Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “Nursing Informatics”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 55 records · Page 3Linked to original sources

[Nursing Informatics: state of the art and future of a subspecialty in nursing].

Nursing Informatics is defined as a specialty that combines nursing science, computer science and informatics to capture, process, store and communicate data, information and knowledge from the nursing domain. Therefore, Nursing Informatics is understood as a subspecialty within nursing. In Germany, Switzerland and Austria, Nursing Informatics looks back to more than 10 years of experience in the field. A Nursing Informatics Framework is proposed to represent the scientific and practical work. It goes beyond a mere definition and forms an action space for showing present achievements and the need for future activities. An analysis of the state of the science reveals that applications in patient care, management and education and training are nearly equally covered by Nursing Informatics. However, a deficit in basic research is apparent mainly in formalising and representing nursing knowledge. There is also a lack of system descriptions following the phases of the software-engineering process. In the requirements specification phase for nursing information systems meaningful reporting applications for use in quality assurance, evidence based nursing and management will have to be identified. Systematic software-engineering including scientific evaluations is needed in particular of systems in emerging areas such as case management. However, the activities proposed require a thorough education and training in Nursing Informatics on all levels.

Austria↗

Nursing Informatics in Brazil. A Brazilian experience.

Nursing Informatics in Brazil began around 1985. In 1990, the Nursing Informatics Group at the Federal University of São Paulo (NIEn/UNIFESP) was created. The first task was to prepare students and professors to use computers. Since its creation, members of NIEn/UNIFESP have been working in clinical practice, administration, education, and research areas of Nursing Informatics. Initially, the discipline was introduced in the Doctoral and Master programs. Subsequently, all specialization degrees and undergraduate programs were provided with the discipline as well. In the research area, the author explores the use of computers as a tool to support nursing research as well as the implications of computer resources in nursing practice, administration, and teaching. However, the use of the computer as an instrument to support nurses' activities in taking care of patients still needs investment. The majority of hospital information systems do not attend to the nature of nursing practice.

Brazil↗

Guideposts to the future--an agenda for nursing informatics.

As new directions and priorities emerge in health care, nursing informatics leaders must prepare to guide the profession appropriately. To use an analogy, where a road bends or changes directions, guideposts indicate how drivers can stay on course. The AMIA Nursing Informatics Working Group (NIWG) produced this white paper as the product of a meeting convened: 1) to describe anticipated nationwide changes in demographics, health care quality, and health care informatics; 2) to assess the potential impact of genomic medicine and of new threats to society; 3) to align AMIA NIWG resources with emerging priorities; and 4) to identify guideposts in the form of an agenda to keep the NIWG on course in light of new opportunities. The anticipated societal changes provide opportunities for nursing informatics. Resources described below within the Department of Health and Human Services (HHS) and the National Committee for Health and Vital Statistics (NCVHS) can help to align AMIA NIWG with emerging priorities. The guideposts consist of priority areas for action in informatics, nursing education, and research. Nursing informatics professionals will collaborate as full participants in local, national, and international efforts related to the guideposts in order to make significant contributions that empower patients and providers for safer health care.

Forecasting↗

Two years of German summer school of nursing informatics: Did we reach the goals?

This paper describes a continuous effort to improve the knowledge of nursing informatics among German nurses. The authors have co-operated in the nursing informatics working group of the German Medical Informatics Association GMDS. Besides, one of the authors has been active in the European summer school of nursing informatics (Essoni) for several years. The authors have now established a national counterpart to the Essoni program, the German summer school of nursing informatics. This event in German language is centred around nursing informatics topics. Students may opt for one of the several study tracks to gain insight in topics such as nursing classifications and nursing terminologies, clinical information systems and their implementation or teaching requirements in nursing informatics. They go through a 5-day curriculum consisting of plenary sessions, lectures and opportunities for self learning and self teaching. At the end they demonstrate to the fellow students from the other tracks what they have achieved in their own field of study. The German Summer School is open to interested nurses, nurse executives and nurse teachers. In this paper, we will describe the curriculum, talk about the participants and show results of the questionnaire-based evaluation for the first two events in 1998 and 1999.

Curriculum↗

The roots, values and logic's in nursing informatics.

This paper identifies patterns and tendencies in Nursing Informatics as a phenomenon. The methods have been literature reviews, categorizations and interpretations, looking for characteristic patterns and tendencies. 11 Patterns and 2 main tendencies are identified and the results are discussed in according to make some points on the importance and effects of Nursing Informatics to Nursing when one is developing a Nursing Informatics Curriculum.

Curriculum↗

Education in health and nursing informatics.

This chapter focused on some of the key issues of Health and Nursing Informatics Education. First an historical overview of Health and Nursing Informatics Education is presented. We also describe briefly the activities in the domain of Nursing Informatics Education across Europe. The Special Projects for Health and Nursing Informatics in Europe are presented. Because of the variety of educational systems, the International Medical Informatics Association (IMIA) felt the need to develop international recommendations in health and medical informatics education. From a nursing informatics perspective, the IMIA recommendations in Nursing Informatics Education are discussed.

Curriculum↗

Nursing informatics needs assessment. Are distance programs needed?

Nursing informatics is a small but growing specialty area in nursing. The authors describe the results of a needs assessment designed to determine interest in a distance-based master's degree and certificate program in nursing informatics. Information was also collected on computer and Internet proficiency for a large sample of BSN graduates. Results suggest that there is an interest in informatics, although somewhat less than was found previously. Respondents indicated that a knowledge of nursing informatics could provide additional career opportunities and that there was a general lack of programs available.

Adult↗

The evolution of definitions for nursing informatics: a critical analysis and revised definition.

Despite the fact that nursing informatics is entering its third decade as a specialty within nursing, many definitions still exist to describe the field. This paper offers a rationale for a definition for nursing informatics and a critical analysis of past definitions. An organizing framework of technology-oriented, conceptual, and role-oriented definitions is used to critique these definitions. Subsequently, a revised definition is proposed. This evolutionary definition integrates critical concepts from past work and adds components that are currently missing--patients, information communication, information structures, and decision making. A separate role specification for informatics nurse specialists is provided.

Medical Informatics↗

American Nursing Informatics Association role survey.

A descriptive study, using a survey approach, was conducted among 48 American Nursing Informatics Association (ANIA) member respondents to determine the nursing informatics role among professional nurses working in the specialty. Members were asked to complete a survey regarding their current position, educational and work experience, continuing education, and work challenges. Although the ages of the informatics nurses parallel the national, range, most have been in the field of nursing informatics for 2.5 to 5 years and in their current position only 1.5 to 2 years. Job responsibilities and challenges indicate common issues and concerns that have implications for the specialty of nursing informatics and nursing in general.

Adult↗

Integration of nursing informatics in a registered nurse graduate program.

Experienced registered nurses (RNs) are adult learners seeking a program of study in many academic settings to prepare for the advanced practice nursing role. They want a visionary curriculum that builds on their previous experience and develops their creativity in meeting educational goals and objectives [1]. At the Northeastern University College of Nursing in Boston such a program exists. Building on their first foundation course, Professional Development Seminar, RN students are exposed to the Benner Model, From Novice to Expert [2].

Adult↗

Toward a model for nursing informatics.

PURPOSE: To propose a new model for the development of nursing informatics based on historical precedent. SIGNIFICANCE: Nursing informatics is expanding rapidly. The proposed model aids in understanding the areas of research, relating them to each other, and it shows areas where work is missing or should be extended. ORGANIZING FRAMEWORK: Nursing informatics as the interaction of cognitive science, computer science, and information science resting on a base of nursing science. IMPLICATIONS: As this model is tested, it can act as an organizing framework to understand and relate studies of nursing informatics and give organization for future research, education, and development.

Computer Communication Networks↗

A look at nursing informatics.

This is a companion article to the article on Medical Informatics. It focuses on the new nursing specialty-Nursing Informatics. This article provides an overview, scope, definitions, data standards, goals, and research initiatives designed to advance the status Nursing Informatics. Seven research priorities have been proposed which not only provides the direction for Nursing Informatics research, but also the focus for computer-based nursing information systems.

Decision Making, Computer-Assisted↗

Effect of an informatics for evidence-based practice curriculum on nursing informatics competencies.

Effective and appropriate use of information and communication technologies is an essential competency for all health care professionals. The purpose of this paper is to describe the effect of an evolving informatics for evidence-based practice (IEBP) curriculum on nursing informatics competencies in three student cohorts in the combined BS/MS program for non-nurses at the Columbia University School of Nursing. A repeated-measures, non-equivalent comparison group design was used to determine differences in self-rated informatics competencies pre- and post-IEBP and between cohorts at the end of the BS year of the combined BS/MS program. The types of Computer Skill competencies on which the students rated themselves as competent (> or =3) on admission were generic in nature and reflective of basic computer literacy. Informatics competencies increased significantly from admission to BS graduation in all areas for the class of 2002 and in all, but three areas, for the class of 2003. None of the three cohorts achieved competence in Computer Skills: Education despite curricular revisions. There were no significant differences between classes at the end of the BS year. Innovative educational approaches, such as the one described in this paper demonstrate promise as a method to achieve informatics competence. It is essential to integrate routine measurement of informatics competency into the curriculum so that approaches can be refined as needed to ensure informatics competent graduates.

Clinical Competence↗

Nursing informatics in Australia.

The development of nursing informatics in Australia began around 1984 and has had a tortuous history. Nevertheless, it has helped create awareness of the discipline of informatics and the technology available. Nurses have been important in stimulating interest in health informatics throughout the country. This paper discusses nursing informatics in Australia in terms of historical roots, professional organizations, education, work experience, research, and government programs.

Australia↗

Graduate students' experiences in web site development: a project assignment for nursing informatics class.

As healthcare delivery systems' requirements change, nurses will not only have to process and communicate more information, but the nature and types of this information as well as the communication methods will also dramatically change. Nurses must comprehend that information technology is the key to these changes. Korean nurses and nursing students need to enhance their computer technology knowledge and skills as the Korean health delivery system rapidly embraces technological innovations. Yonsei University College of Nursing in Seoul, Korea has the longest history in nursing education and the first graduate nursing programs in Korea. It offered its first nursing informatics (NI) class in 1998, making it one of the first informatics programs in Korean nursing education. The purposes of this project were to develop nursing informatics coursework that enabled students to build skills in developing Web sites, and to measure the effect of the coursework in terms of the students' satisfaction and their confidence level. The author believes that this experience could be a helpful model for an international audience, although this is not an innovative project for some more advanced countries.

Attitude of Health Personnel↗

Supporting patient centered computing through an undergraduate nursing informatics curriculum stage III.

The patient has been one of the focal points of the process followed to design, implement, and evaluate an integrated informatics curriculum in a baccalaureate nursing program. This paper describes the third stage of a process to design the informatics nursing courses. A challenge is to structure the nursing informatics curriculum so as to enhance the patient care process. A number of strategies were used to focus the curriculum, students, and faculty around the patient. The basic components of the framework are information, technology, and clinical care process. The clinical care process which emphasizes the patient is an inherent part of the conceptual framework in all aspects of the curriculum. Therefore the faculty has ensured a blend of information, technology, and the clinical care process throughout the curriculum.

Computer Literacy↗