tiger debate

This paper is a debate. I am writing the opening statement and 1 argument. My group is the CON group I will attach the instructions and rubric. I am just writing one con argument

Read the following information about the TIGER (Informatics/HC literacy/information technology) Initiative:

The purpose of this peer-reviewed assignment is to debate the importance of the competencies outlined in the TIGER Report relative to the competencies of your chosen specialty area. Each of you has been randomly assigned to either the “pro-group” or the “con-group.” The “pro-group” argues that TIGER Competencies are equally – and critically – important while the “con-group” argues that special competencies are more important and the TIGER competencies should only be considered for those in nursing informatics.

Click on the People tab on the left to access your group. As a group, you are to work on three items:

  • opening statement
  • 3 arguments with authoritative sources, and
  • closing argument

Group assignments are different from last week. Use this group discussion board only to collaborate with your group. You must post your opening statement and 3 arguments to the Week 6 Discussion Board (below) no later than Wednesday at midnight. Carefully consider how to best present your arguments. Will you just post a written statement? Use PowerPoint slides? Record a video? Use your technology skills to the best advantage!

Then, after careful viewing and/or reading of the opposing viewpoints and online discussion with the opposing team, each group will discuss and revise their closing arguments. The closing statement for each group should be posted to the Week 6 Discussion board no later than Saturday at midnight. Again, consider which technology format might best showcase your arguments.

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TIGER Debate

The TIGER initiative was established to ensure that the quality of service offered by nurses is improved through the competence, safety, and compassion expressed by the patients (Shaw et al., 2017). Through the initiative, the nurses’ preparedness to use technology in their practice is investigated so that their areas of weakness can be addressed and the best outcomes produced in the long run (Shaw et al., 2017). While this initiative has a good intention, some situations require special competencies since some emergencies require skills, experience, and competencies instead of the competencies promoted by the TIGER initiative. This being the case, the TIGER initiative should only be promoted for professionals involved in health informatics, given that special competencies play a bigger role in saving patients’ lives in emergencies.

One of the reasons why special competencies are more important than the skills promoted by the TIGER initiative is because special competencies ensure that different personnel is equipped with the right skills to ensure optimal performance outcomes (Brown 2017). Through special competencies, it will be possible to align the individual performances posted by the personnel with the overall organizational goals (Brown 2017). Special competencies recognize the need for specialization in the workforce, whereby different personnel is equipped with the necessary skills, personalities, attitudes, and knowledge, hence improving the outcomes of the different roles that they play within the organization (Park, 2018). special competencies are therefore more task-specific than the competencies suggested in the TIGER initiative since the TIGER initiative does not consider the possibility of some workers needing fewer skills in telehealth and more skills in other important areas that will improve the experiences of the patients that they handle (Park, 2018). For example, some nurses require bedside manners more than competence in technology since they handle patients, which is less demanding of the competencies suggested by the TIGER initiative and more dependent on special competencies.


Brown, C. L. (2017). Linking public health nursing competencies and service‐learning in a global setting. Public Health Nursing34(5), 485-492.

Park, S. J., & Ji, E. S. (2018). A structural model on the nursing competencies of nursing simulation learners. Journal of Korean Academy of Nursing48(5), 588-600.

Shaw, T., Sensmeier, J., & Anderson, C. (2017). The evolution of the TIGER initiative. CIN: Computers, Informatics, Nursing35(6), 278-280.

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