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Attitude of Health Personnel↗
PubMed1995

Results from the use of a 3-year computer competency curriculum in a family practice residency.

BACKGROUND: Computer competency is becoming essential to practicing family physicians. However, no published computer curricula exist for family practice residents. METHODS: A computer competency curriculum was designed, implemented, and evaluated. Computer software was divided into four categories: patient care, education, practice management, and hospital resources. Competency was measured and recorded by faculty. The residents evaluated the adequacy and relevance of the curriculum to their current and future needs using a questionnaire. RESULTS: Competency testing revealed that residents uniformly achieved competency but at different rates. Residents rated the quality and quantity of instruction in patient care programs highest and in practice management lowest. The usefulness of patient care programs was perceived as high during residency but was expected to be less useful after residency. In contrast, the usefulness of practice management programs was rated as low during residency but expected to be high after graduation. Education and hospital programs were intermediate. Self-assessment indicated that computer use increased during residency; 90% of residents characterized themselves as frequent users. CONCLUSIONS: Despite logistical problems, teaching computer literacy is a responsibility of physician educators. A curriculum must be continually evaluated to ensure that it remains current and relevant to the needs of the residents.

Computer User Training↗
PubMedDate not supplied

Nurses as end-user searchers of the literature on CD-ROM.

As the resource center for nursing information, the staff development department is the ideal location for facilitation of end-user searching of the nursing and medical literature. The authors report on a project undertaken to encourage searching of CD-ROM databases to improve patient care.

Abstracting and Indexing↗
PubMed1994

Informatics for nurse managers: integrating clinical expertise, business applications, and technology.

Nurse managers must become familiar with computers, information systems, and nursing informatics in order to be competitive in the future. Knowledge and skills for identifying critical data elements, organizing the data into information, and presenting it for decision making can be learned through formal and informal education. After learning to use computers and to apply nursing informatics, nurse managers will be equipped to make more relevant, data-driven management decisions. This article describes how nurse managers can identify business applications relevant to management, learn how to use them, and put nursing informatics to work in very practical ways.

Clinical Competence↗
PubMed1994

Information revolution in nursing and health care: educating for tomorrow's challenge.

Current emphasis on the national electronic highway and a national health database for comparative health care reporting demonstrates society's increasing reliance on information technology. The efficient electronic processing and managing of data, information, and knowledge are critical for survival in tomorrow's health care organization. To take a leadership role in this information revolution, informatics nurse specialists must possess competencies that incorporate information science, computer science, and nursing science for successful information system development. In selecting an appropriate informatics educational program or to hire an individual capable of meeting this challenge, nurse administrators must look for the following technical knowledge and skill set: information management principles, system development life cycle, programming languages, file design and access, hardware and network architecture, project management skills, and leadership abilities.

Computer User Training↗
PubMed1994

The effects of an undergraduate nursing informatics curriculum on students' knowledge and attitudes.

This paper describes the fourth stage of a process to design, implement and evaluate the nursing informatics courses incorporated into a baccalaureate nursing program. The challenge is to structure the nursing informatics curriculum so as to provide the nursing professional with the basis with which to impact health care delivery. The basic components of the framework are information, technology, and clinical care process. Students in the fourth course worked closely with agency personnel to design, implement and evaluate clinical application projects.

Attitude of Health Personnel↗