Curricula Challenges and Informatics Competencies for Nurse Educators (original) (raw)
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Nursing Informatics: Competency Challenges for Nursing Faculty
Studies in health technology and informatics, 2024
Nursing is the largest workforce in health care with nurses increasingly required to work with digital health technologies. However, despite the adoption of nursing informatics in Australia in the mid-1980s, nursing graduates are not being adequately equipped to use these technologies in a way that benefits the profession and improves patient care. Using a scoping review approach, this paper presents an analysis of contemporary published literature and describes the barriers to faculty engagement with digital health technologies in undergraduate nursing education. Thirty five articles were included and identified faculty lack of understanding of nursing informatics and resistance to technologies, limited infrastructure and expenditure, and limited educational resources and best practice recommendations as significant barriers to the integration of nursing informatics into undergraduate nursing curricula. Recommendations for faculty development will be explored.
Nursing informatics competencies: assessment of undergraduate and graduate nursing students
Journal of Clinical Nursing, 2013
Today in the digital age, we are committed to prepare the future nurse for the information technology-rich workplace, and to help them reducing the "shock reality" upon arriving at the clinical setting. The study aims to promote the knowledge and examine the implications of Information Competencies Technology among undergraduate nurses and to address the current state of informatics competency guidelines and assessment tools. Due to the growing use of technology and shift to electronic health records, informatics competency is becoming a needed skill and requirement in the nursing profession. Studies show that integration of technology in the patient setting improves quality of care and patient safety. To possess competence in nursing informatics, one must possess the ability to obtain, store, retrieve, and communicate data, information, knowledge, and wisdom, which is essential to nursing practice. In order to understand whether nursing students are competent in clinical informatics, a descriptive design was adopted among purposively selected undergraduate and internship nursing students (n=70) to complete self assessment of informatics competency skills SANICS tool and demographics survey to measure student's personal knowledge and understanding of nursing informatics. The tool was sent out to undergraduate and internship nursing graduate students. The results of this study indicate that students whom have taken an informatics course statistically report an overall higher mean competency than students whom have never taken an informatics course (p=.048). Further studies using this tool, or tools like it, can lead to evaluation of the need for informatics courses in nursing curriculum. Nurses must be educated and competent in nursing informatics in order to exhibit safe and effective nursing practice. Possessing a tool that assesses how competent an individual is in nursing informatics ultimately improves outcomes of nursing practice and increases the safety and effectiveness of patient care. In conclusion, the overarching theme of this study is the need for Information Technology to be integrated within the larger body of the nursing learning program, and its implication for educators and students.
Informatics competencies for nurses at four levels of practice
The Journal of nursing …, 2001
Valid and comprehensive nursing informatics (NI) competencies currently are lacking. Meanwhile, nursing leaders are emphasizing the need to include NI in nursing curricula, as well as within the roles of practicing nurses in all settings. This article presents the initial work ...
International Journal of Medical Informatics, 2005
An online survey of deans/directors of 266 baccalaureate and higher nursing programs in the U.S. was developed by informatics expert nurses. Participants (1) identified nursing informatics (NI) competencies and knowledge of undergraduate and/or graduate students in their nursing programs; (2) determined faculty preparedness to teach NI and to use informatics tools; and (3) provided perceptions of NI requirements of local practicing nurses. Frequency data and qualitative responses were analyzed. Approximately half of undergraduate nursing programs were teaching information literacy skills and required students to enter with wordprocessing and email skills. Least visible informatics content at all levels included the use of information system data standards, the Nursing Information and Data Set Evaluation Center criteria, the unified medical language system (UMLS), and the nurse's role in the life cycle of an information system. Almost 50% of respondents perceived faculty as ''novice'' and ''advanced beginners'' in teaching and using NI applications. Participants reported no future plans to offer NI training in their region. Findings have major implications for nurse faculty, staff developers, and program administrators who are planning continuing education opportunities and designing nursing curricula that prepare nurses for use of the electronic health record and 21st century professional practice.
Nursing Informatics Competencies Assessment Level 3 and Level 4 (NICA L3/L4)
Springer eBooks, 2015
Aims and objectives. To report the informatics competencies of students in selected undergraduate and graduate nursing programmes, to examine whether informatics competencies differed between the different programmes and to suggest competency-based applications that will strengthen informatics courses and informatics-related content throughout the curricula. Background. Nursing students in undergraduate and graduate nursing programmes have different educational backgrounds and different practice experience. Thus, their informatics preparation is apt to be varied, and nursing curricula must reflect this variation while advancing students towards informatics proficiency. However, studies on informatics competency assessment in these nursing students are scarce. Design. A descriptive survey design. Methods. Data were collected from 289 nursing students using a 30-item Self-Assessment of Nursing Informatics Competencies Scale via an email sent to students using a LISTSERV mailing list. The email embedded link to the Internet survey package, SurveyMonkey, which included the Self-Assessment of Nursing Informatics Competencies Scale and demographic questions along with an online consent form. Results. Students in both programmes were competent in three subscale areas: basic computer knowledge and skills, clinical informatics attitude, and wireless device skills. Graduate students reported slightly higher mean competency scores than did undergraduate students in three subscales: clinical informatics role, clinical informatics attitude and wireless device skills. Conclusions. Findings indicate specific topics for nurse educators to consider when designing informatics curricula. The comparison of undergraduate and graduate students indicates similarities in informatics competencies in terms of areas where students were competent and small mean score differences. Further studies are suggested to examine whether there are differences in informatics competencies between undergraduate and graduate students. Relevance to clinical practice. These results assist nurse educators in determining specific areas of informatics content that need greater focus and inclusion in the design of better nursing educational programmes. Examples of integrating competencies into existing curriculum or informatics courses are suggested.
Nursing Informatics Education Past, Present, and Future
CIN: Computers, Informatics, Nursing, 2012
(HITECH Act) has put pressure on hospitals and provider organizations to increase the "meaningful use" of health information technology (IT) to improve health outcomes and decrease healthcare costs. In order for that to happen, the healthcare workforce must be prepared to use technology effectively. Several nursing, health services, and national policy organizations have urged BSN programs to review their curricula and increase informatics training, computer competency, information literacy, and information management. This article reviews the policy recommendations for curricular changes, assesses the present state of nursing informatics education, and suggests different Key Points: • Need for changes in nursing informatics education • Recommendations for nursing informatics education • Framework for change management in curricular changes paths for programs to embark on this arduous process. Regardless of the path a BSN program chooses, it must find the resources to train its faculty and administration to make informed curricular decisions. Release time is required for the overburdened BSN faculty to find time to increase their knowledge, skills, and attitudes toward curricular change and informatics education.
Nurse Education Today, 2010
Université de Sherbrooke 3001, 12e Av. Nord, Sherbrooke Québec, Canada J1H 5N4 s u m m a r y Purpose: This article presents the findings of a doctoral study about the internal and external resources required to develop nursing informatics competencies in student nurses. Background: Colleges and universities are responsible for training nursing students, including in the area of nursing informatics. Even though nursing informatics is a specialty recognized by the American Nursing Association , it has received limited attention in Quebec, Canada. Method: A total of 131 college-level nursing students were randomly surveyed with a mail questionnaire designed to describe their perceptions about their internal and external resources in nursing informatics. Results: Nursing students perceive that their internal and external resources necessary to ensure "knowledge to act" in nursing informatics is moderately high. They said they lacked knowledge about using spreadsheet programs, presentation software, and courseware, about data security, and about how to analyze the quality of a health-related Web site and search electronic scientific databases. Conclusion: These results show that, even if nursing students have access to a computer and the Internet at home and even if they feel competent using informatics in nursing, they still lack important resources for developing competencies in nursing informatics. We recommend that faculties and colleges focus on these elements.
Factors Associated With Nurses' Informatics Competency
CIN: Computers, Informatics, Nursing, 2011
With the growing interest in informatics as an infrastructure for improving the quality of care and patient safety, informatics competency has become an essential requirement for nurses to fulfill their professional roles. 1-5 Initially, computer-based information systems were introduced to administrative functions in healthcare organizations. The advances in information and communication technology (ICT) have led to wide applications to clinical practice, including physicians' order-entry systems and electronic medical records (EMRs). As of 2005, physician order-entry systems were present in 97.6% of specialized general hospitals and 84.2% of general hospitals in Korea, and EMRs for inpatients were implemented in 21.4% and 14.5% of these hospitals, respectively. 6 In particular, nurses' informatics competency is considered a major determinant for successful clinical information systems, since nurses occupy the largest part of the healthcare workforce. Informatics is one of the newest disciplines in the field of healthcare worldwide. As such, studies have been conducted to define the informatics competency required for practicing nurses and to suggest educational programs for preparing nurses with such competency. For example, Staggers et al 7 suggested a master list of specific informatics competencies according to nurses' level of practice. McCannon and O'Neal 8 detailed the information technology skills needed at the time of entry into the workforce. McNeil et al 9 described the degree of incorporation of informatics in nursing education programs in the United States. Murphy et al 10 described the efforts to integrate of health informatics into education and training of all clinicians in the United Kingdom. Garde et al 11,12 assessed the needs for health informatics competency among nurses and other health professionals in Australia. Several researchers have reported that the majority of nurses perceived that they lacked informatics competency and basic computer skills. In the study of Garde et al, 11 many nurses responded that their primary role in informatics was to use information technology, and about
Nursing informatics competencies: an analysis of the latest research
Nursing informatics ... : proceedings of the ... International Congress on Nursing Informatics, 2012
To update the published NI competencies with the latest research findings, we conducted a literature search via CINAHL and PubMed databases from 2009 to 2011. A total of 19 articles were retrieved with 7 meeting the inclusion criteria. Five studies gave examples of NI competencies. It's possible to observe trends in NI competencies research field, including contemporary skills, foundational concepts and intellectual capabilities amongst the competencies. The studies consider progressive levels of nursing practice, and give examples of the NI competencies. Nevertheless, a need of studies that links theoretical concepts and practical real environments still remains all over the world, as well as the need for defining competencies as rapid changes in informatics processes and solutions occur.