NR 599 Week 7 Post TANIC Self-Assessment and Reflection Post

Sample Answer

Regarding the Post-TANIC Self-Assessment for this week, how does your competency level compare to the Week 2 Self-Assessment?

Before taking the Post-TANIC self-assessment I felt really confident that I did improve a little in the area of information literacy, however, I still need to make further improvements to be more competent and proficient at utilizing resources and literature databases effectively for the research of information management, being able to evaluate the quality of the resources and research with educating and developing a skillset on defining the specific target area of research.

My dilemma with information literacy is being able to pinpoint the correct terms and keywords for searching the necessary content that is needed for my search.

Which two competencies do you think may benefit you in your future role as an APN and why?

Nurses play a significant role in recognizing, understanding, progressing, and translating the necessary education and informational needs of patients, these skills all serve as a benefit to advanced practice nursing because it helps to enhance patient compliance in their healthcare treatment plan and promote efficient and optimal holistic healthcare (Buchanan & Nicol, 2019).

Thus, to become fluent, proficient, and competent in informational literacy including facilitating the development of information literacy in patients’ nurses need to become familiar with informational literacy models and frameworks (Buchanan & Nicol, 2019).

As also stated by Farokhzadian et al (2021), one of the most essential requirements for nurses’ readiness to implement evidence-based practice is to improve their information literacy skills, and through learned evidence-based practice skills nurses will be able to apply the appropriate and effective research findings in their nursing practice to provide high-quality, safe and compassionate nursing care and be able to make decisions based on the most recent evidence in clinical settings.

Therefore, nurses need to be provisioned with the necessary information literacy skills to obtain the most recent research findings to provide sympathetic, safe, ethical, and cost-effective health care as it is fundamental for the successful implementation of evidence-based clinical practice (Farokhzadian et al, 2021).

The competency of clinical information management is associated with the quality of care, critical thinking, problem-solving, ethical knowledge, clinical decision-making, focusing on skills, teamwork, and collaboration. Advanced practice nurses need to remain efficient in clinical decision-making competence to maintain the retention of traditional life-saving nursing skills, ethics, effective patient care, and fundamentals for maintaining patient safety (Wallin et al., 2022).

Which two competencies did you achieve in this course? Explain.

The two competencies in this class that I achieved educational efficiency were informational literacy and clinical information management. This course has taught me how to analyze current and emerging technologies to support safe practice environments and to optimize patient safety, cost-effectiveness, and health outcomes by maximizing the skillset of having proficient and competent clinical information management. I have learned how to utilize the TIGER framework to help integrate informatics competencies by identifying knowledge and skillsets in my clinical decision-making.

Also, through studying the efficacy of informational literacy I have gained proficiency and competency in being able to recognize when further educational and evidence-based research is needed, how to search for the specifically targeted information that is needed, and how to navigate the informatic technologies and provided CDS, which is critical in obtaining optimal holistic patient-centered care, patient compliance, patient safety, and safe professional nursing practice.

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References

• Buchanan, S., & Nicol, E. (2019). Developing health information literacy in disengaged at-risk populations. Journal of Documentation, 75(1), 172–189. https //doi.org/10.1108/JD-06-2018-0086Links to an external site.
  https //chamberlain.primo.exlibrisgroup.com/permalink/01CUCON_INST/f6kb8f/cdi_emerald_primary_10_1108_JD-06-2018-0086Links to an external site.
• Farokhzadian, J., Jouparinejad, S., Fatehi, F., & Falahati-Marvast, F. (2021). Improving nurses’ readiness for evidence-based practice in critical care units results of an information literacy training program. BMC Nursing, 20(1), 79–79. https //doi.org/10.1186/s12912-021-00599-yLinks to an external site.
  https //chamberlain.primo.exlibrisgroup.com/permalink/01CUCON_INST/f6kb8f/cdi_doaj_primary_oai_doaj_org_article_54f699973a874ebaa581586367b73ba6Links to an external site.
• Wallin, K., Werkander Harstäde, C., Bremer, A., & Hörberg, U. (2022). Nurse preceptors’ experience‐based strategies for supporting learning in the ambulance service—A combined focus group and dyadic interview study. Journal of Advanced Nursing, 78(6), 1704–1717. https //doi.org/10.1111/jan.15127Links to an external site.
  https //chamberlain.primo.exlibrisgroup.com/permalink/01CUCON_INST/f6kb8f/cdi_swepub_primary_oai_DiVA_org_lnu_108415Links to an external site.