Discussion: The Inclusion of Nurses in the Systems Development Life Cycle
Discussion: The Inclusion of Nurses in the Systems Development Life Cycle
Discussion: The Inclusion of Nurses in the Systems Development Life Cycle
In the media introduction to this module, it was suggested that you as a nurse have an important role in the Systems Development Life Cycle (SDLC). With a focus on patient care and outcomes, nurses may not always see themselves as contributors to the development of new systems. However, as you may have observed in your own experience, exclusion of nurse contributions when implementing systems can have dire consequences.
In this Discussion, you will consider the role you might play in systems development and the ramifications of not being an active participant in systems development.
To Prepare:
Review the steps of the Systems Development Life Cycle (SDLC) as presented in the Resources.
Reflect on your own healthcare organization and consider any steps your healthcare organization goes through when purchasing and implementing a new health information technology system.
Consider what a nurse might contribute to decisions made at each stage of the SDLC when planning for new health information technology.
By Day 3 of Week 9
Post a description of what you believe to be the consequences of a healthcare organization not involving nurses in each stage of the SDLC when purchasing and implementing a new health information technology system. Provide specific examples of potential issues at each stage of the SDLC and explain how the inclusion of nurses may help address these issues. Then, explain whether you had any input in the selection and planning of new health information technology systems in your nursing practice or healthcare organization and explain potential impacts of being included or not in the decision-making process. Be specific and provide examples.
By Day 6 of Week 9
Respond to at least two of your colleagues* on two different days, by offering additional thoughts regarding the examples shared, SDLC-related issues, and ideas on how the inclusion of nurses might have impacted the example described by your colleagues.
RUBRIC:
Excellent Good Fair Poor
Main Posting 45 (45%) 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
40 (40%) 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
35 (35%) 39 (39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors.
0 (0%) 34 (34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness 10 (10%) 10 (10%)
Posts main post by day 3.
0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%)
Does not post by day 3.
First Response 17 (17%) 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English.
15 (15%) 16 (16%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English.
13 (13%) 14 (14%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
0 (0%) 12 (12%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited.
Second Response 16 (16%) 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English.
14 (14%) 15 (15%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English.
12 (12%) 13 (13%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
0 (0%) 11 (11%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited.
Participation 5 (5%) 5 (5%)
Meets requirements for participation by posting on three different days.
0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%)
Does not meet requirements for participation by posting on 3 different days.
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Solution
The Inclusion of Nurses in the Systems Development Life Cycle
Technological tools are increasingly being implemented in the health care field. The tools enhance cost-effectiveness, quality, and efficiency. The system development life cycle allows for the integration of technology and helps health care organizations to solve challenges faced by hospitals in integrating technology (McMurtrey, 2013).
The system development life cycle entails following specific steps from the time of project inception to its completion. The steps followed in the cycle include planning, system analysis, system designing, execution, integration and testing, and operations and maintenance. System development life cycle models are not similar; however, most of them apply similar steps in implementing new systems.
In the healthcare center that I worked for once, the management utilized what looked like the waterfall model of the system development life cycle. The waterfall is sequential, and each step provides a basis for the next one (McGonigle & Mastrian, 2017). Nurses play an important part in the interdisciplinary teams in all stages of the system development life cycle (Weckman & Janzen, 2009). Our organization wanted to incorporate a patient check-in kiosk in the electronic health record system.
For this project, the management met with representatives from different workgroups, including nurses, physicians, and others, to check whether the system would be feasible. Next, the requirements and goals of the new system were put in place, which encompassed clear instructions for patients through a user-friendly interface.
After setting all the requirements based on recommendations from the different workgroups, the new systems design was authorized and handed over to hired design team. The designers incorporated all the goals and requirements into the new system by constantly collaborating with the workgroups such as nurses from the hospital.
Finally, the design team tested the functionality of the new user-patient system before handing it over to the hospitals IT team. The IT team was responsible for providing technical support and ensuring that necessary upgrades are made based on the need.
References
McGonigle, D., & Mastrian, K. (2017). Nursing informatics and the foundation of knowledge. Jones & Bartlett Publishers. https://books.google.co.ke/books?hl=en&lr=&id=d94XEAAAQBAJ&oi=fnd&pg=PP1&dq=info:_oSnB7aGxOQJ:scholar.google.com/&ots=NjzVxILxp_&sig=LjgcxhL3G0aA8-ELfTpzPsHsmow&redir_esc=y#v=onepage&q&f=false
McMurtrey, M. (2013). A case study of the application of the systems development life cycle (SDLC) in 21st-century health care: Something old, something new? Journal of the Southern Association for Information Systems, 1(1). https://quod.lib.umich.edu/j/jsais/11880084.0001.103?view=text;rgn=main
Weckman, H., & Janzen, S. (2009). The critical nature of early nursing involvement for introducing new technologies. OJIN: The Online Journal of Issues in Nursing, 14(2). https://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol142009/No2May09/Nursing-Involvement-and-Technology.html
