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At least 217 records · Page 12Linked to original sources
PubMed1989

Addressing challenges in nursing informatics instruction.

Objectives for the interactive experiences include exposure to a wide variety of computer applications; in-depth experience with at least one application; overcoming computer fear; appreciating the rigid, logical flow of computerized problem-solving; and appreciating the benefits and limitations of computer applications for a variety of purposes. Ultimately, a major purpose of transferring informatics content is related to stimulating students' imagination with respect to the computer's ability to aid their professional endeavors. Robinson (1984) describes the imagination factor: "I think the total potential of computers is only limited by our imagination. It's like giving an artist a palette that has an infinite number of colors, some of them invisible to the naked eye. . . It is a tool for the realization of ideas." Students who have been exposed to the benefits of major categories of computer applications can appreciate computer capabilities with respect to exploring scientific and nursing phenomena, and building databases to store and access information (Newbern, 1985). These students should have enough theoretical and experimental knowledge of computers to become actively involved in making creative, informed decisions about how computers will be applied to nursing in their professional setting. Hardin and Skiba (1982) noted a gap between the powerful information processing capabilities of the computer and its relatively limited use by nursing--a gap which still exists today. Students who have participated in an idea generation course on computer applications can help to bridge this gap, helping nursing to take full advantage of the computer-saturated environments of the future.

Computer User Training↗
PubMed2001

Health informatics and oncology nursing.

OBJECTIVES: To provide an overview of the essential role of health and nursing informatics in meeting the 21st century call to provide state-of-the-art oncology care. DATA SOURCES: Published articles, research studies, and documents relating to informatics. CONCLUSIONS: Health and nursing informatics encompass the pivotal roles of data and information; identifying and documenting essential data using nursing vocabularies; ensuring adequate computer-based patient record systems; accessing and building knowledge; using telecommunications to support care delivery; empowering the consumer through health informatics; transforming education; and enhancing decision making in oncology nursing through national research agendas. IMPLICATIONS FOR NURSING PRACTICE: The information age calls us to explore digital and information technologies as extensions of human capacity. Oncology nursing practice is especially positioned to contribute to the health of our population.

Forecasting↗
PubMed1998

Preparing for the third millennium: the views of life informatics.

The chief aspects of this paper are the condition of the birth of life informatics and its tasks, basic concepts, principles, and structure. There are three phases of combining informatics with medicine: product, technological, and theoretic application of which the goals are respectively the informatization of numerical and word processing, data of medical treatment, and the knowledge of medicine. While reached the third phase we have dealt with two types of biological information, physical and nonphysical, i.e., body information (i.e., the information about body's components and structure), and life information (i.e., the information about life codes and life programs). Life informatics is a main branch of bioinformatics. It is a new member of the medical informatics family, and as such is younger than health informatics, nursing informatics, and dental informatics. It's task is to assist biologists and medical doctors to recognize and interfere the human life information procedure just as they are doing well with human body's matter and energy system. Its basic concepts are life information, life information medicine, and life information therapy. Its most important principles are information materialism, general informatics, and information determinism. Its main branches are biomolecule, cellular, organic, individual, and social informatics. In the third millennium, the life informatics will be a leading discipline in biology, medicine and informatics, which will gradually influence modern philosophy and other humanities.

Biology↗
PubMed2002

Informatics competencies for nurse managers and their staffs.

Nurses have always dealt with data, information, and knowledge. Therefore, as automated information systems become increasingly important in health care, all nurses should have core competencies in computer skills and data and information management. These competencies differ according to the skill level of the nurse, from a beginning nurse to nursing manager, and on to those who specialize in nursing informatics.

Computer User Training↗
PubMed1992

On the essential integration of nursing and informatics.

This paper asserts that nursing knowledge is fundamentally inseparable from the strategies and structures that represent it. Nursing informatics comprises a new disciplinary focus that results from a blend of nursing and informatics. The technologies of informatics, communications, computer science, decision science, human information processing, and knowledge engineering, provide critical care nurses with the support necessary for contemporary nursing practice. Informatics technologies enable nurses to communicate, process knowledge in new and more efficient ways, and better understand the nature of nursing thinking.

Humans↗
PubMed1998

Setting a national informatics agenda for nursing education and practice to prepare nurses to develop and use information technology.

Efforts to build a telecommunications infrastructure that will link people nationally and internationally includes a focus on health care. A telecommunications infrastructure will add value to providers and consumers of health care only if they are able to use it to access and share information. Nurses often have information technology available to them, but are inadequately prepared to use it. Under the direction of the National Advisory Council for Nursing Education and Practice (NACNEP), the Division of Nursing convened a panel of experts in nursing informatics to recommend an informatics agenda. Using a nominal group technique the informatics experts identified informatics needs and recommended initiatives that would better prepare nurses to use and develop information technology. Their recommendations were reviewed by NACNEP resulting in a national informatics agenda for nursing education and practice.

Computer User Training↗
PubMed2001

Informatics competencies for nurses at four levels of practice.

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 of a team of NI experts toward development of a valid and reliable set of NI competencies. Previous work primarily has focused on computer-related skills, rather than examining a broad definition of informatics competencies. For this current work, NI competencies encompass all skills, not only computer-related skills, as well as knowledge and attitudes needed by nurses. The first two authors created a database of NI competencies from the existing literature. A larger panel of NI experts then affirmed, modified, added, or deleted competencies from this database. Competencies were placed into four distinct skill levels. Definitions of each skill level and an initial master list of competencies are provided.

Computer Literacy↗
PubMed2003

Informatics competencies for nurse practitioners.

Informatics knowledge and skills are essential if clinicians are to master the large volume of information generated in healthcare today. Thus, it is vital that informatics competencies be defined for nursing and incorporated into both curricula and practice. Staggers, Gassert, and Curran have defined informatics competencies for four general levels of nursing practice. However, informatics competencies by role (eg, those specific for advanced practice nursing) have not been defined and validated. This article presents an initial proposed list of informatics competencies essential for nurse practitioner education and practice. To this list, derived from the work of Staggers et al., 1 has been added informatics competencies related to evidence-based practice. Two nurse informaticists and six nurse practitioners, who are program directors, were involved in the development of the proposed competencies. The next step will be to validate these competencies via research.

Clinical Competence↗
PubMed1995

Integrating informatics into the graduate community health nursing curriculum.

Advanced practice of community health nursing is enhanced if the nurse is able to identify, create, and use databases to support nursing assessments of communities and to manage and evaluate community health programs. The College of Nursing, Rutgers, The State University of New Jersey, has revised its curriculum for community health nursing graduate students to include a strong focus on nursing informatics. This paper summarizes the integration of theoretical content and practice exercises into a pre-course workshop and four-course sequence. A focal point of this effort has been the "Healthy People 2000 Nursing Informatics Project," in which students develop an automated community-assessment tool and database related to the Year 2000 objectives. The use of this database and related national, state, and local databases to document community needs is emphasized. Students also evaluate nursing information systems and use information technologies to design and evaluate community health grant proposals. Curriculum development, evaluation, and modification are detailed in relation to student learning needs, faculty preparation, and equipment and consultation requirements.

Community Health Nursing↗
PubMed2006

Long distance education for croatian nurses with open source software.

Croatian Nursing Informatics Association (CNIA) has been established as result of continuing work on promoting nursing informatics in Croatia. Main goals of CNIA are promoting nursing informatics and education of nurses about nursing informatics and using information technology in nursing process. CNIA in start of work is developed three courses from nursing informatics all designed with support of long distance education with open source software. Courses are: A - 'From Data to Wisdom', B - 'Introduction to Nursing Informatics' and C - 'Nursing Informatics I'. Courses A and B are obligatory for C course. Technology used to implement these online courses is based on the open source Learning Management System (LMS), Claroline, free online collaborative learning platform. Courses are divided in two modules/days. First module/day participants have classical approach to education and second day with E-learning from home. These courses represent first courses from nursing informatics' and first long distance education for nurses also.

Croatia↗
PubMed1996

How nurses can make informatics work for them.

Nursing is one of the oldest clinical professions; however, it is not enough for today's nurses to be skilled in caring for the sick. They must also become efficient managers of their institution's resources. Emerging and ever-changing computer technology offers many tools that can help nurse managers plan, control, and evaluate the areas they control. This article discusses some the tools that nurses can use to make their jobs both easier and more effective.

Decision Support Techniques↗