- Explain the concept of a knowledge worker.
- Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.
- Include one slide that visually represents the role of a nurse leader as knowledge worker.
- Your PowerPoint should Include the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data that you could use, how the data might be accessed/collected, and what knowledge might be derived from that data. Be sure to incorporate feedback received from your colleagues’ responses.
The Nurse Leader as Knowledge Worker
The term “knowledge worker” was first coined by management consultant and author Peter Drucker in his book, The Landmarks of Tomorrow (1959). Drucker defined knowledge workers as high-level workers who apply theoretical and analytical knowledge, acquired through formal training, to develop products and services. Does this sound familiar?
Nurses are very much knowledge workers. What has changed since Drucker’s time are the ways that knowledge can be acquired. The volume of data that can now be generated and the tools used to access this data have evolved significantly in recent years and helped healthcare professionals (among many others) to assume the role of knowledge worker in new and powerful ways.
In this Assignment, you will consider the evolving role of the nurse leader and how this evolution has led nurse leaders to assume the role of knowledge worker. You will prepare a PowerPoint presentation with an infographic (graphic that visually represents information, data, or knowledge. Infographics are intended to present information quickly and clearly.) to educate others on the role of nurse as knowledge worker.
Reference: Drucker, P. (1959). The landmarks of tomorrow. New York, NY: HarperCollins Publishers.
Resources
Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources.
To Prepare:
· Review the concepts of informatics as presented in the Resources.
· Reflect on the role of a nurse leader as a knowledge worker.
· Consider how knowledge may be informed by data that is collected/accessed.
The Assignment:
· Explain the concept of a knowledge worker.
· Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.
· Include one slide that visually represents the role of a nurse leader as knowledge worker.
· Your PowerPoint should Include the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data that you could use, how the data might be accessed/collected, and what knowledge might be derived from that data. Be sure to incorporate feedback received from your colleagues’ responses.
By Day 7 of Week 2
Submit your completed Presentation.
submission information
Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.
1. To submit your completed assignment, save your Assignment as WK2Assgn_LastName_Firstinitial
2. Then, click on Start Assignment near the top of the page.
3. Next, click on Upload File and select Submit Assignment for review.
Rubric
NURS_5051_Module01_Week02_Assignment_Rubric
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NURS_5051_Module01_Week02_Assignment_Rubric |
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Criteria |
Ratings |
Pts |
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This criterion is linked to a Learning OutcomeDevelop a 5- to 6-slide PowerPoint presentation that addresses the following:· Explain the concept of a knowledge worker.· Define and explain nursing informatics. |
25 to >22.0 ptsExcellentAbly synthesize the literature and course resources to present a clear and accurate explanation of the 2 concepts….The presentation clearly and accurately explains the concept of a knowledge worker….The presentation clearly and accurately defines and explains nursing informatics. 22 to >19.0 ptsGoodSummarize the literature and course resources to present a clear and accurate explanation of the 2 concepts….The presentation explains the concept of a knowledge worker. …The presentation defines and explains nursing informatics. 19 to >17.0 ptsFairThe presentation is missing one of the concepts or one of the concepts is superficially addressed. 17 to >0 ptsPoorThe presentation is missing two concepts or the concepts are superficially addressed. |
25 pts |
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This criterion is linked to a Learning OutcomeDevelop a graphic visual representation of the role of the nurse leader as a knowledge worker. On the slide, include an explanation of the role. |
15 to >13.0 ptsExcellentThe presentation includes a detailed graphic and explanation of the role of the nurse leader as a knowledge worker. 13 to >11.0 ptsGoodThe presentation includes a graphic and an adequate explanation of the role of the nurse leader as a knowledge worker. 11 to >10.0 ptsFairThe presentation includes a graphic, yet the explanation of the role is not addressed or is superficially addressed. 10 to >0 ptsPoorThe presentation is missing a graphic, an explanation of the role, or both the graphic and explanation of the role are missing. |
15 pts |
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This criterion is linked to a Learning OutcomePresent the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data you could use, how the data might be accessed/collected, and what knowledge might be derived from the data. Be sure to incorporate feedback received from your colleagues' replies. |
35 to >31.0 ptsExcellentThe presentation clearly and thoroughly includes the hypothetical scenario originally shared in the Discussion Forum, including a detailed and accurate examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data. …The presentation incorporates peer feedback. 31 to >27.0 ptsGoodThe presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an accurate examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data. …The presentation incorporates peer feedback. 27 to >24.0 ptsFairThe presentation includes the hypothetical scenario originally shared in the Discussion Forum; one or two of the criteria are not addressed or are superficially addressed. 24 to >0 ptsPoorThe presentation is missing the hypothetical scenario originally shared in the Discussion Forum or three or more of the criteria are not addressed or are superficially addressed. |
35 pts |
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This criterion is linked to a Learning OutcomePowerPoint presentation:The presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order. |
5 to >4.0 ptsExcellentThe presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order. 4 to >3.0 ptsGoodEighty percent of the presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order. 3 to >2.0 ptsFairSixty to seventy nine percent of the presentation follows these guidelines: presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order. 2 to >0 ptsPoorLess than sixty percent of the presentation follows these guidelines: presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order. |
5 pts |
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This criterion is linked to a Learning OutcomeResources |
10 to >8.0 ptsExcellentPresentation includes: 3 or more peer-reviewed articles and 2 or more course resources. 8 to >7.0 ptsGoodPresentation includes: 2 peer-reviewed articles and 2 course resources. 7 to >6.0 ptsFairPresentation includes: 1 peer-reviewed article and 1 course resource. 6 to >0 ptsPoorPresentation includes: 1 or no resources. |
10 pts |
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This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English writing standards:Correct grammar, mechanics, and proper punctuation |
5 to >4.0 ptsExcellentUses correct grammar, spelling, and punctuation with no errors. 4 to >3.5 ptsGoodContains a few (1-2) grammar, spelling, and punctuation errors. 3.5 to >3.0 ptsFairContains several (3-4) grammar, spelling, and punctuation errors. 3 to >0 ptsPoorContains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. |
5 pts |
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This criterion is linked to a Learning OutcomeWritten Expression and Formatting – APA:The reference list and image attribution list follow correct APA format |
5 to >4.0 ptsExcellentUses correct APA format with no errors. 4 to >3.5 ptsGoodContains a few (1-2) APA format errors. 3.5 to >3.0 ptsFairContains several (3-4) APA format errors. 3 to >0 ptsPoorContains many (≥ 5) APA format errors. |
5 pts |
Total Points: 100
RESOURCES
Learning Resources
· McGonigle, D., & Mastrian, K. G. (2022). Nursing informatics and the foundation of knowledge (5th ed.). Jones & Bartlett Learning.
· Chapter 1, “Nursing Science and the Foundation of Knowledge” (pp. 7–17)
· Chapter 2, “Introduction to Information, Information Science, and Information Systems” (pp. 21–32)
· Chapter 3, “Computer Science and the Foundation of Knowledge Model” (pp. 35–64)
· Nagle, L., Sermeus, W., & Junger, A. (2017). Evolving Role of the Nursing Informatics SpecialistLinks to an external site. . In J. Murphy, W. Goosen, & P. Weber (Eds.), Forecasting Competencies for Nurses in the Future of Connected Health (212-221). Clifton, VA: IMIA and IOS Press. Retrieved from https://serval.unil.ch/resource/serval:BIB_4A0FEA56B8CB.P001/REF
· Sweeney, J. (2017). Healthcare informaticsLinks to an external site. . Online Journal of Nursing Informatics, 21 (1).
· Walden University, LLC. (Producer). (2018). Health Informatics and Population Health: Trends in Population Health [Video file]. Baltimore, MD: Author.
· Public Health Informatics Institute. (2017). Public Health Informatics: "translating" knowledge for health Links to an external site. [Video file]. Retrieved from https://www.youtube.com/watch?v=fLUygA8Hpfo
Greetings! Please view a message from Ashley Perry, Senior Analyst for Academic Integrity regarding the importance of avoiding plagiarism in your academic work. This resource provides examples on how to paraphrase and cite correctly, in addition to tips on avoiding plagiarism mistakes. This is just one of many Walden resources available for you to reference before submitting your work. Please remember, students are responsible for all work they submit to the classroom, so please ask your instructor any questions you may have regarding your assignment before submission. Additionally, you can reach our Academic Integrity analysts at [email protected] for general information.
Reducing Medication Errors through Nursing Informatics
Medication errors in hospital inpatient units jeopardize patient safety, demanding urgent intervention. Nursing informatics provides robust data-driven tools to bolster error prevention. This scenario targets reducing errors to enhance patient outcomes.
Scenario Focus Medication errors, such as incorrect dosages or wrong medications, pose significant risks in a hospital’s inpatient units. By leveraging nursing informatics, this scenario aims to strengthen error reporting and prevention protocols. The objective is to improve patient outcomes through precise, data-driven interventions.
Data Used and Collection/Access The key data includes medication error reports (type, frequency, severity), patient outcomes (adverse events, recovery rates), staff training records (completion, competency levels), and EHR alert logs (override frequency, alert fatigue). Data is collected through existing incident reporting systems, EHRs, and staff surveys using secure hospital databases compliant with HIPAA. Informatics competency training, accompanied by structured EHR templates, guarantees uniform, high-quality data capture (Akhu-Zaheya & Etoom, 2024). Data integrity and accessibility are verified by regular audits.
Knowledge Derived Patterns such as the most common error type (e.g., dosage miscalculations), the riskiest medications (e.g., opioids), and their contributing factors (e.g., inadequate training, alert fatigue) are uncovered through analysis. It may also flag units with higher error rates, indicating staffing or workflow issues. We use this knowledge as a guide to developing targeted interventions (e.g., optimizing the CDSS to reduce errors and improving patient safety protocols (Lampe et al., 2024)).
Role of Nurse Leader Clinical reasoning is used by nurse leaders to look at data to identify root causes such as training deficiencies or system inefficiencies. Judgment is used to rank interventions (e.g., enhanced staff education or CDSS refinements) by patient safety, cost, and feasibility. For instance, if alert overrides are very frequent, collaboration with informatics specialists may be encouraged to enhance alert specificity by incorporating evidence from other connected healthcare systems (Mondal & Sameer, 2025). Aligned with the Foundation of Knowledge Model, this process moves from data acquisition to knowledge dissemination to continuous improvement in care delivery.
Conclusion Strategies based on data significantly cut down on medication errors and improve patient safety. Data transformation to actionable protocols is in nurse leaders’ hands. The approach promotes a culture of sustained improvement in healthcare delivery.
References Akhu-Zaheya, L., & Etoom, M. (2024). The relationship between intensive care unit’s nurses’ informatics competency and quality of patients’ electronic health record’s documentation. Jordan Journal of Nursing Research, 1, 17. https://doi.org/10.14525/JJNR.v3i2.10 Links to an external site.
Links to an external site. Lampe, D., Grosser, J., Grothe, D., Aufenberg, B., Gensorowsky, D., Witte, J., & Greiner, W. (2024). How intervention studies measure the effectiveness of medication safety-related clinical decision support systems in primary and long-term care: A systematic review. BMC Medical Informatics and Decision Making, 24(1), 188. https://li
RESPONSES FROM COLLEGUES AND PROFESSOR
CM
May 30 12:08am
Manage Discussion by Colleen Sandra Mckenzie
Reply from Colleen Sandra Mckenzie
Thank you, Mr. Chad Jones, for your insightful discussion on medication errors. I fully agree that informatics plays a vital role in reducing medication errors, improving patient safety, and enhancing healthcare outcomes. With over 1.5 million patients harmed by medication errors annually in the United States, and 400,000 of these cases preventable, the urgency of addressing this issue cannot be overstated (Bates, 2000). Health informatics presents an invaluable solution by optimizing medication management at every stage—from prescribing and dispensing to administration and discharge. While health information technology (HIT) has the potential to enhance safety and quality, poor implementation can lead to serious risks that jeopardize patient well-being. If not carefully integrated, these systems may introduce new errors, disrupt workflows, and compromise critical aspects of care (Lawes, 2017).
Despite the potential of health informatics, its successful implementation faces significant barriers. One major challenge is workflow disruption, as many clinicians struggle to integrate new IT systems into their routine practices. The transition to informatics often increases documentation burdens, slows down clinical workflows, and creates frustration among staff (Kaushal et al, 2001). To address this, hospitals must prioritize structured training programs, allowing healthcare professionals to adapt seamlessly to new systems. Additionally, phased rollouts—where informatics solutions are gradually introduced rather than implemented all at once—can significantly ease the transition, ensuring that staff have time to adjust while maintaining patient care efficiency.
A second challenge lies in alert fatigue, where clinicians become overwhelmed by excessive automated alerts generated by informatics systems. Regrettably, while health information technology (HIT) aims to enhance patient safety, its implementation has also introduced unexpected errors. Between January 2010 and June 2013, the Joint Commission recorded 120 sentinel events linked to HIT-related issues such as human-computer interface failures, workflow and communication breakdowns, and clinical content inaccuracies (Lawes, 2017). While alerts are designed to prevent errors, a high volume of notifications can cause clinicians to ignore important warnings or overlook critical alerts amid the overload. To counter this, healthcare IT developers must refine user-centered design strategies, ensuring that systems deliver actionable and relevant alerts rather than excessive, low-priority notifications. Customizing alert settings based on provider roles and patient risk levels can help reduce unnecessary interruptions while maintaining safety protocols.
By addressing these obstacles through effective training, phased rollouts, and optimized alert systems, healthcare institutions can successfully integrate informatics solutions, ensuring that medication safety remains a top priority (Bates, 2000). Promoting collaboration between IT specialists, clinicians, and informatics experts will further enhance adoption rates and maximize the life-saving potential of these technologies. What are your view on the issues of information technology in combating medical errors?
References
Bates, D.W. (2000). Using information technology to reduce rates of medication errors in hospitals. British Medical Journal, 18;320(7237):788-91.
https://doi.org/10.1136/bmj.320.7237.788.
Kaushal, R., Barker, K.N., & Bates, D.W. (2001). How Can Information Technology Improve Patient Safety and Reduce Medication Errors in Children's Health Care? Archive of Pediatric Adolescence Medicine, 155(9):1002–1007.
https://doi.org/10.1001/archpedi.155.9.1002
Lawes, S., et al. (2017). Medication errors attributed to health information technology. Pennsylvania Patient Safety Advisory, 14(1):1–8.
https://patientsafety.pa.gov/ADVISORIES/Pages/201703_HITmed.aspx
· Reply to post from Colleen Sandra Mckenzie Reply
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May 30 3:31pm
Manage Discussion by Melinda Rich
Reply from Melinda Rich
Response #2 Hi Chad! I enjoyed reading your discussion on using nursing informatics to reduce medication errors—it’s such an important topic and one that’s so very relevant in today’s healthcare environment. I agree with the emphasis you placed on using data to drive change. It’s clear that informatics has become a powerful tool for not just tracking medication errors, but also understanding the patterns behind them and figuring out where improvements are needed.
You did a great job breaking down how data like medication error reports, patient outcomes, and EHR alert logs can help identify the root causes of issues. I especially liked how you highlighted the importance of staff training and alert fatigue—those are often overlooked but really critical contributors to errors. As Akhu-Zaheya and Etoom (2024) point out, informatics competency plays a key role in making sure documentation is accurate and useful, which ties directly into medication safety.
The Foundation of Knowledge Model is such a practical way to think about how we move from just collecting data to actually using it in meaningful ways. Lampe et al. (2024) back that up by showing how clinical decision support systems can improve safety when they’re implemented thoughtfully and consistently evaluated.
I also agree with your point about the nurse leader’s role in this. Having the ability to interpret data, prioritize interventions, and collaborate with informatics teams is essential. Mondal and Sameer (2025) support this idea well, especially when it comes to refining alert systems and improving the way technology supports clinical decisions.
I really enjoyed your discussion and thought you did a great job capturing how informatics supports safer, smarter nursing practice. It’s encouraging to see how data can actually lead to real change when it's in the hands of engaged nurse leaders.
References
Akhu-Zaheya, L., & Etoom, M. (2024). The relationship between intensive care unit’s nurses’ informatics competency and quality of patients’ electronic health record’s documentation. Jordan Journal of Nursing Research, 1, 17. https://doi.org/10.14525/JJNR.v3i2.10
Lampe, D., Grosser, J., Grothe,