Nursing Informatics Argumentative Essay

The current situation within the medical field experiences high expectations from the health practitioners on the use and utilization of information systems and technology within healthcare delivery. The field of nursing is experiencing demand on the use and application of informatics competencies which could enable nurses to perform their responsibilities and standards for their work. The application of informatics implies the incorporation of information technology in the process of direct healthcare provision, establishment of efficient administrative systems, management and education delivery as well as supporting nursing research (Murray & Maag, 2007).

Informatics competencies within nursing vary depending on the level of practitioners. Beginning stage comprises of information management and computer literacy skills which includes the use of basic computer packages. Advanced nursing informatics on the other hand comprises of proficiency in information management and communication focusing on an individuals area of specialization, this relates well to professional performance. There are several strategies which could be applied for on-line nursing education enabling network capability for nursing research and modern internet applications enabling rapid communication and transfer of services to broader internet community. The introduction of new technology has enabled healthcare students to think innovatively and creatively in the process of undertaking their duties on preparation of clinical records and assignments. Nursing informatics has also played important role in arming healthcare educators with a lot of information, since they learn from sophisticated millennial generation concerning social networking tools which holds lots of potential on learning (Sarassohn-Kahn, 2007).

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YouTube and Health 2.0 application
The application of the device within nursing has brought a new way of handling health related issues. It has been proved to be less expensive, easily applicable and very reliable means for preparing educational materials for healthcare educators, nurses and physicians. The use of this device provides evidences on utilization of advanced technology amongst nurses for the purposes of effective communication, management of vital information as well as collaboration internationally. The use of health 2.0 also known as Web 2.0 provides educational and research tools potentially required for health and biomedical informatics (Sarassohn-Kahn, 2007).

Web 2.0 applications comprise the use of blogs, podcasts, wikis, social networks as well as overall search engines. Implementation of these tools within nursing profession has enhanced medical proficiency on the use of basics within information technology (Murray & Maag, 2007). Health 2.0 has assisted nurses in creating communities in support of health amongst health care consumers. This also assists in offering of personal health services to those in need internationally. In addition to this, patients have embarked in the use of Face book for the purposes of evaluating health practitioners behaviours regarding decision making.

Web 2.0 enables adequate interaction and provision of problem solving skills for nursing students, an example, being the use of Visual Medical Dictionary which provides ontology context free and a means of communicative network graph providing related drugs, diseases and prescribed therapies (Visual Medical Dictionary, 2008). The tools provide potential field of reviving nursing practices since many individuals could be attended to, irrespective of the distance. Web 2.0 has enabled creation of educational content via Really Simple Syndication (RSS) to mobile devices such as phones. This simplifies review processes of educational materials hence avoiding some limiting factors such as higher education (Erdley et al, 2007).

Web 2.0 is essential in stimulating visual active learning, the use of YouTube online videos have since replaced outdated audiovisual material practices within laboratories in nursing. The short and accurate YouTube videos have been of great help concerning nursing skills during lecture periods, since they provide instant visual skills. In addition to these, there are some evolving platforms known as Second Health which provides nurses with role-playing practices before they encounter real patient situations, the overall program is referred to as web3-D (Linden, 2008).

YouTube and its implications
YouTube act as a primer within the nursing field since it offers informative help through its site (Cashmore, 2007). The site reveals glossary of nursing terms which proves to be of great help to nursing students. Help section on the YouTube gives direction on how to upload video and then view the clip presenting topics ranging from small to advanced topics in nursing care. Nurses under Ottawa principles could utilize the use of educational tools through YouTube and waiting room videos as some of the tools applicable in reinforcing the concept of patients rights in receiving information and participating in decisions concerning their healthy lifestyles, and also conveying specific health information. Other tool which could be utilized is the use of podcasts containing clinical records given to patients; this could act as source of encouraging patients to undertake frequent medications for their own good. These records assist the patients in reminding their medical doctors concerning certain preventive actions indicated whenever necessary (Berkeley, 2007).

The simple way of adjusting the kind of health services provided to non-compliant patients is to develop new communication styles through on physicians and patients, rather than those dwelling only on medical providers. However, nurses should have that ability to listen and give audience to patients as a means of promoting openness. Besides providing information to patients they need to listen, understand patients point of view in-order to encourage them on the importance of making independent decisions concerning their health (Chinombo, 1997, pp. 10-40).

Dual cognitive coding through YouTube provides an effective learning field for nurses and medical practitioners. Research shows that video productions help in connecting learners auditory and visual channels within the brain and ultimately enhances learning effectiveness. Within the visual system there is realisation that images and text are identified and encoded within the brain (Prion, 2008). The dual coding process ultimately enables the learner to effectively recall information and work appropriately with it. Decreased learning is always experienced whenever learners experience what is referred to as cognitive overload, therefore nurse educators should understand the fact that visuals and texts are both processed through the visual system, hence avoiding overload during lectures. YouTube provides several those used in Paediatric understanding and learning simulation. The program has been adopted by Arkansas Children Hospital which helps in providing and improving safety on children related health programs around the world.

YouTube provides the nursing field with appropriate means of reaching experienced as well as nursing students. The web channel addresses expansive topics with videos comprising of Fluid science and the process of administering injection in various body parts. The technology is very much beneficial within nursing since it could be used to offer advice to patients discharged from the hospital but who still require some follow up, for example those discharged with a . The patients having access to internet may as well just watch the YouTube video on the procedures on using the equipment. This also provides great benefit to nursing staff and other health practitioners around the world. YouSee Nursing site could be created and made available to students for viewing at their own leisure times, at the same time nursing educators could utilize online sites for the purpose of providing audiovisual explanation of any published articles. It grants students courage of continuing publication after viewing video clips of various texts (Prion, 2008).

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