[Nursing and informatics. The prospects and implications].
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Education, Nursing↗
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Description and initial applications of the Staggers & Parks Nurse-Computer Interaction Framework.
The authors developed a nurse-computer interaction framework by integrating concepts from human-computer interaction, nursing informatics, and developmental psychology. In this framework, nurses and computers interact in a system of mutual influences, with information being the medium of exchange between them. Nurse behaviors and computer interface actions occur according to their respective characteristics. In turn, the nurse-computer dyad is embedded within a nursing context and moves along a nursing informatics developmental trajectory. A sample of findings from empirical studies is placed in the framework, and framework uses are described.
Computer Simulation↗
Computer mediated learning experiences spanning the globe: a pilot study between schools of nursing in the United States and the Netherlands.
The use of telecommunications in health care, education, and our daily lives has become a popular topic in both the professional and lay literature. The promise of the "Information Superhighway" and the expanded use of the Internet by other professionals have precipitated the examination of computer mediated communication as an instructional tool that transcends geographic boundaries and time barriers. This paper will discuss the development and implementation of a pilot project to foster collaborative learning experiences for nursing students between two schools of nursing in two different countries. The pilot is framed within the context of a Global Collaborative Learning Project in Nursing Informatics. A pilot project was initiated between the Schools of Nursing at the University of Colorado Health Sciences Center and the Hogeschool Holland during the 1994-95 academic year. Each school taught a nursing informatics course and assignments were designed to allow students from each school to participate in a collaborative learning experience. The presentation will highlight the outcomes of this pilot project and project future plans.
Colorado↗
Developing Online Communities with LAMP (Linux, Apache, MySQL, PHP) - the IMIA OSNI and CHIRAD Experiences.
Many health informatics organisations do not seem to use, on a practical basis, for the benefit of their activities and interaction with their members, the very technologies that they often promote for use within healthcare environments. In particular, many organisations seem to be slow to take up the benefits of interactive web technologies. This paper presents an introduction to some of the many free/libre and open source (FLOSS) applications currently available and using the LAMP - Linux, Apache, MySQL, PHP architecture - as a way of cheaply deploying reliable, scalable, and secure web applications. The experience of moving to applications using LAMP architecture, in particular that of the Open Source Nursing Informatics (OSNI) Working Group of the Special Interest Group in Nursing Informatics of the International Medical Informatics Association (IMIA-NI), in using PostNuke, a FLOSS Content Management System (CMS) illustrates many of the benefits of such applications. The experiences of the authors in installing and maintaining a large number of websites using FLOSS CMS to develop dynamic, interactive websites that facilitate real engagement with the members of IMIA-NI OSNI, the IMIA Open Source Working Group, and the Centre for Health Informatics Research and Development (CHIRAD), as well as other organisations, is used as the basis for discussing the potential benefits that could be realised by others within the health informatics community.
Humans↗
A model of interprofessional informatics education.
An emphasis on patient safety and an administrative mandate to have information systems in place in most health care agencies in the USA by 2014 has put pressure on nursing informatics programs to increase the number of graduates. At the same time a need for change in health professions education was emphasized at an educational summit sponsored by the Institute of Medicine. Interprofessional education (IPE) will help to provide needed educational reform in informatics and is defined as planned occasions when two or more professions learn from each other and about each other in a structured manner. This paper discusses an evolving interprofessional (IPE) model of informatics education that has been developed at the University of Utah. Because of interprofessional collaboration, faculty, students, and support staff from both the medical and nursing informatics programs moved into a suite on the fifth floor of a state-of-art technology-rich health sciences education building. The co-located space has enabled the informatics programs to increase activities that promote interprofessional education.
Humans↗
Nursing and informatics: implications for critical care practice.
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Critical Care↗
Promoting patient safety through informatics-based nursing education.
The Institute of Medicine (IOM) Committee on Quality of Health Care in America identified the critical role of information technology in designing safe and effective health care. In addition to technical aspects such as regional or national health information infrastructures, to achieve this goal, healthcare professionals must receive the requisite training during basic and advanced educational programs. In this article, we describe a two-pronged strategy to promote patient safety through an informatics-based approach to nursing education at the Columbia University School of Nursing: (1) use of a personal digital assistant (PDA) to document clinical encounters and to retrieve patient safety-related information at the point of care, and (2) enhancement of informatics competencies of students and faculty. These approaches may be useful to others wishing to promote patient safety through using informatics methods and technologies in healthcare curricula.
Curriculum↗
Commentary--nursing and the informatics revolution.
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Informatics↗
CNS role: an experience in retitling and role clarification.
A LITERATURE REVIEW and survey were undertaken to identify the appropriate titling for individuals in clinical nursing and other advanced practice roles, to establish components in each role, and to determine the educational level necessary for each role. Based upon review and survey results, a CNS task force at the University of Iowa Hospitals and Clinics proposed a change in the titles of nurses in advanced practice at their institution to reflect the American Nurses' Association's definition of advanced practice nursing and recommended graduate level education for these advanced positions. Five specific titles and primary role components were identified: advanced registered nurse practitioners. CNS, education nurse specialist, research nurse specialist, and informatics nurse specialist. Retitling aided in clearly identifying major responsibilities of the position, clarifying role expectations, and creating evaluation tools.
Education, Nursing, Graduate↗
Proceedings and abstracts of NANDA, NIC, NOC 2002: Developing, linking, and integrating nursing language and informatics. April 10-13, 2002. Chicago, Illinois, USA.
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Medical Informatics↗
Empowering nurses--improving care nurses' response to the new Health Services Reform Programme in Ireland.
The Health Service Reform Programme in Ireland will be the biggest change ever seen in the health service. This programme will be dependent on information structures that provide appropriate and timely information. The Nursing Informatics Project Team in the Mater Misericordiae University Hospital, Dublin is in the process of implementing an Integrated Nursing Information System, which will facilitate participation in the new reforms.
Decision Support Systems, Clinical↗
Building a personal health record from nursing perspective.
A complex set of needs-the increased accessibility to and interest in health information, more respected patients' rights, advanced information technologies, and pressure to seek a cost-effective healthcare delivery-introduced the Personal Health Record (PHR). Nursing care, as essential to healthcare, must be represented in a PHR, but few studies have explored the nurses' role in the development and expansion of the PHR. Our 'IOWA PERSONAL HEALTH RECORD (IowaPHR)' would be a pioneer to demonstrate how nursing can be integrated in the PHR. IowaPHR is attributed with these innovations: (1) information that embraces main community health concerns; (2) transformation of a standardized nursing language into questions adjusted for consumer vocabulary level; and (3) a user-friendly interface equipped with trending of health conditions and a diary function. The usability of this PHR is validated by experts in terms of content, ease of navigation, time needed to complete tasks, ability to find desired information, and site presentation. This work will provide a way for nursing informatics to make a difference in health informatics.
Humans↗
Empowering nurses--Improving care with an Integrated Nursing Information System (INIS).
The nursing informatics project team within the Information Management Services Department of the Mater Misericordiae University Hospital, Dublin, Ireland is currently developing and implementing an Integrated Nursing Information System (INIS) in accordance with an "Information and Workflow Model" drawn up by the team in 1998. The three components of the INIS will be defined and progress in the hospital to date will be demonstrated. INIS will become part of the overall electronic patient record.
Humans↗
Health and medical informatics education for nurses and health service managers.
Health and Medical informatics is a discipline encompassing and combining aspects of all health, medical and informatics disciplines. Consequently, the topics to be covered in any educational program can vary considerably both in depth and breadth. Given that such programs need to meet the needs of a very diverse health professional workforce, educators need to develop curricula to suit specific target groups although common topic areas need to be included. This paper presents the state of play regarding nursing informatics education. It discusses informatics education for health service managers primarily in Australia through the use of a case study and compares these with some other similar programs. It then explores some of the issues encountered which are seen as impediments to the progression of health and medical informatics education, the most significant of which is traditional University organisational structures which do not readily facilitate multidisciplinary educational programs.
Accreditation↗
Evaluation of an educational intervention to increase cultural competence among registered nurses.
The purpose of this two group intervention study (N = 94) was to determine if RNs who participated in "culture school" improved levels of cultural competence to a greater extent than RNs who attended nursing informatics classes. The Giger and Davidhizar Transcultural Assessment Model/Theory (GDTAMT) was the study's theoretical foundation (Giger & Davidhizar, 1995). A sample of 94 participants, was identified from a randomized group of all Jefferson County, Alabama RNs. Randomly assigned participants (stratified by race) experienced 8.5 hours of either culture school or nursing informatics classes and completed survey tools in three phases (pre-intervention, immediate post intervention, three week follow-up). The Cultural Self-Efficacy Scale (CSES) by Bernal and Froman (1987), knowledge base questions by Rooda (1990), and demographic profiles were used. Concepts empirically measured using these tools were analyzed by transcultural nursing experts for their congruence with GDTAMT. Using repeated measures analyses of convariance (race), significant differences between groups for both scales were found. Culture school participants demonstrated significantly more cultural self-efficacy and cultural knowledge, and these improvements remained during phase three. Further research is recommended to allow for greater generalizability of findings, an examination of client perceptions, and actual nurse behaviors.
Adult↗
An innovative approach to educating nurse informaticians.
The need for nurses with expertise in technology and information systems is expected to increase. This article describes a collaboration between a university's school of nursing and school of computer science and information to prepare nurses who wish to become nurse informaticians. The specifics of the master's-level Collaborative Nursing Informatics Program are discussed, classroom and clinical experiences are described, and evaluation processes are summarized.
Clinical Competence↗
Evaluating graduate and undergraduate nursing students' computer skills to determine the need to continue teaching computer literacy.
1. INTRODUCTION. This descriptive study examined undergraduate and graduate nursing students' perceptions of their computer literacy skills to determine whether faculty should continue teaching basic computing skills in nursing programs. As in Bryson's study [1] the computer literate nurse is one who understands the concepts of hardware, software, and operating systems; who is able ot use the computer to learn; and who is able ot use such applications as word-processing, spreadsheets, and databases. Zeimer [2] predicted that by 1994 students entering nursing schools would be prepared to use computers and that further teaching of computer skills would not be needed. Some faculty, however, have felt that students are not entering nursing programs prepared to use computers. 2. TOOLS. A Level of Computer Experience (LCE) tool was developed to measure the computer literacy skills of students entering the first of three Masters' level nursing informatics courses over a six-year period. The instrument's 25 items determined experience with: operating systems, hardware, learning tools, applications, and information systems (IS) life cycle (design, selection, implementation, evaluation and project management). The instrument was modified for undergraduate students; this eliminated the items relating to the IS life cycle since these items reflect advanced skills. The resulting instrument was composed of the first 16 items of the original Level of Computer Experience tool. For each item, a four pint Likert scale allowed respondents to choose from the words "none," "some," "moderate," and "extensive" to describe their level of experience. For scoring purposes each word was assigned a numerical value as follows: none = 1, some = 2, moderate = 3, and extensive =4. 3. DATA. The LCE was administered to 65 sophomore nursing students and 74 graduate nursing informatics students. Undergraduate scored 4 items (use of microcomputer, use of IBM type computer, keyboard skills and use of WordPerfect). This score was above the 2 or 'some' experience level. Mean scores for all other items ranged between 1 and 2. Graduate informatics students also had higher mean scores for the 4 items. No mean scores reached the 'moderate' level for either group. One-way analysis of variances showed significant differences between the undergraduate and graduate students on the item concerning use of statistical packages. 4. CONCLUSIONS. In this population, both graduate and undergraduate nursing students continue to possess low levels of computer literacy skills. Since many students come into nursing programs without the capability of using information technology in practice, schools need to continue providing a way for students to obtain computer literacy skills.
Baltimore↗