The document discusses the importance of including nurses in the systems development life cycle (SDLC) for new health information systems. It notes that each stage of the SDLC is critical for successful implementation. Involving nurses ensures the system meets organizational objectives and needs. Excluding nurses can lead to systems that do not support patient care roles or have delays. Including nurses provides opportunities for them to understand and assist with systems, improving outcomes. The organization discussed failed to include nurses in planning their new system, risking inability to operate it effectively. Overall, nurses should be involved in all SDLC stages due to their significant role in patient care.

1. Please respond to each of the Discussions with 3 APA
references no older than 5 years old.
Student 1
Ruth Nyasimi TN
The Inclusion of Nurses in the Systems Development Life Cycle
The systems development life cycle (SDLC) is simply a
conceptual model which is used in project management that
describes all stages which are involved in an information
systems development project. Each stage of the SDLC is critical
to ensure the successful implementation of new health
information systems (Garcia-Dia et al., 2019). It is important to
include nurses in each step of the SDCL implementation since
they play a critical role in ensuring that the project is designed
to meet the organizational objectives. Failure to include nurses
in the SDCL can have fatal consequences for the patients, and
organizations.
Nurses are more informed on how information systems
can be used to improve patient outcomes and safety. Any
situation in which nurses are excluded can lead to significant
consequences. Firstly, failure to include nurses can lead to a
project that is unable to address the staff and patient needs.
Nurses are the only healthcare staffs who spend more time with
patients and have a lot of bedside experience. Hence, failure to
include them can result in a healthcare information system that
is unable to improve the care given to patients (McGonagall &
Mastrian, 2015).
Secondly, in the implementation phase, the design of
the project is revealed and people can give opinions on the
applications. If nurses are not included in this phase, the system

2. development can be unfamiliar and ineffective and within the
short term, it can be considered incompatible and mismatching
with the clinical care offered. Therefore, according to Thomas
et al (2016), allowing nurses to interact with systems and
understand how it works is important since it helps them to
navigate through and even assist other professionals who may
experience difficulties.
Thirdly, especially the testing phase is critically
important in the SDCL since it ensures the IT systems are
functional. According to Zytkowsi et al. (2016), excluding
nurses at this phase has consequences since it can lead to the
development of a system that does not support other roles of
patient care or a system with potential delays in clinical care.
Besides, if nurses are not included in this stage, the system can
fail to evaluate and support other patient roles. Lastly, once the
system has been implemented, there must be a plan on how to
carry out maintenance hence when nurses are excluded in this
phase, any changes made can cause delays in operating the
system resulting in delays in patient care.
In a different light, the inclusion of nurses in SDCL
will have several benefits. For example, including them in
SDCL will provide nurses with an opportunity to connect with
the system and develop a personal connection with it as they
become driven to serve patients and seek to enhance treatment
hence improving outcomes (McGonigle & Mastrian, 2015).
Failure to include them means that they will have their first
encounter with the system when it has been implemented and
this will create inconveniences. For example, some nurses will
have no capacity to use the new system and hence will be
limited to using it if not trained soon.
The organization I work for is planning to integrate a
new health information system and it is unfortunate I was not
included in the planning and selection process. The failure to

3. include nurses has the potential impact on the organization such
as being unable to operate the new system which makes care
delivery effective. The system had design flaws that could have
been captured if nurses had been involved in the early stages
and feelings of dissatisfaction as nurses feel confused.
Therefore, due to the significant role played by nurses in SDCL,
the administration should appreciate their participation by
including them in all processes of implementation.
References
Garcia-Dia, M. J., Chan, A. Y., & Park, Y. S. (2019). Project
Integration Management and Systems Development Life Cycle:
System Maintenance.
Project Management in Nursing Informatics
, 323.
McGonigle, D., & Mastrian, K.G. (2015). Nursing informatics
and the foundation of knowledge (3rd ed.). Burlington, MA:
Jones & Bartlett Learning.
Thomas, T. W., Seifert, P. C., & Joyner, J. C. (2016).
Registered nurses leading innovative changes.
OJIN: The Online Journal of Issues in Nursing
,
21
(3).
Zytkowsi, M., Paschke, S., McGonigle, D., & Mastrian, K.
(2015). Administrative information systems. In D. McGonigle &
K. G. Mastrian (Eds.),
Nursing informatics and the foundation of knowledge
(3rd ed., pp. 187-200). Burlington, MA: Jones &
Bartlett Learning. Inclusion of Nurses in the Systems
Development Life Cycle.

4. Student 2
Idu Iroajanma TN
McGonigle & Mastrian (2017) states that Software development
life cycle (SDLC) is the method that is used to develop and
deliver effective information system. The most important thing
in this process is assembling the right team to manage the
development. There are different methodologies that have been
developed to guide the process of SDLC. Some of the
methodologies include waterfall model, agile model and spiral
model. Each of these models has a particular life that they use.
This process can be done within an organization, outsourced or
can be executed using two different approaches.
The process of SDLC includes planning, analysis,
designing, implementation and post-implementation. The
planning stage involves identifying the problems that need to be
solved, looking at different choices and ways to solve the
problem, checking the resources. The analysis stage is
prioritizing the needs of the project, reviving the project and
looking at possible solutions and alternative. This stage also
examines the workflow. The design stage is the construction and
operation of the system that has been chosen. It may include the
software, hardware, networking and interface. The
implementation stage is the testing of the system, customizing it
to the organization requirement and installing it. The post
implementation stage is maintaining the system. Making sure
that it is working as anticipated (Walsh & Johnson, 2001).
According to Fourie (2000) the role of the nurse differs at
different stages of SDLC progress. It ranges from working with
different interdisciplinary teams to fine a good project,
checking for the correct requirement and evaluating the chosen
designs. Most health care organizations do not involve nurses in

5. the planning, analyzing and building stages. Nurses and other
healthcare providers are involved in the implementation stage.
This makes it hard sometimes for them to adapt easily to the
new system. There should be more involvement of healthcare
providers in the planning stages because they are the ones that
use the system.
References
Fourie, I. (2000). The information systems development life
cycle: A first course in information systems. The Electronic
Library, 18(1), 70-71. Retrieved from
https://ezp.waldenulibrary.org/login?qurl=https%3A%2F%2Fw
ww.proquest.com%2Fscholarly-journals%2Finformation-
systems-development-life-cycle-
first%2Fdocview%2F218251923%2Fse-
2%3Faccountid%3D14872
McGonigle, D., & Mastrian, K. (2017). Nursing Informatics and
the Foundation of Knowledge. In Nursing Informatics and the
Foundation of Knowledge (4th ed., p. 176). Jones & Bartlett
Learning.
Walsh, B., & Johnson, G. A. (2001). Validation: Never an
endpoint: A systems development life cycle approach to good
clinical practice. Drug Information Journal, 35(3), 809.
Retrieved from
https://ezp.waldenulibrary.org/login?qurl=https%3A%2F%2Fw
ww.proquest.com%2Fscholarly-journals%2Fvalidation-never-
endpoint-systems-
development%2Fdocview%2F275157563%2Fse-
2%3Faccountid%3D14872
Student 3
Joel Sepulveda EBP

6. One of the most challenging processes to perform is, at the
same time, the simplest to do in case many have not noticed it.
It is about communicating an idea, and although it is something
that each of us does daily, it is not when we establish a specific
topic that must raise a continuous idea. All research work must
be presented, discussed professionally, and based on the
concept you want to project.
Therefore, I understand that the best way to disseminate or
present research is by publishing peer-reviewed journals and
using a presentation in a professional organization through a
podium. Both forms are, in my opinion, the most widespread
since they are the most accessible access to the public and
health professionals (Neira-Fernandez et al., 2021). On the one
hand, through the journal, the research work and the EBP policy
that I wish to implement would be observed by health
professionals and could be evaluated and discussed. While
through a personal presentation on a podium in a professional
organization could be presented as a more dynamic vehicle and
an exchange of ideas that could even serve as an example of
leadership (Melnyk & Fineout-Overholt, 2018). However, I
think that between the two options, the presentation of a
professional organization on a podium to present an EBP would
be the least appropriate. The reason for this is because it lends
itself to only being detailed information and not a guide to be
followed, in addition to provoking a continuous flow of
opinions and discussions that, in the end, would bring effective
communication but not an alternative to follow by the fact of
being seen as a simple presentation.
Moreover, even if the presentation is in oral form or through a
journal, several barriers can be observed in communicating and
disseminating the required information. Among them are the

7. lack of understanding of the professional language to be used,
the lack of projection of the proposed material, and the
distribution of the policy to be raised (Al-Kalaldeh et al., 2021).
With the lack of language understanding, it is impossible to
present the idea that you want to raise, and with it, the meaning
of the main idea of the EBP is lost. To improve these barriers,
you must find a renowned and prestigious journal area that is
quickly accessible and easy as PUBMED, MEDLINE, SCIELO,
or fast search engine places to be seen (Gomez Fedor, 2016). As
for other alternatives, a language that is not far-fetched but
scholarly for understanding every health professional can be
established.
References
Al-Kalaldeh, M., Amro, N., Qtait, M., & Alwawi, A. (2020).
Barriers to effective nurse-patient communication in the
emergency department. Emergency nurse: the journal of the
RCN Accident and Emergency Nursing Association, 28(3), 29–
35. https://doi.org/10.7748/en.2020.e1969
Gómez Fedor, S.J. (2016). La Comunicación. Salus, 20(3), 5-6.
Retrieved on October 4, 2022. From
http://ve.scielo.org/scielo.php?script=sci_arttext&pid=S1316-
71382016000300002&lng=es&tlng=es.
Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based
practice in nursing & healthcare: A guide to best practice (4th
ed.). Philadelphia, PA: Wolters Kluwer.
Neira-Fernández, K. D., Gaitán-Lee, L., & Gómez-Ramírez, O.
J. (2021). Health science research barriers and facilitators in the
midst of the COVID-19 crisis: scoping review. Barreras y
facilitadores para la investigación en ciencias de la salud
durante la crisis del COVID-19: una revisión de alcance.
Revista colombiana de obstetricia y ginecologia, 72(4), 377–

8. 395. https://doi.org/10.18597/rcog.3788
Student 4
Sandslia Lima EBP
Developing a Culture of Evidence-Based Practice
I would use a unit-level presentation and a poster presentation.
This would be a useful approach to sharing the knowledge I
have gathered from my studies. I can impart my knowledge to
the clinic's doctors, nurses. I would be educating my coworkers
on how to take better care of patients who are pregnant. I will
finish my presentation and then be available to answer any
questions they may have. Using the unit-level presentation, I
can personally share my suggestions for how to improve the
situation that currently exists inside our organization. I can
present my views using bullet points and visual aids in a poster
presentation. This would paint a clear picture of the
modifications I am proposing based on the available evidence
(Hagan et al., 2017). At the national level, I would be least
likely to employ the podium presentation. This is due to the fact
that I dislike speaking in front of large crowds. The fact that I
would be speaking in front of strangers would make me
nervous. I probably wouldn't be able to speak and make my
point to the audience because I would be so scared. This would
be time-wasting for everyone, in addition to being
embarrassing. And I would hate it if my study was not used
because I was unable to effectively communicate it and
persuade the audience of its importance to our profession
(Dogherty et al., 2014). The staff's possible lack of interest in
the presentation at the unit level is the potential obstacle. A
staff member's resistance to a change that they do not like or
want is an example of resistance. Involving staff in the

9. presentation is one approach to overcoming this obstacle. This
approach will make them interested in their presentation. Lack
of access and knowledge is another challenge. One example is
ebooks that require a monthly fee, which usually puts off many
readers. Utilizing peer-reviewed journals is a problem due to
the accessibility and availability of these publications. Giving
online users free access to such journals is one approach to
resolving this obstacle (Scullion, 2002)
References
Dogherty, E. J., Harrison, M., Graham, I., & Keeping-Burke, L.
(2014). Examining the use of facilitation within guideline
dissemination and implementation studies in nursing. JBI
Evidence Implementation, 12(2), 105-127.
Hagan, T. L., Schmidt, K., Ackison, G. R., Murphy, M., &
Jones, J. R. (2017). Not the last word: dissemination strategies
for patient-centred research in nursing. Journal of Research in
Nursing, 22(5), 388–402.
Scullion, P. A. (2002). Effective dissemination strategies. Nurse
Researcher (through 2013), 10(1), 65.