Portfolio Assignment: The Role of the Nurse Informaticist in Systems Development and Implementation Assume you are a nurse manager on a unit where a new nursing documentation system is to be implemented. You want to ensure that the system will be usable and acceptable for the nurses impacted. You realize a nurse leader must be on the implementation team. To Prepare: · Review the steps of the Systems Development Life Cycle (SDLC) and reflect on the scenario presented. · Consider the benefits and challenges associated with involving a nurse leader on an implementation team for health information technology. The Assignment: (2-3 pages) In preparation of filling this role, develop a 2- to 3-page role description for a graduate-level nurse to guide his/her participation on the implementation team. The role description should be based on the SDLC stages and tasks and should clearly define how this individual will participate in and impact each of the following steps: · Planning and requirements definition · Analysis · Design of the new system · Implementation · Post-implementation support · Let your citations match your references Submit your completed Role Description. Submission and Grading Information · RUBRIC · Develop a 2- to 3-page role description for a graduate-level nurse to guide his/her participation on the implementation team. The 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 following steps: ·   Planning and requirements definition ·   Analysis ·   Design of the new system ·   Implementation ·   Post-implementation support 77 (77%) - 85 (85%) An accurate and fully developed role description is provided for the Assignment and fully supports the guidance of a graduate-level nurse's participation in the steps of the SDLC. The responses accurately and thoroughly define in detail a graduate-level nurse's participation in the steps of the SDLC. The responses accurately and thoroughly explain in detail the impacts of a graduate-level nurse's participation in the steps of the SDLC. 68 (68%) - 76 (76%) A role description is provided for the Assignment and supports the guidance of a graduate-level nurse's participation in the steps of the SDLC. The responses define a graduate-level nurse's participation in the steps of the SDLC. The responses explain the impact of the graduate-level nurse's participation in the steps of the SDLC. 60 (60%) - 67 (67%) A vague or inaccurate role description is provided for the Assignment and vaguely or inaccurately provides guidance to a graduate-level nurse's participation in the steps of the SDLC. The responses defining the graduate-level nurse's participation in the steps of the SDLC are vague or inaccurate. The responses explaining the impact of the graduate-level nurse's participation in the steps of the SDLC are vague or inaccurate. 0 (0%) - 59 (59%) A vague and inac ...

1. Portfolio Assignment: The Role of the Nurse Informaticist in
Systems Development and Implementation
Assume you are a nurse manager on a unit where a new nursing
documentation system is to be implemented. You want to ensure
that the system will be usable and acceptable for the nurses
impacted. You realize a nurse leader must be on the
implementation team.
To Prepare:
· Review the steps of the Systems Development Life Cycle
(SDLC) and reflect on the scenario presented.
· Consider the benefits and challenges associated with involving
a nurse leader on an implementation team for health information
technology.
The Assignment: (2-3 pages)
In preparation of filling this role, develop a 2- to 3-page role
description for a graduate-level nurse to guide his/her
participation on the implementation team. The role description
should be based on the SDLC stages and tasks and should
clearly define how this individual will participate in and impact
each of the following steps:
· Planning and requirements definition
· Analysis
· Design of the new system
· Implementation
· Post-implementation support
· Let your citations match your references
Submit your completed Role Description.
Submission and Grading Information
· RUBRIC
· Develop a 2- to 3-page role description for a graduate-level
nurse to guide his/her participation on the implementation team.
The 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

2. each of the following steps:
· Planning and requirements definition
· Analysis
· Design of the new system
· Implementation
· Post-implementation support
77 (77%) - 85 (85%)
An accurate and fully developed role description is provided for
the Assignment and fully supports the guidance of a graduate-
level nurse's participation in the steps of the SDLC.
The responses accurately and thoroughly define in detail a
graduate-level nurse's participation in the steps of the SDLC.
The responses accurately and thoroughly explain in detail the
impacts of a graduate-level nurse's participation in the steps of
the SDLC.
68 (68%) - 76 (76%)
A role description is provided for the Assignment and supports
the guidance of a graduate-level nurse's participation in the
steps of the SDLC.
The responses define a graduate-level nurse's participation in
the steps of the SDLC.
The responses explain the impact of the graduate-level nurse's
participation in the steps of the SDLC.
60 (60%) - 67 (67%)
A vague or inaccurate role description is provided for the
Assignment and vaguely or inaccurately provides guidance to a
graduate-level nurse's participation in the steps of the SDLC.
The responses defining the graduate-level nurse's participation
in the steps of the SDLC are vague or inaccurate.

3. The responses explaining the impact of the graduate-level
nurse's participation in the steps of the SDLC are vague or
inaccurate.
0 (0%) - 59 (59%)
A vague and inaccurate role description is provided for the
Assignment which does not provide guidance to a graduate-level
nurse's participation in the steps of the SDLC, or are missing.
The responses defining the graduate-level nurse's participation
in the steps of the SDLC are vague and inaccurate, or are
missing.
The responses explaining the impact of the graduate-level
nurse's participation in the steps of the SDLC are vague and
inaccurate, or are missing.
Written Expression and Formatting - Paragraph Development
and Organization:
Paragraphs make clear points that support well developed ideas,
flow logically, and demonstrate continuity of ideas. Sentences
are carefully focused--neither long and rambling nor short and
lacking substance.
5 (5%) - 5 (5%)
Paragraphs and sentences follow writing standards for flow,
continuity, and clarity.
4 (4%) - 4 (4%)
Paragraphs and sentences follow writing standards for flow,
continuity, and clarity 80% of the time.
3.5 (3.5%) - 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow,
continuity, and clarity 60%- 79% of the time.
0 (0%) - 3 (3%)
Paragraphs and sentences follow writing standards for flow,
continuity, and clarity < 60% of the time.
Written Expression and Formatting - English writing standards:

4. Correct grammar, mechanics, and proper punctuation
5 (5%) - 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
4 (4%) - 4 (4%)
Contains a few (1-2) grammar, spelling, and punctuation errors.
3.5 (3.5%) - 3.5 (3.5%)
Contains several (3-4) grammar, spelling, and punctuation
errors.
0 (0%) - 3 (3%)
Contains many (≥ 5) grammar, spelling, and punctuation errors
that interfere with the reader’s understanding.
Written Expression and Formatting - The paper follows correct
APA format for title page, headings, font, spacing, margins,
indentations, page numbers, running head, parenthetical/in-text
citations, and reference list.
5 (5%) - 5 (5%)
Uses correct APA format with no errors.
4 (4%) - 4 (4%)
Contains a few (1-2) APA format errors.
3.5 (3.5%) - 3.5 (3.5%)
Contains several (3-4) APA format errors.
0 (0%) - 3 (3%)
Contains many (≥ 5) APA format errors.
Total Points: 100
Name: NURS_5051_Module05_Week10_Assignment_Rubric
The C.R.A.A.P. Test Worksheet
The following questions will help you determine whether or not
your source is reliable. Answer each of the questions for each
category below. Once you’ve answered each question in a
category, assign the category a numerical score between 1 and
10, with 1 meaning the source does not meet the criteria of the
category at all and 10 meaning the source meets the criteria of
the category excellently. Then, add up the scores to determine

5. whether the source passes the (C.R.A.A.P.) test!
Source Title:
Category 1: Currency
Category 1 Score:
· When was the information published?
· Has the information been revised or updated since?
· Is the information current or out-of-date?
Category 2: Relevance
Category 2 Score:
· Does the information relate to your project?
· Have you looked at a variety other sources? Do other sources
meet your needs more effectively?
· Who is the intended audience of the source?
Category 3: Authority
Category 3 Score:
· Who is the author?
· What are the author’s credentials or organizational
affiliations?
· What are the author’s qualifications to write on the topic?
Category 4: Accuracy
Category 4 Score:
· Is the information supported by evidence?
· Has the information been reviewed or referred?
· Does the language or tone seem biased or objective?
Category 5: Purpose
Category 5 Score:
· What is the author’s purpose? To inform? Persuade?
Entertain?
· Is the information fact or opinion?
· Does the point of view seem to be objective or biased?
Understanding your score:
Below 30: Unacceptable
30-34: Questionable
35-39: Average

6. 40-44: Good
45-50: Excellent
TOTAL SCORE:
Running head: OPPOSING VIEWPOINTS
OPPOSING VIEWPOINTS
OPPOSING VIEWPOINTS
Student’s name
Instructor
Course
Date

7. Opposing Viewpoints
I think that the keywords that I use for my search are related to
my topic and sub topic. That is why when I conduct my
research; I get result that’s close to my topic of physician-
assisted suicide. Some of my source has keywords that are
almost exactly like my sub topics. Using the opposing
viewpoints data base, I searched “Hippocratic Oath”, “hospice
care”, and “physician-assisted suicide legalization.”
Source 1: Title: Hippocratic Oath – the majority are academic
journals written within the last five years. There are very few
videos and news articles. The journals are stressing the
importance of complying with work ethics, standards and
policies when treating patients - Author - Bennet, Coleman and
Co. Ltd
Source 2: Title: hospice care – there are more news articles than
other sources; many are about palliative care talking about
patients who are struggling with chronic conditions not about
the euthanasia practices. I need to narrow my search – Author,
Kumon.
Source 3: Title; physician-assisted suicide legalization – there
are 2147 news articles about physician-assisted suicide, many
written within the past three years. Most of the articles are
talking about the importance of legalizing assisted suicide to
end the pain of terminally ill patients rather than talking about
the value of human life and the consequences of assisted suicide
– Author - Bates College.

8. Running head: PHYSICIAN-ASSISTED SUICIDE MIND MAP
1
PHYSICIAN-ASSISTED SUICIDE MIND MAP
2
Physician-Assisted Suicide Mind Map
Main topic: why should it be illegalized?
Sub-points:
1. Doctors must treat patients following Hippocratic Oath
proclaims
2. Physicians should practice palliative care instead of using
lethal drugs to kill terminally ill patients.
Main topic: Euthanasia is harmful because it doesn’t allow
people to see human life as sacred
Sub-topics:
1. The Hippocratic Oath isn’t compatible with Euthanasia
2. Analyze the risk in providing state mandates for or against
doctor-assisted suicide.
Physician-assisted suicide

9. Main topic: consequences of legalizing PAS
Sub-topics:
1. Decreased physician professionalism
2. the possibility of error
3. A diminished physician-patient relationship, and
4. A slippery slope toward the practice of euthanasia.
Main topic: what we can do to make it illegal?
Sub-topics:
1. Practice hospice care that allows people to die with dignity.
2. To relieve pain instead of killing.
3. To help friends, patients and families face up to death.
Keywords: physician-assisted suicide, Hippocratic Oath, lethal-
medications, palliative care, hospice care, legalization, and
illegalization.
Main topic: Physician-assisted suicide should be illegal
Main Idea 1: Euthanasia is harmful because it doesn’t allow
people to see human life as sacred.
A. The Hippocratic Oath isn’t compatible with Euthanasia.
1. Physician-assisted suicide according to Brueck & Sulmasy
(2019) is the point whereby doctors provide a platform for
ending the life of a terminally ill patient.
2. The Hippocratic Oath is the standards that doctors are
expected to maintain.
B. Euthanasia encourages abuse, allowing doctors to justify

10. murder by framing it in compassionate terms.
1. Laws were written to protect people from killing.
2. The abuse of sedation techniques can be euthanasia.
Main Idea 2: the quality of life for the past years has been
increased by the technological advancement.
A. Before, there were no breakthroughs with the opportunity of
saving lives and later history will help save even more lives.
1. Modern respirators and defibrillator are examples of
Innovations that been used in medical technology to correct
abnormal heartbeats and saving lives (Byock, 2016).
2. Medical response trauma teams are the current recommended
executive nursing policies used during the care of terminally ill
patients (Knaplund, 2010).
B. Despite these remarkable breakthroughs that help those badly
injured, the law becomes vague and allows more opportunities
for misinterpretation on defining death.
1. The President’s Commission forced the U.S Supreme Court
and healthcare facilities to make tough decisions regarding
death.
2. Society views made gradual dying as a medical crisis instead
of accepting a natural process of life as a norm.
Main Idea 3: hospice care is the alternative care used by
doctors to reduce the pain of terminally-ill patients instead of
ending a life (Elmore, Wright & Paradis, 2018).
A. Hospice is a better alternative care than killing a patient.
1. Some thought dying that it made sense that a man chose to
die in his house surrounded by family and made comfortably by
hospice doctors and nurses.
2. A physician expressed his findings in Hospice, “You can only
fail a patient if you fail to understand and respond to their needs
(Brueck & Sulmasy, 2019).
B. Hospice gradually became known to help patients that know
they only have a few months to live.
1. Palliative care is given to patients to ease their symptoms and
pain.
2. Hospice care is given by doctors for as long time as possible

11. as long as the terminally ill patient is improving (Byock, 2016).
Conclusion
Even though mercy killing remains to be a controversial topic,
killing ought to never be legalized. Because of therapeutic
advances made by innovation and analysts, they have
discovered hospice care as an option for the in critical
condition. Life is a valuable blessing. Killing opposes
fundamental standards of life. Despite the fact that patients fear
death and may see no hope, they should be continually helped to
remember the alternatives in contrast to killing.
References
Byock, I. (2016). The case against physician-assisted suicide
and euthanasia. The Oxford handbook of ethics at the end of
life, 366.
Brueck, M. A., & Sulmasy, D. P. (2019). The genealogy of
death: A chronology of US organizations promoting euthanasia
and assisted suicide. Palliative & supportive care, 17(5), 604-
608.
Elmore, J., Wright, D. K., & Paradis, M. (2018). Nurses’ moral
experiences of assisted death: A meta-synthesis of qualitative
research. Nursing Ethics, 25(8), 955-972.
Knaplund, K. S. (2010). Montana becomes third our state to
allow physician aid in dying. American Bar Association Section
of Real Property, Trust, and Estate Law eReport, Forthcoming.