discrimination, stigma, and lack of family acceptance play a major role in the heightened risk of mental health problems among LGBTQ+ youth (Stevenson et al., 2024). 4. Schools that have curriculum and/or supportive policies that include LGBTQ+ have demonstrated a decrease in bullying and better mental health outcomes for LGBTQ+ students (Moran et al., 2024). 5. Gender Affirming Care is correlated with lower rates of depression and suicide attempts among transgender and nonbinary youth, as found in Tordoff et al. (2022). |
Knowledge: The results indicate that systemic issues such as social stigma and discrimination, and lack of affirming health care access, greatly contribute to mental health inequities among LGBTQ+ youth. Nurses have a unique opportunity to address these inequities through culturally competent care and by advocating for inclusive policies and through early identification of risk factors (Flaubert, 2021). The literature indicates that nurse education programs on LGBTQ+ cultural competency enhance their ability to foster supportive environments and make early referrals to mental health providers (Yu et al., 2023). In addition, embedding mental health screening within all routine adolescent screenings can help identify students at risk of mental health crises before their occurrence. Motivational interviewing, trauma-informed care, and other effective strategies foster trust and facilitate a conversation with LGBTQ+ patients. These approaches foster a more secure environment where patients feel valued and heard. |
Wisdom: 1. Conduct Routine Mental Health Screenings: Incorporate sexual orientation and gender identity into initial mental health screenings and screen for depression, anxiety, and suicidality in all mental health appointments. 2. Deliver Culturally Competent Care Training: Promote continuous learning for all employees on LGBTQ+ health disparities, affirming language, and best practices in providing affirming care (Bass & Nagy, 2023). 3. Facilitate Access to Gender-Affirming Resources: Partner with behavioral health providers and community groups to meet LGBTQ+ youth with counseling, peer support groups, and gender affirming medical services as needed. 4. Facilitate Access to Gender-Affirming Resources: Collaborate with behavioral health specialists and community organizations to connect LGBTQ+ youth with counseling, peer support groups, and gender-affirming medical services as needed. |
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References For
XI3001 Assignment Nursing Informatics: Shaping Care with Data
Bass, B., & Nagy, H. (2023, November 13). Cultural competence in the care of LGBTQ patients. PubMed; StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK563176/
CDC. (2024, December 6). Health Disparities Among LGBTQ Youth. Adolescent and School Health. https://www.cdc.gov/healthy-youth/lgbtq-youth/health-disparities-among-lgbtq-youth.html
Ernstmeyer, K., & Christman, E. (2021). Nursing Process. National Library of Medicine; Chippewa Valley Technical College. https://www.ncbi.nlm.nih.gov/books/NBK591807/
Flaubert, J. (2021). The role of nurses in improving health care access and quality. In www.ncbi.nlm.nih.gov. National Academies Press (US). https://www.ncbi.nlm.nih.gov/books/NBK573910/
Moran, S. A., Bishop, M. D., Watson, R. J., & Fish, J. N. (2024). LGBTQ+ youth policy and mental health: Indirect effects through school experiences. Journal of Research on Adolescence, 35(1). https://doi.org/10.1111/jora.13052
Stevenson, E., Sandman, G. R., & McGinn, J. (2024). The role of stigma in LGBTQIA+ Youth in rural and urban areas. Youth, 4(4), 1374–1386. https://doi.org/10.3390/youth4040087
The Trevor Project. (2021, December 15). Facts about LGBTQ youth suicide. The Trevor Project. https://www.thetrevorproject.org/resources/article/facts-about-lgbtq-youth-suicide/
Tordoff, D. M., Wanta, J. W., Collin, A., Stepney, C., Inwards-Breland, D. J., & Ahrens, K. (2022). Mental health outcomes in transgender and nonbinary youths receiving gender-affirming care. JAMA Network Open, 5(2). https://doi.org/10.1001/jamanetworkopen.2022.0978
Yu, H., Flores, D., Bonett, S., & Bauermeister, J. A. (2023). LGBTQ + cultural competency training for health professionals: A systematic review. BMC Medical Education, 23(1), 558. https://doi.org/10.1186/s12909-023-04373-3
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XI3001 Assignment Nursing Informatics: Shaping Care with Data
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