NETIQUETTE RULES AND GUIDELINES
If someone asks a question and you
Netiquette
-is short for "Internet etiquette."
-is a code of good behavior on the Internet.
-This includes several aspects of the
Internet, such as email, social media, online
chat, web forums, website comments,
multiplayer gaming, and other types of
online communication.
Examples of rules to follow for good
netiquette.
1. Avoid posting inflammatory or offensive
comments online (a.k.a flaming).
2. Respect others' privacy by not sharing
personal information, photos, or videos that
another person may not want published
online.
3. Never spam others by sending large
amounts of unsolicited email.
4. Show good sportsmanship when playing
online games, whether you win or lose.
5. Don't troll people in web forums or
website comments by repeatedly nagging or
annoying them.
6. Stick to the topic when posting in online
forums or when commenting on photos or
videos, such as YouTube or Facebook
Comments.
7. Don't swear or use offensive language.
8. Avoid replying to negative comments with
more negative comments. Instead, break
the cycle with a positive post.
9.
know the answer, offer to help.
10. Thank others who help you online.
10 Netiquette Guidelines Online
Students Need to know
10 Netiquette Guidelines
1. NO YELLING, PLEASE
- There’s a time and a place for
everything—BUT IN MOST SITUATIONS
TYPING IN ALL CAPS IS
INAPPROPRIATE.
Most readers tend to perceive it as shouting
and will have a hard time taking what you
say seriously, no matter how intelligent your
response may be.
- If you have vision issues, there are ways
to adjust how text displays so you can still
see without coming across as angry or
upset.
2. Sarcasm can (and will) backfire
- Sarcasm has been the source of plenty of
misguided arguments online, as it can be
incredibly difficult to understand the
commenter’s intent.
- What may seem like an obvious joke to
you could come across as off-putting or
rude to those who don’t know you
personally.
- As a rule of thumb, it’s best to avoid
sarcasm altogether in an online classroom.
Instead, lean toward being polite and direct
in the way you communicate to avoid these
issues.
3. Don’t abuse the chat box
- Chat boxes are incorporated into many
online classes as a place for students to
share ideas and ask questions related to the
lesson.
- It can be a helpful resource or a major
distraction—it all depends on how well
students know their classroom netiquette.
- “Rather than asking relevant questions or
giving clear answers, students might use
the chat box to ask questions irrelevant to
the discussion, or to talk about an unrelated
topic,”
- The class chat box isn’t an instant
messenger like you’d use with friends.
- Treat it like the learning tool it’s meant to
be, and try not to distract your classmates
with off-topic discussions.
- Use it instead to ask relevant questions
and participate in class when the professor
asks.
4. Attempt to find your own answer
- If you’re confused or stuck on an
assignment, your first instinct may be to
immediately ask your instructor a question.
But before you ask, take the time to try to
figure it out on your own.
- For questions related to class structure,
such as due dates or policies, refer to your
syllabus and course FAQ.
- Attempt to find the answers to any other
questions on your own using a search
engine. If your questions remain
unanswered after a bit of effort, feel free to
bring them up with your instructor.
5. Stop ... grammar time!
- Always make an effort to use proper
punctuation, spelling and grammar. Trying
to decipher a string of misspelled words with
erratic punctuation frustrates the reader and
distracts from the point of your message
6. Set a respectful tone
- Every day may feel like casual Friday in an
online classroom where you don’t see
anyone in person, but a certain level of
formality is still expected in your
communication with instructors.
- it’s good netiquette to use respectful
greetings and signatures, full sentences and
even the same old “please” and “thank you”
you use in real life.
7. Submit files the right way
- You won’t be printing assignments and
handing them to your teacher in person, so
knowing how to properly submit your work
online is key to your success as an online
student.
- Online course instructors often establish
ground rules for file assignment
submissions, like naming conventions that
help them keep things organized or
acceptable file formats.
- Ignoring these instructions is a common
example of bad netiquette.
8. Read first
- Take some time to read through each of
the previous discussion post responses
before writing your own response.
- If the original post asked a specific
question, there’s a good chance someone
has already answered it.
- Submitting an answer that is eerily similar
to a classmate’s indicates to the instructor
that you haven’t paid attention to the
conversation thus far.
- Remember, discussions can move fairly
quickly so it’s important to absorb all of the
information before crafting your reply.
- Building upon a classmate’s thought or
attempting to add something new to the
conversation will show your instructor
you’ve been paying attention.
9. Think before you type
- A passing comment spoken in class can
be forgotten a few minutes later, but what
you share in an online classroom is part of a
permanent digital record.
- Not only is it good practice to be guarded
when it comes to personal information, you
always want to be just as respectful toward
others as you would be if you were sitting in
the same room together.
- Zink says a good rule of thumb to follow is
if you’re comfortable standing up in front of
a classroom and saying your message, then
it’s most likely okay to share.
10. Be kind and professional
- Online communication comes with a level
of anonymity that doesn’t exist when you’re
talking to someone face-to-face.
- Sometimes this leads people to behave
rudely when they disagree with one another.
- Online students probably don’t have the
complete anonymity that comes with using a
screen name, but you could still fall prey to
treating someone poorly because of the
distance between screens.
- Make a point to be kind and respectful in
your comments—even if you disagree with
someone.
SURGICAL SAFETY CHECKLIST
Background
● Surgery has become an integral part
of global health care, with an
estimated 234 million operations
performed yearly.
● Each week in the US wrong-site
surgery occurs over 40 times.
● Foreign objects are left inside the
patient's body 39 times, and these
mistakes and their associated
complications are common and
preventable.
● A surgical safety checklist was
designed to improve team
communication and consistency of
care would reduce complications
and deaths associated with surgery.
Surgical Safety checklist
● In 2008, the World Health
Organization (WHO) published
guidelines identifying multiple
recommended practices to ensure
the safety of surgical patients
worldwide.
● On the basis of these guidelines, a
checklist intended to be globally
applicable and to reduce the rate of
major surgical complications
● The implementation of this checklist
and the associated culture changes
it signified would reduce the rates of
death and major complications after
surgery in diverse settings.
The role of surgical safety checklist
➢ The checklist consists of an oral
confirmation by surgical teams of the
completion of the basic steps for
ensuring:
● safe delivery of anesthesia,
● prophylaxis against infection,
● effective teamwork, and
● other essential practices in surgery.
 ➢ Safe Site Surgery will help the
surgical team to avoid:
● Surgical deaths and errors
● The adverse legal issues
● Surgical infection
● Poor communication among surgical
team members
How the checklist is used.
● It is used at three critical junctures
in care:
1. Before anesthesia is administered,
2. Immediately before incision, and
3. Before the patient is taken out of the
operating room.
● The WHO surgical safety checklist
represent a simple set of surgical
safety operating room standards that
are applicable in all countries and
settings.
● The checklist is not intended to be
comprehensive .
● Additions and modifications to fit
local practices are encouraged.
A set of Safety Checks has been
assembled to reduce the number and
severity of adverse events involving:
★ Surgeons
★ Anesthesiologists
★ Nurses
★ Public health experts
Three elements of the Surgical Safety
Checklist.
•Sign In
•Time Out
•Sign Out
1 . Sign in (Briefing):
Before induction of anesthesia, members
of the team (at least the nurse and an
anesthesia professional) orally confirm that:
•The patient has verified his or her identity,
the surgical site and procedure, and
consent
•The surgical site is marked or site marking
is not applicable
•The pulse oximeter is on the patient and
functioning
•All members of the team are aware of
whether the patient has a known allergy
•The patient’s airway and risk of aspiration
have been evaluated and appropriate
equipment and assistance are available
•If there is a risk of blood loss of at least 500
ml (or 7 ml/kg of body weight, in children),
appropriate access and fluids are available
2 . Time out (Surgical pause):
● Before skin incision, the entire team
(nurses, surgeons, anesthesia
professionals, and any others
participating in the care of the
patient) orally:
● Confirms that all team members
have been introduced by name and
role
● Confirms the patient’s identity,
surgical site, and procedure
● Reviews the anticipated critical
events
● Surgeon reviews critical and
unexpected steps, operative
duration, and anticipated blood loss
● Anesthesia staff review concerns
specific to the patient
● Nursing staff review confirmation of
sterility, equipment availability, and
other concerns
● Confirms that prophylactic antibiotics
have been administered ≤60 min
 before incision is made or that
antibiotics are not indicated
● Confirms that all essential imaging
results for the correct patient are
displayed in the operating room
The Wrong way to do a Time Out
Successful Time Out Process
3. Sign out
● Before the patient leaves the
operating room:
● Nurse reviews items aloud with the
team
● Name of the procedure as recorded
● That the needle, sponge, and
instrument counts are complete (or
not applicable)
● That the specimen (if any) is
correctly labeled, including with the
patient’s name
● Whether there are any issues with
equipment to be addressed
● The surgeon, nurse, and anesthesia
professional review aloud the key
concerns for the recovery and care
of the patient
The WHO checklist format
Some important considerations for the
nurse
● Is the patient fasting (Nil Per Oral –
NPO)?
● When did the patient eat last?
● Is the necessary imaging displayed?
● Are the surgical items that you have
“pulled” what the surgeon needs?
Do you need to check with the
surgeon first?
● Is the patient situated on the table
without unnecessary pressure that
could cause nerve damage? How
long will the procedure take?
● Are all members of the team ready
to start?
Outcomes of the checklist
● Introduction of the WHO Surgical
Safety Checklist into operating
rooms in various hospitals around
the world was associated with
marked improvements in surgical
outcomes.
● Postoperative complication rates fell
by 36% on average, and death rates
fell by a similar amount.
 ● The reduction in the rates of death
and complications suggests that the
checklist program can improve the
safety of surgical patients in diverse
clinical and economic environments.
Conclusions
● A common theme in cases of
wrong-site surgery involves failed
communication between the
surgeon(s), the other members of
the health care team, and the
patient.
● Communication is crucial throughout
the surgical process, particularly
during the preoperative assessment
of the patient and the procedures
used to verify the operative site.
● Effective preoperative patient
assessment includes a review of the
medical record or imaging studies
immediately before starting surgery.
● To facilitate this step, all relevant
information sources, verified by a
predetermined checklist, should be
available in the operating room and
rechecked by the entire surgical
team before the operation begins.
● A briefing is important for
assigning essential roles and
establishing expectations.
● Introduction of each person in the
operating room by name and role,
even if team members are familiar, is
recommended for improved
communication.
● Whenever possible, the patient (or
the patient's designee) should be
involved in the process of identifying
the correct surgical site, both during
the informed consent process and in
the physical act of marking the
intended surgical site in the
preoperative area.
● A formal procedure for final
confirmation of the correct patient
and surgical site (a “time out”) that
requires the participation of all
members of the surgical team may
be helpful.
● Time outs may include not only
verification of the patient and the
surgical site, but also relevant
medical history, allergies,
administration of appropriate
preoperative antibiotics, and deep
vein thrombosis prophylaxis.
● Use of the checklist involved both
changes in systems and changes in
the behavior of individual surgical
teams.
● To implement the checklist, all sites
had to introduce a formal pause in
care during surgery for preoperative
team introductions and briefings and
postoperative debriefings, team
practices that have previously been
shown to be associated with
improved safety processes and
attitudes and with a rate of
complications and death reduced by
as much as 80%.
● The philosophy of ensuring the
correct identity of the patient and site
through preoperative site marking,
oral confirmation in the operating
room, and other measures proved to
be new to most of the study
hospitals.
REMEMBER may affect the application of the
standards at a given time (e.g., during a
❖ EVERY CHECK CAN SAVE LIFE natural disaster).
❖ THIS CHECKLIST IS A ● The standards are subject to
DOCUMENT BUT ALSO A formal, periodic review and
MATERIAL (TOOL) FOR revision.
OPERATING ROOMS, THAT CAN ● The competencies that accompany
HELP US TO BE SAFE FOR OUR each standard may be evidence of
WORK AND SAFE FOR OUR compliance with the corresponding
PATIENTS. standard.
● The list of competencies is not
exhaustive.Whether a particular
UNIT 7 standard or competency applies
depends on the circumstances.
STANDARDS OF NURSING
INFORMATICS PRACTICE Standards of Nursing Informatics
Practice
Standards of Nursing Informatics
Practice According to American Nurses Standard 1. Assessment
Association ● The informatics nurse collects
comprehensive data, information,
➢ Significance of the Standards and emerging evidence pertinent to
the situation.
● The Standards are based on the
Standard of Professional Nursing Competencies
Practice The informatics nurse:
● They are authoritative statements ● Uses evidence-based assessment
of the duties that all registered techniques, instruments, tools, and
nurses, regardless of role, effective communication strategies
population, or specialty, are in collecting pertinent data to define
expected to perform competently. the issue or problem.
● The standards published are utilized ● Uses workflow analyzes to
as evidence of the of care, with the examine current practice, workflow,
understanding that application of the and the potential impact of an
standards is context dependent. informatics solution on that workflow.
● The standards are subject to ● Conducts a needs analysis to
change with the dynamics of the refine the issue or problem when
nursing profession, as new patterns necessary.
of professional practice are ● Involves the healthcare consumer,
developed and accepted by the family, interprofessional team,
nursing profession and the public. and key stakeholders, as
● In addition, specific conditions and appropriate, in relevant data
clinical circumstances collection.
 ● Prioritizes data collection Standard 2. Diagnosis, Problems, and
activities. Issues Identification
● Uses analytical models, algorithms, ● The informatics nurse analyzes
and tools that facilitate assessment. assessment data to identify
diagnoses, problems, issues, and
● One example of an assessment opportunities for improvement.
algorithm is PIECES:
● Competencies
Performance--throughput or response time;
● The informatics nurse:
Information-outputs, inputs, and/or stored ● Derives diagnoses, problems,
data; needs, issues, and opportunities for
improvement based on
Economics-costs versus profits; assessment data.
● Validates the diagnoses, problems,
Control-too little security or control or too needs, issues, and opportunities for
much control or security; improvement with the healthcare
consumer, family, interprofessional
Efficiency-people, machines, or computers team, and key stakeholders when
waste time, and; possible and appropriate.
● Identifies actual or potential risks
Service--inaccurate, inconsistent, to the healthcare consumer’s health
unreliable, hard to learn, difficult to use, and safety, or barriers to health,
inflexible, incompatible, not coordinated with which may include, but are not
other systems (Wetherbe, 1994). limited to, interpersonal,
systematic or environmental
● Synthesizes available data, circumstances.
information, evidence, and ● Uses standardized clinical
knowledge relevant to the situation terminologies, taxonomies, and
to identify patterns and variances. decision support tools, when
● Applies ethical, legal, and privacy available, to identify problems,
regulations and policies for the needs, issues, and opportunities for
collection, maintenance, use, and improvement.
dissemination of data and ● Documents problems, needs,
information. issues, and opportunities for
● Documents relevant data in a improvement in a manner that
retrievable format. facilities the discovery of expected
outcomes and development of a
plan.
Standard 3. Outcome Identification
● The informatics nurse identifies
expected outcomes for a plan
individualized to the healthcare
consumer of the situation.
● Competencies
● The informatics nurse:
● Involves the healthcare consumer,
family, healthcare provider and key
stakeholder in formulating
expected outcome when possible
and appropriate.
● Defines expected outcome in
terms of the healthcare consumer,
health-care worker, and other
stakeholder; their values; ethical;
and environmental, organizational,
or situational considerations
● Formulates expected outcomes
after considering associated risks,
benefits, costs, available, expertise,
evidence-based knowledge, and
environmental factors.
● Develops expected outcomes that
provide direction for project team
members, the healthcare team, and
key stakeholders.
● Includes a time estimate for the
attainment of expected outcomes.
● Modifies expected outcome based
on changes in the status or
evaluation of the situation.
● Documents expected outcomes as
measurable goals.
Standard 4. Planning
● The informatics nurse develops a
plan that describes strategies,
alternatives and
recommendations to attain
expected outcomes.
Competencies
The informatics nurse:
● Develops a customized plan
considering clinical and business
characteristics of the environment
and situation.
● Develops the plan in collaboration
with the healthcare consumer,
family, healthcare team, key,
stakeholders, and others as
appropriate.
● Establishes the plan priorities with
key stakeholders and others as
appropriate.
● Incorporates strategies in the plan
address each of the identified
diagnoses, problems, needs, and
issues.
● Incorporates plan strategies
addressing health and wholeness
across life span.
● Incorporates an implementation
pathway or timeline within the plan
● Considers the clinical, financial,
social and economic impact of the
plan on the stakeholders
● Integrate current scientific
evidence, trends, and research into
the planning process
● Utilizes the plan to provide
direction for the healthcare team
and other stakeholders.
● Integrates current status, rules
and regulations, and standards
within the planning process and
plan.
● Modifies the plan according to the
ongoing assessment of the
healthcare consumer’s response
and other outcome indicators.
 ● Integrates informatics principles
in the design of interprofessional
processes to address identified
situations or issues.
● Documents the plan in a manner
that uses standardized
terminologies and taxonomies.
Standard 5. Implementation
● The informatics nurse implements
the identified plan
● Competencies
● The informatics nurse:
● Partners with healthcare
consumers, healthcare team, and
others, as appropriate, to implement
the plan on time, within the budget,
and within plan requirements.
● Utilizes health information
technology to measure, record, and
retrieve healthcare consumer data,
implement and support the nursing
process, and improve overall
healthcare outcomes.
● Uses specific evidence-based
actions and processes to resolve
diagnoses, problems, or issues to
achieve the defined outcomes.
● Advocates for health care that is
sensitive to the needs of healthcare
consumers, with emphasis on the
need of diverse populations and
use of self-theory
● Applies available healthcare
technologies to maximize access
and optimize outcomes for
healthcare consumers.
● Uses community and organizational
resources systematically to
implement the plan.
● Collaborate with the healthcare team
and other stakeholder from diverse
backgrounds to implement and
integrate the plan
● Accommodates different styles of
communication used by healthcare
consumers, families, healthcare
providers, and others
● Implements the plan using principle
and concepts of enterprise
management, project management
and system change theory
● Promotes the healthcare consumer’s
capacity for the optimal level of
participation and problem-solving.
● Fosters an organizational culture
that support implementation of the
plan
● Incorporates new information and
strategies to initiate change if
desired outcomes are not achieved
● Documents implementation and any
modifications, including changes or
omissions, of the identified plan
Standards of Nursing Informatics
Practice
Standard 5a. Coordination of Activities
- The informatics nurse coordinates
planned activities
Standard 5b. Health Teaching and Health
Promotion
- The informatics nurse employs
informatics solutions and strategies
for education and teaching to
promote health and a safe
environment
Standard 5c. Consultation
- The informatics nurse provides
consultation to influence the
identified plan, enhance the abilities
of others, and effect change.
Standard 6. Evaluation the Code of Ethics for Nurses with
● The informatics nurse evaluates Interpretive Statements to guide
progress toward attainment of practice
outcomes
● Competencies Standard 8. Education
● The informatics nurse: ● Addresses the need for the
● Conducts a systematic, ongoing and informatics nurse to attain
criterion-based evaluation of the knowledge and competence,
outcomes in relation to the structure including the competency associated
and processes prescribed by the with demonstration of a commitment
project plan and indicated timeline. to lifelong learning
● Collaborates with the healthcare
consumer, health care team Standard 9. Evidence-based Practice and
members and other key Research
stakeholders involved in the plan or ● Confirms that the informatics nurse
situation in the evaluation process, integrative evidence and research
● Evaluates in partnership with the key findings into practice
stakeholders, the effectiveness of
the planned strategies in relation to Standard 10. Quality of Practice
attainment of the expected ● Describes the expectation for the
outcomes. informatics nurse’s contribution
● Evaluates the link between related to the quality and
outcomes and evidence- based effectiveness of both nursing and
methods, tools, and guidelines informatics practice.
● Documents the results of the
evaluation. Standard 11. Communication
● Disseminates the results to key ● Explains that the information nurse
stakeholders and others involved, communicates effectively through a
accordance with organizational variety of formats, with several
requirements and federal and state accompanying competencies
regulations delineating specific requisite
● Standards of Professional knowledge, skills, and abilities for
Performance for NursingInformatics demonstrated success in this area.
● The standards of professional
performance express the role Standard 12. Leadership
performance requirements for the ● Promotes that the informatics nurse
informatics nurse and informatics leads in the professional practice
nurse specialist setting, as well as the profession.
Accompanying competencies
Standard 7. Ethics address such skills as mentoring,
● Identifies the informatics nurse problem-solving, and promoting the
practices ethically, with further organization’s vision, goals, and
detailing of associated strategic plan.
competencies, such as the use of
Standard 13. Collaboration
● Encompasses the informatics
nurse’s collaborative efforts with the
healthcare consumer, family, and
others in the conduct of nursing and
informatics practice

Standard 14. Professional Practice

Evaluation
● Identifies that the informatics nurse
conducts evaluation of their own
nursing practice considering
professional practice standard and
guidelines, relevant statutes, rules
and regulations

Standard 15. Resource Utilization

● Addresses that the informatics nurse
uses appropriate resources to plan
and implement safe, effective, and
fiscally responsible informatics and
associated services

Standard 16. Environment Health

● Close out the list of professional
performance standards by
describing that the informatics nurse
supports practice in a safe and
healthy environment.