BIG DATA RISKS AND REWARDS

When you wake in the morning, you may reach for your cell phone to reply to a few text or email messages that you missed overnight. On your drive to work, you may stop to refuel your car. Upon your arrival, you might swipe a key card at the door to gain entrance to the facility. And before finally reaching your workstation, you may stop by the cafeteria to purchase a coffee.

From the moment you wake, you are in fact a data-generation machine. Each use of your phone, every transaction you make using a debit or credit card, even your entrance to your place of work, creates data. It begs the question: How much data do you generate each day? Many studies have been conducted on this, and the numbers are staggering: Estimates suggest that nearly 1 million bytes of data are generated every second for every person on earth.

As the volume of data increases, information professionals have looked for ways to use big datalarge, complex sets of data that require specialized approaches to use effectively. Big data has the potential for significant rewardsand significant risksto healthcare. In this Discussion, you will consider these risks and rewards.

To Prepare:

  • Review the Resources and reflect on the web article Big Data Means Big Potential, Challenges for Nurse Execs.
  • Reflect on your own experience with complex health information access and management and consider potential challenges and risks you may have experienced or observed.

    Post a description of at least one potential benefit of using big data as part of a clinical system and explain why. Then, describe at least one potential challenge or risk of using big data as part of a clinical system and explain why. Propose at least one strategy you have experienced, observed, or researched that may effectively mitigate the challenges or risks of using big data you described. Be specific and provide examples.
    Reading resources

  • McGonigle, D., & Mastrian, K. G. (2022). Nursing informatics and the foundation of knowledge (5th ed.). Jones & Bartlett Learning.
    • Chapter 22, Data Mining as a Research Tool (pp. 537-558)
    • Chapter 24, Bioinformatics, Biomedical Informatics, and Computational Biology (pp. 581-588)
  • Glassman, K. S. (2017). . American Nurse Today, 12(11), 4547. Retrieved from
  • Thew, J. (2016, April 19). . Retrieved from
  • Wang, Y., Kung, L., & Byrd, T. A. (2018). . Technological Forecasting and Social Change, 126(1), 313.
    NURS_5051_Module03_Week05_Discussion_Rubric
    Criteria Ratings Pts
    This criterion is linked to a Learning OutcomeMain Posting
    50 to >44.0 ptsExcellentAnswers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. … Supported by at least three current, credible sources. … Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. 44 to >39.0 ptsGoodResponds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. … At least 75% of post has exceptional depth and breadth. … Supported by at least three credible sources. … Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. 39 to >34.0 ptsFairResponds to some of the discussion question(s). … One or two criteria are not addressed or are superficially addressed. … Is somewhat lacking reflection and critical analysis and synthesis. … Somewhat represents knowledge gained from the course readings for the module. … Post is cited with two credible sources. … Written somewhat concisely; may contain more than two spelling or grammatical errors. … Contains some APA formatting errors. 34 to >0 ptsPoorDoes not respond to the discussion question(s) adequately. … Lacks depth or superficially addresses criteria. … Lacks reflection and critical analysis and synthesis. … Does not represent knowledge gained from the course readings for the module. … Contains only one or no credible sources. … Not written clearly or concisely. … Contains more than two spelling or grammatical errors. … Does not adhere to current APA manual writing rules and style.
    50 pts
    This criterion is linked to a Learning OutcomeMain Post: Timeliness
    10 to >0.0 ptsExcellentPosts main post by day 3. 0 ptsPoorDoes not post by day 3.
    10 pts
    This criterion is linked to a Learning OutcomeFirst Response
    18 to >16.0 ptsExcellentResponse exhibits synthesis, critical thinking, and application to practice settings. … Responds fully to questions posed by faculty. … Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. … Demonstrates synthesis and understanding of learning objectives. … Communication is professional and respectful to colleagues. … Responses to faculty questions are fully answered, if posed. … Response is effectively written in standard, edited English. 16 to >14.0 ptsGoodResponse exhibits critical thinking and application to practice settings. … Communication is professional and respectful to colleagues. … Responses to faculty questions are answered, if posed. … Provides clear, concise opinions and ideas that are supported by two or more credible sources. … Response is effectively written in standard, edited English. 14 to >12.0 ptsFairResponse is on topic and may have some depth. … Responses posted in the discussion may lack effective professional communication. … Responses to faculty questions are somewhat answered, if posed. … Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. 12 to >0 ptsPoorResponse may not be on topic and lacks depth. … Responses posted in the discussion lack effective professional communication. … Responses to faculty questions are missing. … No credible sources are cited.
    18 pts
    This criterion is linked to a Learning OutcomeSecond Response
    17 to >15.0 ptsExcellentResponse exhibits synthesis, critical thinking, and application to practice settings. … Responds fully to questions posed by faculty. … Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. … Demonstrates synthesis and understanding of learning objectives. … Communication is professional and respectful to colleagues. … Responses to faculty questions are fully answered, if posed. … Response is effectively written in standard, edited English. 15 to >13.0 ptsGoodResponse exhibits critical thinking and application to practice settings. … Communication is professional and respectful to colleagues. … Responses to faculty questions are answered, if posed. … Provides clear, concise opinions and ideas that are supported by two or more credible sources. … Response is effectively written in standard, edited English. 13 to >11.0 ptsFairResponse is on topic and may have some depth. … Responses posted in the discussion may lack effective professional communication. … Responses to faculty questions are somewhat answered, if posed. … Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. 11 to >0 ptsPoorResponse may not be on topic and lacks depth. … Responses posted in the discussion lack effective professional communication. … Responses to faculty questions are missing. … No credible sources are cited.
    17 pts
    This criterion is linked to a Learning OutcomeParticipation
    5 to >0.0 ptsExcellentMeets requirements for participation by posting on three different days. 0 ptsPoorDoes not meet requirements for participation by posting on 3 different days.
    5 pts
    Total Points: 100