The Systems Development Life Cycle For Implementation

©2017 Walden University 1

TN005: The Nurse Leader and the Systems Development Life Cycle: Define the role of the nurse for participation on an implementation team as a component of the systems development life cycle.

Assessment Rubric

Rubric Criteria 0

Not Present 1

Needs Improvement 2

Meets Expectations

Module 1: The Systems Development Life Cycle as a Best Practice for Implementation

Part 1. The Systems Development Life Cycle for Implementation

In a 2-page narrative, address the following:

 Explain each step of the systems development life cycle for a nursing informatics project.

Learning Objective 1.1 – Explain the steps of the systems development life cycle for nursing informatics projects

The response explaining each step of the systems development life cycle for a nursing informatics project is missing.

The response inaccurately or vaguely explains each step of the systems development life cycle for a nursing informatics project.

The response accurately and thoroughly explains in detail each step of the systems development life cycle for a nursing informatics project.

 Explain why nurse leaders should be involved in each step of the systems development life cycle by identifying at least two ways nurse leaders can contribute to best practices for implementation of nursing informatics projects.

The response explaining why nurse leaders should be involved in each step of the systems development life cycle is missing. The response identifying at least two ways that nurse leaders can contribute to best practices for implementation

The response inaccurately or vaguely explains why nurse leaders should be involved in each step of the systems development life cycle. The response identifies only 1 way that nurse leaders can contribute to best practices for implementation of

The response accurately and clearly explains in detail why nurse leaders should be involved in each step of the systems development life cycle. The response clearly and accurately details the identification of 2 or more

 

 

 

©2017 Walden University 2

Rubric Criteria 0

Not Present 1

Needs Improvement 2

Meets Expectations

Learning Objective 1.2 – Analyze nurse leader involvement in the systems development life cycle for best practices of implementation of nursing informatics projects

of nursing informatics projects is missing.

nursing informatics projects or inaccurately/vaguely identifies at least 2 ways that nurse leaders contribute to best practices for implementation of nursing informatics projects. The response minimally synthesizes and integrates resources that may support the responses provided.

ways that nurse leaders can contribute to best practices for implementation of nursing informatics projects. The response synthesizes and integrates at least two outside resources and two competency-specific resources that fully support the responses provided.

Module 2: The Role of the Nurse Leader in the Systems Development Life Cycle

Part 2. Job and Role Description of the Nurse in Systems Development and Implementation

Develop a 1- to 2-page job and role description for a graduate- level nurse to guide his/her participation on the implementation team for a new nursing documentation system. The job and role description should be based on the Systems Development Life Cycle (SDLC) stages and tasks, and should clearly define how this individual will participate in and impact each of the steps.

The job and role description for a graduate-level nurse’s participation on an implementation team and the role of the nurse in each of the following stages of the systems development life cycle is missing:

o Planning and defining requirements

o Analysis

The job and role description for a graduate-level nurse’s participation on an implementation team inaccurately or vaguely defines the role of the nurse in each of the following stages of the systems development life cycle:

o Planning and defining requirements

o Analysis

The job and role description for a graduate-level nurse’s participation on an implementation team accurately and completely defines the role of the nurse in each of the following stages of the systems development life cycle:

o Planning and defining requirements

o Analysis

 

 

 

©2017 Walden University 3

Rubric Criteria 0

Not Present 1

Needs Improvement 2

Meets Expectations

Learning Objective 2.1 – Create job and role descriptions for the role of the nurse in each step of the systems development life cycle

o Design of the new system

o Implementation o Testing and

maintenance

o Design of the new system

o Implementation o Testing and

maintenance The response minimally synthesizes and integrates resources that may support the responses provided.

o Design of the new system

o Implementation o Testing and

maintenance The response synthesizes and integrates at least two outside resources and two competency-specific resources that fully support the responses provided.

 

Mastery Rubric No Yes

Exceeds Expectations: The Nurse Leader and the Systems Development Life Cycle

Learning Objective – Define the role of the nurse for participation on an implementation team as a component of the systems development life cycle

A comprehensive job and role description is provided that does not synthesizes the role of the nurse in each step of the systems development life cycle and does not fully support the perspectives of including the nurse leader in each step of the systems development life cycle for nursing informatics projects that contributes to best practices for implementation.

A comprehensive job and role description is provided that synthesizes the role of the nurse in each step of the systems development life cycle and fully supports the perspectives of including the nurse leader in each step of the systems development life cycle for nursing informatics projects that contributes to best practices for implementation.

 

 

 

 

©2017 Walden University 4

Professional Skills Building

0 Not Present

1 Needs Improvement

2 Meets Expectations

PS001: Written Communication: Demonstrate graduate-level writing skills.

Learning Objective PS 1.1: Use proper grammar, spelling, and mechanics.

Multiple major and minor errors in grammar, spelling, and/or mechanics are highly distracting and seriously impact readability.

Multiple minor errors in grammar, spelling, and/or mechanics are distracting and negatively impact readability.

Writing reflects competent use of standard edited American English. Errors in grammar, spelling, and/or mechanics do not negatively impact readability.

Learning Objective PS 1.2: Organize writing to enhance clarity.

Writing is poorly organized and incoherent. Introductions, transitions, and conclusions are missing or inappropriate.

Writing is loosely organized. Limited use of introductions, transitions, and conclusions provides partial continuity.

Writing is generally well-organized. Introductions, transitions, and conclusions provide continuity and a logical progression of ideas.

Learning Objective PS 1.3: Apply APA style to written work.

APA conventions are not applied.

APA conventions for attribution of sources, structure, formatting, etc., are applied inconsistently.

APA conventions for attribution of sources, structure, formatting, etc., are generally applied correctly in most

 

 

 

©2017 Walden University 5

instances. Sources are generally cited appropriately and accurately.

Professional Skills Building

0 Not Present

1 Needs Improvement

2 Meets Expectations

Learning Objective PS 1.4: Use appropriate vocabulary and tone for the audience and purpose.

Vocabulary and tone are inappropriate and negatively impact clarity of concepts to be conveyed.

Vocabulary and tone have limited relevance to the audience.

Vocabulary and tone are generally appropriate for the audience and support communication of key concepts.

PS005: Critical Thinking and Problem Solving: Use critical-thinking and problem-solving skills to analyze professional issues and inform best practice.

Learning Objective PS 5.1: Analyze assumptions and fallacies.

Analysis of assumptions is missing.

Response is weak in assessing the reasonableness of assumptions in a given argument. Response does not adequately identify and discuss the implications of fallacies or logical weaknesses in a given argument.

Response generally assesses the reasonableness of assumptions in a given argument. Response identifies and discusses the implications of fallacies and/or logical weaknesses in a given argument.

Learning Objective PS 5.2: Generate reasonable and appropriate assumptions.

Assumptions are missing. Response does not adequately present and discuss key assumptions in an original argument.

Response presents and discusses key assumptions in an original argument.

Learning Objective PS 5.3: Assess multiple perspectives and alternatives.

Assessment of multiple perspectives is missing.

Response does not identify nor adequately consider multiple perspectives or alternatives.

Response identifies and considers multiple perspectives and alternatives.

 

 

 

©2017 Walden University 6

Learning Objective PS 5.4: Use problem-solving skills.

Problems and solutions are not identified.

Response presents solutions, but they are ineffective in addressing the specific problem.

Response presents solutions that are practical and work in addressing the specific problem.

Title of the Paper in Full Goes Here

Student Name Here

Walden University

Course Number, Section, and Title

(Example: NURS 0000 Section 01, Title of Course)

Month, Day, Year

(enter the date submitted to instructor)

Title of the Paper

This is your introductory paragraph designed to inform the reader of what you will cover in the paper. (BSN Students – Carefully follow your course-specific Grading Rubric concerning the content that is required for your assignment and the Academic Writing Expectations [AWE] level of your course.) This template’s formatting—Times New Roman 12-point font, double spacing, 1” margins, 1/2” indentations beginning of each paragraph, page numbers, and page breaks—is set for you, and you do not need to change it. Do not add any extra spaces between the heading and the text (you may want to check Spacing under Paragraph, and make sure settings are all set to “0”). The ideas in this paper should be in your own words and supported by credible outside evidence. Cite the author, year of publication, and page number, if necessary, per APA. The introductory paragraph should receive no specific heading because the first section functions as your paper’s introduction. Build this paragraph with the following elements:

1. Briefly detail what has been said or done regarding the topic.

2. Explain the problem with what has been said or done.

3. Create a purpose statement (also commonly referred to as a thesis statement) as the last sentence of this paragraph: “The purpose of this paper is to describe…”.

Level 1 Heading (Name According to the Grading Rubric Required Content)

This text will be the beginning of the body of the paper. Even though this section has a new heading, make sure to connect this section to the previous one so readers can follow along with the ideas and research presented. The first sentence, or topic sentence, in each paragraph should transition from the previous paragraph and summarize the main point in the paragraph. Make sure each paragraph addresses only one topic. When you see yourself drifting to another idea, make sure you break into a new paragraph. Avoid long paragraphs that are more than three-fourths of a page. Per our program recommendations, each paragraph should be at least 3-4 sentences in length and contain a topic sentence, evidence, analysis, and a conclusion or lead out sentence. In your paragraphs, synthesize your resources/readings into your own words and avoid using direct quotations. In the rare instances you do use a direct quotation of a historical nature from a source, the page or paragraph numbers are also included in the citation. For example, Leplante and Nolin (2014) described burnout as “a negative affective response occurring as result of chronic work stress” (p. 2). When you transition to a new idea, you should begin a new paragraph.

Another Level 1 Heading (Name According to the Grading Rubric Required Content)

Here is another Level 1 heading. Again, the topic sentence of this section should explain how this paragraph is related to or a result of what you discussed in the previous section. Consider using transitions between sentences to help readers see the connections between ideas.

Be sure to credit your source(s) in your paper using APA style. The APA Manual 6th edition and the Walden Writing Center are your best citation resources. Writing Center resources are available at https://academicguides.waldenu.edu/writingcenter/apa/citations. You must appropriately and correctly cite all works used in your document.

The following paragraph provides examples of in-text citation examples. According to Leplante (2014), employers cause burnout when employees are stressed by too much work. Or you might write and cite in this manner: Employers cause burnout when employees are stressed by too much work (Leplante, 2014). When paraphrasing, the author name and year of publication in citations is required by APA to direct the reader to a specific source in the reference list. Personal communications are not listed in the reference page but are noted in text as (S. Wall, personal communication, May 24, 2018). This should immediately follow the content of the interview.

Another Level 1 Heading (Name According to the Grading Rubric Required Content)

APA can seem difficult to master, but following the general rules becomes easier with use. The Writing Center also offers numerous APA resources on its website and can answer your questions via email . Prior to submitting your paper for grading, submit your draft to SafeAssign Drafts found in the left column of your course.

And so forth until the conclusion….

Conclusion

The conclusion section should recap the major points of your paper. Do not introduce new ideas in this paragraph; the conclusion should interpret what you have written and what it means in the bigger picture.

References

Please note that the following references are intended as examples only. List your own references in alphabetical order. Also, these illustrate different types of references; you are responsible for any citations not included in this list. In your paper, be sure every reference entry matches a citation, and every citation refers to an item in the reference list.

Journal Article; One Author; DOI

Leplante, J. P. (2014). Consultas and socially responsible investing in Guatemala: A case study examining Maya perspectives on the Indigenous right to free, prior, and informed consent. Society & Natural Resources, 27(4), 231–248. doi:10.1080/08941920.2013.861554

Journal Article, Two Authors; URL

Eaton, T. V., & Akers, M. D. (2007). Whistleblowing and good governance. CPA Journal, 77(6), 66–71. Retrieved from http://www.cpajournal.com/

Journal Article, Three to Six Authors; URL

Rasmussen, A., Hopkins, B., & Fitzpatrick, C. (2004). Systematic review. CPU Journal, 6(9), 44-51. Retrieved from http/www.cpujournal.com/

Journal Article, Seven Authors or more; DOI

Kernis, M. H., Cornell, D. P., Sun, C. R., Berry, A., Harlow, T., Asgaard, G.,….Bach, J. S. (1993). There’s more to self-esteem than whether it is high or low: The importance of stability of self-esteem. Journal of Personality and Social Psychology, 65(9) 1190-1204. doi:10.1080/08941920.2013.861554

Book; One Author

Weinstein, J. A. (2010). Social change (3rd ed.). Lanham, MD: Rowman & Littlefield.

Book; Chapter in an Edited Book

Christensen, L. (2001). For my people: Celebrating community through poetry. In B. Bigelow, B. Harvey, S. Karp, & L. Miller (Eds.), Rethinking our classrooms: Teaching for equity and justice (Vol. 2; pp. 16–17). Milwaukee, WI: Rethinking Schools.

Professional Organization Article

Centers for Disease Control and Prevention. (2010). Nutrition. Retrieved from http://www.cdc.gov/nutrition/

Professional Organization Web page

Centers for Disease Control and Prevention. (2018). Back to school. Retrieved from https://www.cdc.gov/features/teens-back-to-school/index.html

Professional Organization Book

American Nurses Association. (2010). Nursing: Scope and standards of practice (2nd ed.). Silver Spring, MD: Author.

Two or more works by same author in the same year

Wall, S. (2018a). Effects of friendship on children’s behavior. Journal of Social Psychology, 4(1), 101-105.

Wall, S. (2018b). Trials of parenting adolescents with deviant behaviors. Journal of Child Psychology, 4(12), 167-161.

Government Article

National Institute of Mental Health. (1990). Clinical training in serious mental illness (DHHS Publication No. ADM 90-1679). Washington, DC: U.S. Government Printing Office.

Lecture Notes

Health effects of exposure to forest fires [Lecture notes]. (2005). Retrieved from https://class.waldenu.edu

Personal Communication (Only Goes in Body of Paper and not in References)

Video/DVD

Laureate Education (Producer). (2009). Title of program here [DVD]. In Title of video here. Baltimore, MD: Author.

Television (Audio)

Important, I. M. (Producer). (1990, November 1). The nightly news hour [Television broadcast]. New York, NY: Central Broadcasting Service.

APA Resources

You have other several options to assist you in the formulation of your reference page.

· Your American Psychological Association (APA) Manual is your best reference resource. Use the current edition with a copyright date of 2009.

· The Walden Writing Center also a great place for referencing advice at https://academicguides.waldenu.edu/writingcenter/apa/references.

· Citation and reference examples are provided in the ‘BSN TOP Ten References and Citations” handout found in the Writing Resources tab of the course. This document covers the 10 most commonly used reference and citation formats. You are responsible to look up any that are not included on this list.