Instructional Resources:
Quality & Safety, Medication
Errors, Impact of HIT
General Information
Quality and patient Safety are both impacted by medical errors. A number of HIT applications seek to improve
both quality and safety by reducing errors. This brings technology directly in line with patient care. The following
resources are for clinical students to explore these related topics.
Course Materials
The instructional materials in this document are listed by appropriate learning objectives under Activities,
Discussions, or Assessments. Additional resource materials are included in the section marked Articles, Videos,
Etc. Many of the course materials were developed for online use but are equally applicable for in-class sessions.
Each resource includes a course reference. The indicated course is one example of where the item was used.
NOTE: An assessment question may apply to more than one learning objective; if so, it is listed under each
learning objective to which it applies.
The course materials were developed and piloted by Health eWorkforce Consortium members: Bellevue College,
Bellingham Technical College, Clark College, Clover Park Technical College, Northern Virginia Community College,
Pierce College, Renton Technical College, Spokane Community College, and Whatcom Community College.
Stanford University OLI Instructional Materials
For additional superb online instructional activities, see the (free) Stanford University Open Learning Initiative
Health Information Technology Foundations course. For content related to Quality & Safety, see Unit 8 Leadership
& Planning, Modules 28 Quality Standards, p.267. For content related to Medication Errors, see Unit 8 Leadership
& Planning, Modules 28 Quality Standards, p 269-270; Unit 4 HIMS Analysis & Design, Module 15 Usability and
Human Factors, p 151. For content related to the impact of HIT, see Unit 8 Leadership & Planning, Modules 28
Quality Standards, p. 266. Access at http://oli.stanford.edu/health-technology.
Activities
Learning Objective:
Discuss the types of technology and equipment used in the patient care setting that ensure safe
medication administration
Activity: BCMA
Instructions: View the following video and complete the 3 questions:
BCMA video: Jason Sparrow. (2012) iSparrow BCMA.avi. Retrieved from: http://youtu.be/wt2MkvuGkKU
Review questions for BCMA video
Question1: What is the order for scanning with the Sparrows BCMA system?
a.
b.
c.
d.
Scan the medication, scan the patient, then scan badge
*Scan the patient, then scan the medication
Scan the medication, scan the nurse’s badge, scan the patient
Scan the patient, scan the medication, scan the nurse’s badge
Feedback: Information on this topic can be found in the BCMA video
Question 2: In the Sparrow BCMA system, scanning the patient
a.
b.
c.
d.
*Opens only the scanned patient’s eMAR on the bedside computer
Opens the EMR software
Opens the EMR software to show the list of patients on the unit
Identifies the medication
Feedback: Information on this topic can be found in the BCMA video
Question 3: The Sparrow BCMA system
a.
b.
c.
d.
Confirms right patient, right medication, right time, right dose and right route
Tracks near misses
Helps ensure patient safety
*a, b, c
Feedback: Information on this topic can be found in the BCMA video. Retrieved from:
http://youtu.be/wt2MkvuGkKU
Course: Bellevue College: Associate Degree Nursing Program: Health IT module Content for Nursing 101Y
Activity: SMART PUMPS
Instructions: View the following video and complete the quiz questions:
Page 2
Smart Pump Video: Medical Center reduces IV medication errors to Zero. Retrieved from:
http://youtu.be/T2g_92nX0RQ
Review questions for the Smart Pump video
Question 1: The medical center in the smart pump video found most medication errors that were reported were
in what phase?
a.
b.
c.
d.
*Administration
Dispensing
Ordering
Prescribing
Feedback: Staff recognized that most of the preventable errors occurred in the administration phase.
Course: Bellevue College: Associate Degree Nursing Program: Health IT module Content for Nursing 101Y
Question 2: This facility placed the smart pumps in what departments
a.
b.
c.
d.
emergency room
labor and delivery unit
intensive care
*all parts of the hospital
Feedback: Hospital implemented the smart pumps throughout the hospital.
Course: Bellevue College: Associate Degree Nursing Program: Health IT module Content for Nursing 101Y
Question 3: The smart pumps in the video record which occurrences?
a.
b.
c.
d.
e.
Wrong IV bag
Wrong patient
Wrong med
Pump alarms
*a, b, c, d
Feedback: Staff found that using the new smart pumps enabled them to check medication levels easily. The
pumps were portable, and staff were able to immediately learn of adverse reactions, IV bag hung wrong, wrong
patient, wrong fluids. Reports also included information about pump alarms and overrides.
Course: Bellevue College: Associate Degree Nursing Program: Health IT module Content for Nursing 101Y
Learning Objective:
1. Discuss the types of medication errors and when they occur
2. Give examples of ways the nurse can improve processes and medication safety
Page 3
Activity: Error Prevention Reading
Instructions: Read the following articles, and then write a short paper.
American Society of Hospital Pharmacists. ASHP guidelines on preventing medication errors in hospitals. Am J
Hosp Pharm. 1993; 50:305–14. Retrieved from:
https://www.ashp.org/DocLibrary/BestPractices/MedMisGdlHosp.aspx
Write a one-page paper discussing types of medication errors and when they occur. .Focus on things a nurse can
do to prevent medication errors.
Course: Bellevue College: Associate Degree Nursing Program: Health IT module Content for Nursing 101Y
Learning Objective:
Discuss the types of medication errors and when they occur
Activity: Types of medication errors
Review this chart before lecture:
National Coordinating Council for Medication Error Reporting and Prevention. (2001) NCC MERP Index for
Categorizing Medication Errors. Retrieved from: http://www.nccmerp.org/types-medicationerrors?USP_Print=true
Course: Bellevue College: Associate Degree Nursing Program: Health IT module Content for Nursing 101Y
Learning Objectives:
1. Discuss the types of medication errors and when they occur
2. Discuss the pros, cons and error prone areas of medication administration technology
3. Give examples of ways the nurse can improve processes and medication safety
Activity: The nurse’s role in medication safety
Read one of the following articles, and then write a one-page paper.



Hancock, J. (2013) Health Technology’s ‘Essential Critic’ Warns of Medical Mistakes. Kaiser Health News.
(Feb 18). Retrieved from: http://www.kaiserhealthnews.org/stories/2013/february/18/scot-silversteinhealth-information-technology.aspx
Schulte, F and E. Schwartz. (2010) FDA, Obama Digital Medical Records Team At Odds Over Safety
Oversight. Retrieved from: http://www.huffingtonpost.com/2010/08/04/fda-obama-digitalmedical_n_670036.html
Freyer, F. (2015) Flaw found in hospitals’ prescriptions. Providence Journal
http://digital.olivesoftware.com/Olive/ODE/ProJo/LandingPage/LandingPage.aspx?href=VFBKLzIwMTEv
MTEvMDM.&pageno=MQ..&entity=QXIwMDEwNA..&view=ZW50aXR5
Develop a one-page paper discussing the ways the nurse can improve processes and medication safety
Include in the paper:
Page 4
a. Typical error prone areas or the errors the article discusses
Suggested response: examples: wrong drug, wrong drug form, wrong patient chart, medication
administration delays, data entry errors, imaging issues, glitches
b. Things the nurse can to prevent these kind of errors
Suggested response: ways to double check and confirm orders: talk to patient, review documentation
once saved, confirm med orders with pharmacy, MD or patient if unsure, not take systems for granted
c.
What should the nurse NOT do?
Suggested response: The nurse should NOT use workarounds.
d. What should the nurse do if an error prone area is discovered?
Suggested response: report it as a near miss or error disclosure, describe the area in detail and
suggestions to improve taking workflow into account
Suggested response: Students should discuss the following types of errors: wrong drug, wrong drug form, wrong
patient chart, medication administration delays, data entry errors, imaging issues, or computer glitches
Examples of ways the nurse can prevent the errors include: double check and confirm orders, talk to patient,
review documentation once saved, confirm med orders with pharmacy, MD or patient if unsure, not take systems
for granted
The student should be able to identify that a work around is the wrong thing to do when a system is not working
or has a flaw.
The student should identify the following steps when noting an error prone area: report it as a near miss or error
disclosure, describe the area in detail and suggestions to improve taking workflow into account
Information on this topic can be found in the articles the students read, as well as the following article:
American Society of Hospital Pharmacists. ASHP guidelines on preventing medication errors in hospitals.
Am J Hospital Pharmacy 1993; 50:305–14. Retrieved from:
http://www.ashp.org/s_ashp/docs/files/MedMis_Gdl_Hosp.pdf
and the Health Information Technology Lecture slides 5, 6, and 7. Retrieved from:
https://www.skillscommons.org/handle/taaccct/2783
Course: Bellevue College: Associate Degree Nursing Program: Health IT module Content for Nursing 101Y
Learning Objective:
Give examples of other technologies in health care that promote patient safety
Activity: Other patient safety technologies, the interactive patient room
Review the following web page and identify 3 safety features and the technology used in this smart room.
Page 5
Howard, B. (2013) Explore Hospital Features That Will Help Keep You Safe. AARP Magazine (April/May)
http://www.aarp.org/health/healthy-living/info-04-2013/hospital-room-safety-graphic.html?cmp=RDRCTPTNTRM_MAR12_013
Suggested responses:
 Linen closets that can be accessed without disturbing patient
 Medication bar codes
 Dual-bin stocking system that avoids stock shortages
 Hand washing facility close to point of care
 Opaque door to bathroom for patient safety
 Whiteboard for exchanging information
 Hand bars in bathroom
 Alarm sensors under or built into mattress to alert nurse if patient tries to get out of bed
 Disinfecting unit
 Checklists
 Advanced ventilation systems to capture airborne germs
 Smart pumps
 Fall prevention kits: slippers, lap blanket, and wristband
 Germ-resistant surfaces
 Motion sensors to encourage hand washing
 Translation technology for non-English speakers
 Real-time vital signs recorders
Course: Bellevue College: Associate Degree Nursing Program: Health IT module Content for Nursing 101Y
Learning objective:
Discuss the role of HIT and clinical information systems in improving quality in healthcare
Activity: Health IT Case Study Review
Instructions: Review case studies submitted to HIMSS and co-sponsor American Society for Quality (ASQ): Stories
of Success Retrieved from: http://www.himss.org/storiesofsuccess/caseStudies.asp and chose one to read
On Canvas LMS:
a. In a discussion board, post a summary of one case study
b. Post one response to a classmate’s summary, discussing the possible role of the bedside nurse in
implementing and supporting the interventions.
Resources Needed:
Healthcare Information and Management Systems Society (2013). Selected Case Studies. Call for Case Studies.
Retrieved May 21, 2013, from http://apps.himss.org/storiesofsuccess/caseStudies.asp
Suggested responses: Student should choose and summarize one case study (is OK to post the summary provided
on the site). Comments should include specific nursing related activities that the case study influences, for
example hand washing surveillance increases the nurse’s attention to not only their own hand washing but to also
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prompt doctors and family to hand wash or new alert systems in the EMR prompt Nurses to report changes in
vitals or labs in a more timely manner.
Course: Bellevue College: Associate Degree Nursing Program: Health IT module Content for Nursing 222Y
Learning Objective:
Describe technologies in healthcare that contribute to patient safety and improved outcomes for
patients
Activity: Patient Safety Technology in class discussion (can also be done in message board discussion groups)
Instructions: Research an emerging or current technology that would promote safety for your case study client
(assigned previously). Bring information about:





The type of technology
Equipment requirements
Accessibility
HIPAA concerns or need for compliance
How it can promote safety for your client
What category is the technology?




Supports direct hands on care of the client
Supports documentation (including patient at home monitoring systems)
Supports the needs of the patient and their family
Supports the staff caring for the patient
In class: Share your technologies with your group (10-15 min)
Present as a group each technology with the above information.
Suggested response: Answers will vary depending on resource and discussion. Suggested evaluation:



5 points= addresses all the discussion points
3 points= addresses half the points
1 point= Lists a technology with no evaluation or discussion
Course: Bellevue College: Nursing 450: Health Information Technology (HIT) Informatics for Nursing.
Learning Objective:
Identify the function of Pyxis Med station in safe medication administration
Activity: Introduction to Pyxis Med Station
Instructors will provide an in-service on use of the Pyxis system to obtain patient medications. Students will utilize
these systems in their clinical course throughout the term and will be assessed via direct observation by their
clinical faculty.
Page 7
Resources Needed: Coordination with the clinical agencies where students will practice in order to gain access to
their medication delivery equipment.
Course: Clark College Nursing Program: Health IT Module Content for Nursing 122, Family-Centered Nursing
Activity: Safety with Pyxis, Bar Coding and IV Pumps
Instructions: Watch and discuss the Health Information Technology Lecture PowerPoint presentation. Available
on the Quality and Safety--Medication Errors page on SkillsCommons.org.
In a student conference meeting, state several ways the new technologies keeps nurses from making mistakes.
Course: Clark College Nursing Program: Health IT Module Content for Nursing 136, Medical Surgical Clinical
Nursing I
Learning Objective:
Describe the current “Culture of safety” in healthcare and the factors driving the change
Activity: A culture of safety
Instructions: View the article and then create discussion points based on the six listed aspects of a culture of
safety.
Duke University Culture of Safety Module:
http://patientsafetyed.duhs.duke.edu/module_c/module_overview.html
Discuss in class the six aspects of a culture of safety:
a.
b.
c.
d.
e.
f.
Assessing the Culture
Teamwork
Patient Involvement
Systems
Openness/Transparency
Accountability
Suggested responses:
a. What are the characteristics of an organization that maintains a culture of safety? What are the
characteristics of an organization that doesn’t maintain a culture of safety?
b. How does teamwork improve a culture of safety?
c. In what ways can patients become involved in maintaining a culture of safety?
d. How can checklists be used to improve safety culture?
e. Why are openness and transparency necessary for improving safety? How can medical personnel
implement these as guidelines?
f. Blame is often an issue in preventing a willingness to be accountable? How can an organization shift that
point of view?
Page 8
Course: Clark College: Nursing Program: Health IT Module Content for Nursing 136, Medical Surgical Clinical
Nursing I
Activity: Demonstrate how to return a medication that a patient refused in the Pyxis.
Instructions: Student will perform the process of correctly handling the medication and recording the encounter.
Suggested Response: Student will correctly follow the Pyxis directions on the tutorial and place the medication in
the return receptacle.
Course: Clark College: Nursing Program: Health IT Module Content for Nursing 136, Medical Surgical Clinical
Nursing I
Discussions
Learning Objectives:
1. Discuss the types of medication errors and when they occur
2. Discuss the types of technology and equipment used in the patient care setting that ensure
safe medication administration
3. Discuss the pros, cons and error prone areas of medication administration technology
Discussion Question: Share your experiences and what you learned from them.
As a student have you…
a. Witnessed or experienced a near miss?
b. Witnessed or experienced a medication error?
c. What type of error was it, and when did it occur?
Suggested Response: Information on this topic can be found from students’ own experiences and,
referring to the Health Information Technology Lecture slides 5, 6, and 7, available on the Quality and
Safety--Medication Errors page on SkillsCommons.org. These slides discuss types of error and when they
occur, discuss the errors they’ve seen and how the nurse or facility responded to it.
Course: Bellevue College: Associate Degree Nursing Program: Health IT module Content for Nursing 101Y
Learning Objective:
Describe the current “Culture of safety” in healthcare and the factors driving the change.
Assign topics for a clinical post conference or complete these questions in a group format with students writing
down their own answers and sharing.
Discussion Question: How do you administer insulin safely using the Bar Coding system? How do you obtain a
witness signature and follow both hospital and college guidelines?
Page 9
Suggested Responses: Follow hospital protocol and have insulin witnessed by a second RN on the MAR. Draw the
insulin up in the medroom. Keep the vial and bring the vial or barcode into the patient’s room to scan in the
room.
Course: Clark College: Nursing Program: Health IT Module Content for Nursing 136, Medical Surgical Clinical
Nursing I
Discussion Question: What do you do if your medication falls on the floor?
Suggested Response: Credit your patient the medication and remove it again.
Course: Clark College: Nursing Program: Health IT Module Content for Nursing 136, Medical Surgical Clinical
Nursing I
Discussion Question: At the end of your shift you realize you gave your patient the wrong dose of an ordered
medication. What is your next action?
Suggested Responses: Respond with honesty and transparency. Perhaps it can be corrected. Reflect on why this
occurred. Share it with your supervisor, instructor. A clinical incident will need to be completed
Course: Clark College: Nursing Program: Health IT Module Content for Nursing 136, Medical Surgical Clinical
Nursing I
Discussion Question: Other technologies and potential for errors
Discuss other patient safety and care technologies and the possible ways they can contribute to errors or patient
safety issues.
Suggested Response: In class students may discuss technologies such as CDSS- delays in care, incorrect info,
interface issues, AMDD- improperly stocked, delays in care if not stocked or inventoried correctly, Smart Pumpssoft stops override, etc.
Course: Clark College: Nursing Program: Health IT Module Content for Nursing 136, Medical Surgical Clinical
Nursing I
Discussion Question: Your patient is npo, ‘nothing by mouth’ and has only “tablet “medications. Who do you
notify to correct this problem?
Suggested Response: Text or page the MD and or Pharmacist to clarify the route.
Course: Clark College: Nursing Program: Health IT Module Content for Nursing 136, Medical Surgical Clinical
Nursing I
Page 10
Assessments
Learning Objective:
1. Describe the role health IT (computers and other technology) in decreasing human error.
2. Identify ways health IT decreases error in health care and improving patient outcomes.
Question: Which of the following is an example of how the use of an electronic health record (EHR) can affect
patient outcomes?
a.
b.
c.
d.
*Provides seamless exchange of information
Decreases cost of service for patients
Establishes new workflow processes
None of the above
Feedback:
A= the EHR has the capability to provide seamless exchange of information among provider because it is easily
accessible within the facility
B= many factors influence a patient’s cost for healthcare, the documentation system is useful to support the need
for care, but not directly in decreasing it’s cost
C= while an EHR may establish new workflows processes, sometimes that process often takes time to become
efficient.
Course: Bellevue College: Associate Degree Nursing Program: Health IT module Content for NURSING 100Y
Question: A nurse is administering medications using a bar code system. In order to safely administer
medications, the nurse knows
a.
b.
c.
d.
it is not necessary to confirm the patient’s ID using two identifiers
*the bar code is unique to the patient and the drug
medications should be scanned in the med room before administering to the patient
some patients have their barcode tattooed on their inner arm
Feedback: b - While the bar code does check the patient’s ID, nurse should still verbally confirm the patient ID if
the patient is able to. In addition, medications should be scanned at the bedside before opening. Barcodes have
not become tattoos, yet.
Course: Bellevue College: Associate Degree Nursing Program: Health IT module Content for Nursing 100Y
Learning Objective:
1. Discuss the types of technology and equipment used in the patient care setting that ensure
safe medication administration.
2. Discuss the pros, cons and error prone areas of medication administration technology.
3. Give examples of other technologies in health care that promote patient safety.
Page 11
4. Give examples of ways the nurse can improve processes and medication safety
Question: A patient has an Acetaminophen overdose due to multiple doses administered in both Percocet and
Tylenol as ordered. How could this be prevented? Choose the best response(s).
a.
b.
c.
d.
*The eMar tracks total grams of acetaminophen a day, provides alert when max is reached
*CPOE has alert when multiple acetaminophen meds are ordered
Pyxis® medstation will not dispense meds as ordered
Nurse keeps track of grams acetaminophen administered during shift on notepad in patient’s room
Feedback:
Correct: a and or b Rationale: eMars and CPOE both have the ability to track data as it is entered, and also
provide alerts to providers when a potential or near miss may occur.
Incorrect: C= a Pyxis® system will only dispense meds it is programmed to provide and those orders must first be
entered in CPOE.
D= this is an ineffective and potentially unsafe way to document and track medication administration
Course: Bellevue College: Degree Nursing Program: Health IT module Content for Nursing 101Y
Question: A doctor orders the XL formulation of a medication three times a day instead of once daily. How could
this be prevented? Choose the best response(s).
a.
b.
c.
d.
*CPOE only offers once daily dosing in order screen
Nurse cuts into 3 parts to give three times daily
Bar code scanner identifies wrong pill
Nurse calls pharmacy, delays med administration to confirm
Feedback:
Correct: A= in a CPOE system, the provider is unable to order incorrect dosing of a medication by being offered
limited options, in the case of a sustained release med, it should only be offered once daily.
Incorrect:
B= not proper administration of an XL medication
C= bar code scanner will only identify the med that is ordered and confirm with eMAR, if It is ordered incorrectly,
the bar code scanner cannot determine this.
D= this is the most common practice when CPOE is not in place; however a well-designed CPOE system will
prevent this delay in medication administration.
Course: Bellevue College: Degree Nursing Program: Health IT module Content for Nursing 101Y
Question: There are two patients on a unit with the same name and birthday: Robert K. James and Robert L.
James. The Robert K James receives Robert L James’ medications. How could this be prevented? Choose the best
response(s).
Page 12
a. The nurse places red dot on all pills for Robert K. James
b. *The bar code scanner identifies each patient with a unique identifying code instead of name and date of
birth
c. Patients wear different colored hospital gowns
d. *RFID chip in wrist band detects patient when in proximity of the bedside computer and opens only the
chart for the identified patient
Feedback:
Correct: B and/or D = both provide unique identifiers for the patient that do not require name or date of birth
Incorrect:
A= not a common medication administration technique
C= does not resolve similar name/DOB issue with an additional unique identifier that is immune to human error
(colors could be confused)
Course: Bellevue College: Degree Nursing Program: Health IT module Content for Nursing 101Y
Question: Nurse makes an error in drug calculation, draws and administers incorrect heparin bolus dose. How
could this be prevented? Choose the best response(s).
a. *Pharmacy sends up premeasured bolus based on patient’s weight in the EMR and attaches unique bar
code to syringe which must be scanned at bedside
b. Nurse does math calculations on a piece of paper and shows it to charge nurse
c. *High alert med sign on in eMar/EMR with a second nurse before administration
d. Verbal double check with another nurse
Feedback:
Correct: A, B =the pharmacy premixed med is confirmed with patient weight and is double checked in pharmacy.
The bar code ensures the proper dose is administered. A high alert med check is most effective when it is actually
done and documented. An EMR system that requires documentation and sign in by a second nurse ensures
compliance.
C= when double checking calculations, each nurse should do the calculations separately
D= verbal double checks are not always done consistently and are not documented
Course: Bellevue College: Associate Degree Nursing Program: Health IT module Content for Nursing 101Y
Question: The MD orders an eptifibatide drip at 2 micrograms/kilogram/hour. The patient weighs 150 kilograms
and the hourly dose is calculated to be 18 mg/hr. The nurse programs the pump to administer this medication
and later it is found the max hourly dose of this drug is 15mg/hr. How could this be prevented? Choose the best
response(s).
a. *Smart pump guard rail “hard stop” for dosing above 15 mg/hr
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b. Chart in med room calculates hourly dose
c. Second nurse confirms dose calculation
d. *Pharmacy labels correct dosing for patient weight and bar codes med so the pump reads it and runs at
ordered rate.
Feedback:
Correct: A, D= smart pumps have preprogrammed dosing ranges to ensure safe IV medication infusions. A “hard
stop” cannot be ignored and the nurse must review the med dosing before starting the pump. Pharmacy can also
do the calculations, provide a bottle with the patient’s correct dosing (based on the upper limit of the medication)
and a bar code for the pump to read and set the rate.
Incorrect:
B= charts are not often available
C= if the second nurse does not know about the max hourly dose, the error will still occur.
Course: Bellevue College: Associate Degree Nursing Program: Health IT module Content for Nursing 101Y
Question: A patient begins to complain of headache and dizziness an hour after receiving a new blood pressure
medication. The nurse is going to call the doctor but doesn’t know if this is a new patient symptom, a med side
effect or something else. What technology should the nurse use in making this determination? Choose the best
response(s).
a.
b.
c.
d.
*Embedded drug info in the EMR, reviewed at the bedside
The nurse calls pharmacy and is put on hold.
The nurse uses a cell phone to do a Google search
The nurse spends 20 minutes looking around the unit for an outdated drug book
Feedback:
Correct: A= This is the best choice, as the information is easily accessible and provided by the facility to ensure
that it is reliable. Using a CDSS tool such as a medication library, the nurse can then review known side effects of
the medication in preparation for the SBAR call to the provider in a timely manner.
Incorrect:
B, C, D= all are time consuming and the google search may not be reliable. Also the drug book may not
have the most up to date information about the medication.
Course: Bellevue College: Associate Degree Nursing Program: Health IT module Content for Nursing 101Y
Learning Objective:
Question: An electronic documentation system will be implemented in an agency. As part of the process, the staff
is receiving education about the system and the overall benefits. Which of the following would the audience
expect to hear as the most important benefit?
a. Availability of an audit trail for information
Page 14
b. Decreased decentralization of the healthcare delivery system
c. Enhanced ability to extract information
d. *Improvement in patient care outcomes
Feedback: Henneman, E. (2010) Critical Care Nursing, Patient safety and technology. Supplement, August 2010.
(PDF). Retrieved from: http://www.aacn.org/WD/CETests/Media/CG02102.pdf
Course: Bellevue College: Nursing 450: Health Information Technology (HIT) Informatics for Nursing
Learning Objective:
Define Nursing informatics
Question: Which of the following are benefits of nursing informatics?
a.
b.
c.
d.
Increases visibility of the Nursing profession
Facilitates Evidence Based Practice
Enhances access to information for healthcare providers
All of the above
Feedback: Review the summary at
http://www.icn.ch/images/stories/documents/publications/fact_sheets/15b_FS-Nursing_Informatics.pdf
Course: Clark College: Nursing Program: Health IT Module Content for NURSING 122 Family-Centered Nursing
Articles, Videos, Etc.
Office of the National Coordinator for Health Information Technology (ONC). Curriculum materials. Retrieved
from: http://knowledge.amia.org/onc-ntdc. These materials formed the basis for the Open Learning Initiative
(OLI) Health Information Technology Foundations course, http://oli.stanford.edu/health-technology/.
American Sentinel University-Healthcare (2012, November 13).The Electronic Medical Record: Overcoming Alert
Fatigue. Retrieved from: http://www.americansentinel.edu/blog/2012/11/13/the-electronic-medical-recordovercoming-alert-fatigue/
American Society of Hospital Pharmacists (2013) ASHP guidelines on preventing medication errors in hospitals.
Am J Hospital Pharmacy 50:305–14. Retrieved from:
http://www.ashp.org/s_ashp/docs/files/MedMis_Gdl_Hosp.pdf
Aurora Health Care. Pyxis Tutorial. Retrieved from: http://www.aurorahealthcare.org/portals/Nursing/studentsystem/metro/change-practice/art/pyxis.doc
B. Braun Medical USA (2010 August 27) Medical Center Reduces IV Medication Errors
Bellevue College, Open Source, Medication Safety, Patient Safety, Error Prevention. (Power point). Retrieved
from: https://www.skillscommons.org/handle/taaccct/2783
The Clinical Coordination Partnership. (2014) Barcode administration. Retrieved from:
http://www.clinicalcoordination.org/docs/NS%20StepbyStep%20BCMA.doc
Page 15
FierceMobileHealthcare (April 11, 2013) The Future of Mobile Technology in Healthcare. Retrieved from:
http://www.fiercemobilehealthcare.com/special-reports/future-mobile-technology-healthcare
Ficarra, Barbara (July 23, 2012) Too Much Hype in the Mobile Health App World? Retrieved from:
http://www.huffingtonpost.com/barbara-ficarra/health-apps_b_1689033.html
Freyer, F. (2013) Providence Journal e Edition. Flaw found in hospitals’ prescriptions. Retrieved from:
http://digital.olivesoftware.com/Olive/ODE/ProJo/LandingPage/LandingPage.aspx?href=VFBKLzIwMTEvMTEvMD
M.&pageno=MQ..&entity=QXIwMDEwNA..&view=ZW50aXR5
Hancock, J. (2013) Kaiser Health News. Health Technology’s ‘Essential Critic’ Warns Of Medical Mistakes.
Retrieved from: http://www.kaiserhealthnews.org/stories/2013/february/18/scot-silverstein-health-informationtechnology.aspx
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Led by Bellevue College, the Health eWorkforce Consortium was formed to elevate Health Information Technology
workforce development locally and nationally and provide career paths into this promising field for veterans and
others. The nine-college consortium includes Bellevue College, Bellingham Technical College, Clark College, Clover
Park Technical College, Northern Virginia Community College, Pierce College, Renton Technical College, Spokane
Community College, and Whatcom Community College. The Health Information and Management Systems Society
(HIMSS) is also a primary partner.
This workforce solution was 100% funded by an $11.7m grant awarded by the U.S. Department of Labor's
Employment and Training Administration, Grant #TC-23745-12-60-A-53. The solution was created by the grantee
and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information,
including any information on linked sites and including, but not limited to, accuracy of the information or its
completeness, timeliness, usefulness, adequacy, continued availability or ownership.
Except where otherwise noted, this work is licensed by Bellevue College
(http://hiteducation.org) under a Creative Commons Attribution 4.0 International License –
http://creativecommons.org/licenses/by/4.0/. Any ONC materials included in this work are licensed under a more
restrictive CC BY-NC-SA license – https://creativecommons.org/licenses/by-nc-sa/3.0/.
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