Editors
Jennifer Vanderlaan, PhD
Document Type
Abstract
Publication Date
3-5-2024
First page number:
1
Last page number:
42
Abstract
The Data, Information, Knowledge, Wisdom (DIKW) Framework is a foundational model in nursing informatics that helps conceptualize how raw data is transformed into meaningful clinical decision-making. At its core, the framework describes four hierarchical levels: data (raw, unprocessed facts), information (organized and contextualized data), knowledge (synthesized information based on experience and evidence), and wisdom (the ability to apply knowledge in practice to achieve the best patient outcomes). In nursing, this framework is particularly valuable because it mirrors the cognitive processes nurses use to assess, interpret, and act on patient information in real-time clinical settings.
Developing critical thinking is a challenge for student nurses as they must learn to move beyond task-based thinking to recognizing patterns, making connections, and anticipating patient needs. Nurses work most closely with patients, continuously gathering and interpreting data from direct interactions. Nurses are at the bedside observing trends over time, integrating subjective cues, and responding dynamically to evolving patient needs. Novice nurses often struggle with information overload, unsure of which data points are most relevant or how to prioritize competing demands in a fast-paced clinical environment. By using the DIKW framework, students gain a structured way to organize and process clinical information, helping them make sense of complex patient cases. This approach bridges the gap between classroom knowledge and real-world application, guiding students toward independent, confident clinical reasoning that leads to better patient care and outcomes.
Using the DIKW framework to explain clinical decisions enhances student nurse clinical reasoning skills by helping them recognize how seemingly isolated data points contribute to a larger clinical picture. For example, a student may document a blood pressure reading of 88/50 mmHg (data). When combined with the patient’s dizziness and recent medication changes, the data become information that suggests hypotension. Drawing on knowledge of pharmacology and fluid balance, the student understands that the patient's antihypertensive medication may need adjustment. Finally, wisdom is demonstrated when the student collaborates with the healthcare team to adjust the care plan, ensuring patient safety. By following this structured thinking process, students develop the ability to critically evaluate patient information rather than relying on memorization or intuition alone.
We hope these reflections on clinical judgement, written by experienced nurses in the masters of nursing program at UNLV, helps student nurses learn to integrate research findings, clinical guidelines, and team-based communication into their decision-making. This approach not only strengthens their ability to navigate complex patient cases but also builds confidence in their clinical judgment. By guiding students through this structured framework, nurse educators equip them with the tools to think like a nurse, ensuring they become competent, reflective, and effective practitioners.
Controlled Subject
Nursing informatics; Nursing--Study and teaching; Clinical medicine--Decision making
Disciplines
Nursing
File Format
File Size
714 KB
Language
English
Rights
IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/
Repository Citation
Bae, J. H.,
Batin, L.,
Borsuk-Pollard, M.,
Christian, J.,
Cook, J.,
Lainier Cruz, A.,
De La Cruz, E.,
Del-moral, K.,
Edran, N.,
Flores, N. L.,
Gallagher, E.,
Gamboa, M.,
Garcia, C.,
Gornet, A.,
Grewal, J.,
Hansen, C.,
Jadhav, T.,
Johnson, D.,
Martinez, D.,
Martinez, J.,
Morgan-Lange, E.,
Neff, M.,
Ng, S.,
Nguyen, E.,
Ochoa, T.,
Peters, K.,
Poe, D.,
Quiamzon, A.,
Reyes, A.,
Staleva, V.,
Stringfield, A.,
Tennies, C.,
Torio, C.,
Trevino, C.,
Tuvida, Z.,
Vu, T.,
Wilson, N.
(2024).
Beyond the Chart: Reflections on Transforming Data into Patient-Centered Care. In Jennifer Vanderlaan, PhD,
1-42.
Available at:
https://digitalscholarship.unlv.edu/nurs_711/1
