BXN1 — BXN1 TASK 1: INFORMATION TECHNOLOGY
INFORMATION TECHNOLOGY IN NURSING PRACTICE — D220
PRFA — BXN1
COMPETENCIES
738.3.1 : Explain Health Data
The learner explains how data factors into decision-making to promote high-quality patient healthcare.
738.3.2 : Identify Barriers to Informatics Use
The learner identifies barriers to the use of informatics to improve patient outcomes and advance health
literacy.
738.3.3 : Differentiate Among Health Information Systems and Technologies
The learner differentiates among health information systems and technologies that support decision-making.
738.3.4 : Evaluate Health Information Technology Data
The learner evaluates health information technology data in nursing practice to monitor and improve patient
outcomes.
738.3.5 : Describe Legal and Ethical Implications
The learner describes the legal and ethical implications related to informatics in the healthcare environment.
INTRODUCTION
In this task, you’ll demonstrate how a baccalaureate-prepared nurse uses information technology to support
safe, effective, and patient-centered care. If you currently work in a healthcare setting, you are encouraged to
use your workplace as the basis for your response. Otherwise, choose a healthcare setting you are familiar
with or interested in.
You will explore how an electronic health record system (EHRS) is used in that setting to inform decision-
making, improve outcomes, and support patient health literacy. You’ll also identify a common challenge
related to EHRS use and explain the nurse’s role in overcoming it while maintaining data integrity.
In addition, you’ll examine how a health information system and a related technology contribute to clinical
decisions, and explain how legal and ethical standards, such as HIPAA and the AHIMA Code of Ethics, guide
responsible use of patient data.
Preparation Task Overview Submissions Evaluation Report
REQUIREMENTS
Your submission must represent your original work and understanding of the course material. Most
performance assessment submissions are automatically scanned through the WGU similarity checker.
Students are strongly encouraged to wait for the similarity report to generate after uploading their work and
then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation.
See Understanding Similarity Reports for more information.
Grammarly Note:
Professional Communication will be automatically assessed through Grammarly for Education in most
performance assessments before a student submits work for evaluation. Students are strongly encouraged to
review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall
submission will not pass without this aspect passing. See Use Grammarly for Education Effectively for more
information.
Microsoft Files Note:
Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in
the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides,
OneDrive, etc. All supporting documentation, such as screenshots and proof of experience, should be
collected in a pdf file and submitted separately from the main file. For more information, please see Computer
System and Technology Requirements.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that
will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric
aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Electronic Health Records in a Healthcare Setting
A. Identify a healthcare setting and an electronic health record system (EHRS) that could be used in this
setting (e.g., EPIC, Cerner, Meditech, etc.).
Note: If you currently work in a healthcare setting, you are encouraged to use your workplace and its
EHRS.
1. Describe the purpose of the EHRS used in the identified healthcare setting.
2. Using a specific example, explain how this EHRS is used to make decisions promoting high-quality
patient care in this healthcare setting.
3. Identify a barrier/challenge (e.g., privacy, costs, usability, accessibility, terminology, accuracy, etc.) to
using this EHRS in this healthcare setting.
4. Describe the role of the nurse in maintaining data integrity while overcoming this barrier/challenge.
5. Explain how overcoming this barrier/challenge will improve patient outcomes.
6. Explain how overcoming this barrier/challenge will advance health literacy.
Note: This explanation should focus on how overcoming the barrier or challenge will help advance patient
health literacy.
Health Information Systems and Technology in Practice
B. Identify one health information system and one technology to use in the healthcare setting identified in
part A.
Note: You can use the EHRS identified in part A as the health information system. The technology can be
any technology that is applicable for this setting.
1. Discuss how the health information system supports decision-making in patient care.
2. Discuss how the technology supports decision-making in patient care.
3. Explain the importance of evaluating data from health information systems (e.g., reliability, quality,
consistency, security).
Legal and Ethical Use of Health Information
C. Describe how relevant laws and policies guide the use of health information systems and safeguard
healthcare information by doing the following:
1. Using a specific example from the American Health Information Management Association (AHIMA)
code of ethics, explain the nurse’s ethical responsibility regarding the use of protected healthcare
information.
2. Using a specific example from the Health Insurance Portability and Accountability Act (HIPAA)
legislation, explain the nurse’s legal responsibility regarding the use of protected healthcare
information.
D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or
summarized.
E. Demonstrate professional communication in the content and presentation of your submission.
Note: For best results, please focus on the specific correctness errors identified by Grammarly for Education
to help guide your revisions. If you need additional assistance preparing your submission, please contact your
instructor
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf,
mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A:SETTING
A1:SETTING AND DATA
A2:DECISIONS FOR QUALITY CARE
A3:BARRIER/CHALLENGE
NOT EVIDENT
The submission identifying a
healthcare setting and an elec-
tronic health record system
(EHRS) is not provided.
APPROACHING
COMPETENCE
The submission identifies the
healthcare setting or the elec-
tronic health record system
(EHRS) but not both.
COMPETENT
The submission clearly identifies
a healthcare setting and an elec-
tronic health record system
(EHRS).
NOT EVIDENT
The submission does not de-
scribe the purpose of the EHRS.
APPROACHING
COMPETENCE
The submission does not clearly
describe the purpose of the
EHRS, or the EHRS is not rele-
vant or not used in this health-
care setting, or the purpose is
not related to this healthcare
setting. Or the EHRS or health-
care setting or both are not con-
sistent with those identified in
part A.
COMPETENT
The submission clearly describes
the purpose of the EHRS used in
the healthcare setting, and the
purpose is related to the health-
care setting. The EHRS and
healthcare setting are consistent
with those identified in part A.
NOT EVIDENT
The submission does not explain
how the EHRS is used to make
decisions promoting high-qual-
ity patient care.
APPROACHING
COMPETENCE
The submission does not use a
specific, relevant example or
does not clearly explain how the
EHRS is used to make decisions
promoting high-quality patient
care in the healthcare setting.
Or the EHRS or healthcare set-
ting or both are not consistent
with those identified in part A.
COMPETENT
The submission uses a specific,
relevant example to clearly ex-
plain how the EHRS is used to
make decisions promoting high-
quality patient care in the health-
care setting. The EHRS and
healthcare setting are consistent
with those identified in part A.
NOT EVIDENT
The submission does not iden-
tify a barrier/challenge to using
the EHRS.
APPROACHING
COMPETENCE
The submission identifies a
barrier/challenge, but it is not
relevant to the EHRS or the
COMPETENT
The submission identifies a rele-
vant barrier/challenge to using
the EHRS in the healthcare set-
A4:NURSE ROLE IN DATA INTEGRITY
A5:PATIENT OUTCOMES
A6:HEALTH LITERACY
B:SYSTEM AND TECHNOLOGY
healthcare setting. Or the EHRS
or healthcare setting or both are
not consistent with those identi-
fied in part A.
ting. The EHRS and healthcare
setting are consistent with those
identified in part A.
NOT EVIDENT
A description of the role of the
nurse in maintaining data integ-
rity is not provided.
APPROACHING
COMPETENCE
The description does not clearly
describe the role of the nurse in
maintaining data integrity or is
not related to overcoming the
barrier/challenge identified in
part A3.
COMPETENT
The description clearly describes
the role of the nurse in maintain-
ing data integrity while overcom-
ing the barrier/challenge identi-
fied in part A3.
NOT EVIDENT
The submission does not explain
how overcoming the
barrier/challenge will improve
patient outcomes.
APPROACHING
COMPETENCE
The submission does not clearly
explain how overcoming the
barrier/challenge identified in
part A3 will improve patient
outcomes.
COMPETENT
The submission clearly explains
how overcoming the
barrier/challenge identified in
part A3 will improve patient
outcomes.
NOT EVIDENT
The submission does not explain
how overcoming the
barrier/challenge will advance
health literacy.
APPROACHING
COMPETENCE
The submission does not clearly
explain how overcoming the
barrier/challenge identified in
part A3 will advance health
literacy.
COMPETENT
The submission clearly explains
how overcoming the barrier/
challenge identified in part A3
will advance health literacy.
NOT EVIDENT
The submission does not iden-
tify 1 health information system
and 1 technology.
APPROACHING
COMPETENCE
The submission identifies 1
health information system or 1
technology but not both. Or 1 or
COMPETENT
The submission clearly identifies
1 relevant health information
system and 1 relevant technol-
B1:SYSTEM DECISION-MAKING
B2:TECHNOLOGY DECISION-MAKING
B3:EVALUATING DATA
C1:ETHICAL RESPONSIBILITY
both are not clearly identified or
not relevant to the healthcare
setting identified in part A.
ogy to use in the healthcare set-
ting identified in part A.
NOT EVIDENT
The submission does not discuss
how the system supports deci-
sion-making in patient care.
APPROACHING
COMPETENCE
The submission does not clearly
discuss how the system identi-
fied in part B supports decision-
making in patient care.
COMPETENT
The submission clearly discusses
how the system identified in part
B supports decision-making in
patient care.
NOT EVIDENT
The submission does not discuss
how the technology supports
decision-making in patient care.
APPROACHING
COMPETENCE
The submission does not clearly
discuss how the technology
identified in part B supports de-
cision-making in patient care.
COMPETENT
The submission clearly discusses
how the technology identified in
part B supports decision-making
in patient care.
NOT EVIDENT
The submission does not explain
the importance of evaluating
data from health information
systems.
APPROACHING
COMPETENCE
The submission does not clearly
explain the importance of evalu-
ating data from health informa-
tion systems.
COMPETENT
The submission clearly explains
the importance of evaluating
data from health information
systems.
NOT EVIDENT
The submission does not explain
the nurse’s ethical responsibility
regarding the use of protected
healthcare information.
APPROACHING
COMPETENCE
The submission does not use a
specific example from the
AHIMA code of ethics or does
not clearly explain the nurse’s
ethical responsibility regarding
the use of protected healthcare
information.
COMPETENT
The submission uses a specific
example from the AHIMA code
of ethics to clearly explain the
nurse’s ethical responsibility re-
garding the use of protected
healthcare information.
C2:LEGAL RESPONSIBILITY
D:SOURCES
E:PROFESSIONAL COMMUNICATION
NOT EVIDENT
The submission does not explain
the nurse’s legal responsibility
regarding the use of protected
healthcare information.
APPROACHING
COMPETENCE
The submission does not use a
specific example from the
HIPAA legislation or does not
clearly explain the nurse’s legal
responsibility regarding the use
of protected healthcare
information.
COMPETENT
The submission uses a specific
example from HIPAA legislation
to clearly explain the nurse’s legal
responsibility regarding the use
of protected healthcare
information.
NOT EVIDENT
The submission does not include
both in-text citations and a ref-
erence list for sources that are
quoted, paraphrased, or
summarized.
APPROACHING
COMPETENCE
The submission includes in-text
citations for sources that are
quoted, paraphrased, or summa-
rized and a reference list; how-
ever, the citations or reference
list is incomplete or inaccurate.
COMPETENT
The submission includes in-text
citations for sources that are
properly quoted, paraphrased, or
summarized and a reference list
that accurately identifies the au-
thor, date, title, and source loca-
tion as available.
NOT EVIDENT
This submission includes perva-
sive errors in professional com-
munication related to grammar,
sentence fluency, contextual
spelling, or punctuation, nega-
tively impacting the professional
quality and clarity of the writing.
Specific errors have been identi-
fied by Grammarly for Education
under the Correctness
category.
APPROACHING
COMPETENCE
This submission includes sub-
stantial errors in professional
communication related to gram-
mar, sentence fluency, contex-
tual spelling, or punctuation.
Specific errors have been identi-
fied by Grammarly for Education
under the Correctness
category.
COMPETENT
This submission includes satis-
factory use of grammar, sentence
fluency, contextual spelling, and
punctuation, which promote ac-
curate interpretation and
understanding.
