14: REFLECTIVE RESPONSE 1 ■ 351For example, the system can be used to calculate doses (automation) or decision sup-
port to warn a nurse if a prescribed dose is out of range based on age and/ or weight.
For connectivity, a device interface from a vital sign monitor to clinical documentation
eliminates transcription errors, provides real time display of vital signs, and can alert
clinicians when abnormal trends occur. The doctoral APN can determine what data are
needed in a report or a dashboard to facilitate recognition and prioritization of issues
by organizational units or by patient population. The doctoral APN does not need to
be a programmer but needs to understand what the electronic health record can do
for the practicing nurse, nurse managers, other members of the care delivery team, the
C- suite, and consumers— and many times, just as important, what technology cannot
do. By working collaboratively with the information system team, the doctoral APN
can continue to discover the most effective technology strategy to meet patient care and
organizational needs.
I definitely support the authors’ emphasis on library search skills as critical to sup-
port lifelong learning and information mastery. I also agree with authors that mobile
technology is valuable and here to stay. I concur that current implementation challenges
relate to balancing advantage of convenience with disadvantages of lack of interoper-
ability and data security risks.
There is a lot of material to be covered in the informatics arena. The authors have
provided an extensive informative review of the technology tools available to the DNP
student and doctoral APN and have suggested ways in which they can transform care.
This review serves as an excellent foundation for further discussion and development of
the informatics competencies of the doctoral APN. All levels of nursing practice require
informatics competencies; the doctoral APN requires the most!
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