CINAHL: Search for: informatics competencies.mp.
Repique RJ. (2007). Computers and information
technologies in psychiatric nursing. Perspectives in
Psychiatric Care. 43(2): 77-83. (35 ref)
CINAHL Subject Headings
Clinical Nursing Research
Computer Assisted Instruction
Computer Literacy
Computers and Computerization
Computers, Hand-Held
Internet
*Nursing Informatics
Nursing Records
*Patient Record Systems
*Psychiatric Nursing/ed [Education]
Abstract
TOPIC. There is an assumption that psychiatric nurses
are late adopters of technology because psychiatric
nursing has been traditionally viewed as a
nontechnological nursing specialty. PURPOSE. This
article will review current nursing literature to
outline the value and significance of computers and
information technologies to psychiatric nursing.
SOURCES OF INFORMATION. Existing bodies of research
literature related to computers and information
technology for psychiatric nurses. CONCLUSION. Three
areas of psychiatric nursing are identified and the
specific advantages and benefits of computers and
information technologies in each of these areas are
discussed. In addition, the importance of informatics
competencies for psychiatric nursing practice is
reiterated in order to accelerate its acquisition.
Result <2>
Connors H. Warren J. Weaver C. (2007). HIT plants
SEEDS in healthcare education... Health information
technology... Simulated E-hEalth Delivery System.
Nursing Administration Quarterly. 31(2): 129-33. (1
ref)
CINAHL Subject Headings
*Clinical Information Systems
Computerized Patient Record
*Critical Thinking/ed [Education]
Curriculum
Education, Allied Health
Education, Medical
*Education, Nursing, Baccalaureate
Kansas
Problem Solving/ed [Education]
Schools, Nursing
Teaching Methods
Abstract
By incorporating a clinical information system in the
education curriculum as a teaching platform, the
University of Kansas School of Nursing teaches nurses
and other health professional students how to assess,
plan, document and manage care in an electronic medium
that develops healthcare informatics competencies. The
outcomes of this integrated technology curriculum
brings hope for transforming health professional
education for 21st century practice and graduating a
workforce with the leadership and competencies for
improving quality and safety in patient care. It
results in IT savvy healthcare providers who will cross
the quality chasm.
Result <3>
Ornes LL. Gassert C. (2007). Computer competencies in
a BSN program. Journal of Nursing Education. 46(2): 758. (18 ref)
CINAHL Subject Headings
*Computer Literacy
*Computer Literacy/st [Standards]
*Computers and Computerization/ut [Utilization]
*Course Content/ev [Evaluation]
Curriculum Development
*Curriculum/ev [Evaluation]
*Education, Nursing, Baccalaureate
*Nursing Informatics/ed [Education]
*Nursing Informatics/ev [Evaluation]
*Nursing Informatics/ut [Utilization]
*Professional Competence
Program Evaluation
Abstract
Beginning nurses need informatics skills to work
efficiently in an environment that increasingly relies
on information technology to promote patient safety. In
addition, a federal order mandates that all Americans
have an electronic medical record by 2014. Nursing
programs must integrate informatics content into their
curricula to prepare nurses to use information
technology. This article describes a baccalaureate
(BSN) curriculum evaluation of nursing informatics
content. Results can inform faculty about strategies
that can strengthen informatics competencies.
A research-based tool, based on the informatics
competence work of Staggers, Gassert, and Curran, was
developed to evaluate course syllabi. Although evidence
of learning experiences related to computer skills was
present, students were not routinely exposed to
computerized systems. No syllabi included evidence that
addressed informatics knowledge competencies. We
conclude that students received limited informatics
exposure and may not be adequately prepared to use
information technology. Recommendations for increasing
nursing informatics experiences within a BSN curriculum
are offered.
Result <4>
McDowell DE. & Ma X. (2007). Computer literacy in
baccalaureate nursing students during the last 8 years.
CIN: Computers, Informatics, Nursing. 25(1): 30-8. (23
ref)
CINAHL Subject Headings
*Computer Literacy/ev [Evaluation]
*Computer Literacy/td [Trends]
Education, Continuing (Credit)
*Education, Nursing, Baccalaureate/ev [Evaluation]
*Education, Nursing, Baccalaureate/td [Trends]
Maryland
*Nursing Informatics/ed [Education]
Outcomes of Education/ev [Evaluation]
Paired T-Tests
Pearson's Correlation Coefficient
Questionnaires
Scales
Schools, Nursing
Self Report
*Students, Nursing, Baccalaureate/ev [Evaluation]
Summated Rating Scaling
Surveys
T-Tests
Time Factors
Instrumentation
Gassert/McDowell Computer Literacy Survey.
Abstract
With the rapid integration of information technology
in the healthcare field, equipping nurses with skills
to effectively use the technology is vital. Evaluations
of nursing students' nursing informatics competencies
are scarce in nursing programs as reported in the
literature. The current study was implemented to
evaluate the self-reported nursing informatics
competence of undergraduate baccalaureate students upon
admission and graduation in the years from 1997 to 2005
and to compare the differences between admission and
graduation. The Gassert/McDowell Computer Literacy
Survey was used to survey 411 students on admission and
429 students on graduation from a baccalaureate nursing
program. Results showed a significant increase during
the 8-year period, both on admission and graduation,
for reported level of experience with word processing,
electronic mail, and World Wide Web. Areas of less
experience that did not increase significantly were
spreadsheet experience, databas!
e experience, and use of statistical programs. The
nursing informatics competencies established for
beginning nurses include databases, spreadsheets, word
processing, presentation graphics, and keyboard skills.
The results of this study indicate nursing education
programs currently may not be providing beginning
nurses with the tools needed to effectively and
efficiently work in the technology-rich healthcare
arena.
Result <5>
Bickford CJ. Smith K. Ball MJ. Frantz G. Panniers
TL. Newbold SK. Knecht KKL. Farish-Hunt H. &
Cortes-Comerer N. (2005). Evaluation of a nursing
informatics training program shows significant changes
in nurses' perception of their knowledge of information
technology. Health Informatics Journal. 11(3): 225-35.
(12 ref)
CINAHL Subject Headings
Analysis of Variance
Course Evaluation
Descriptive Statistics
Evaluation Research
Internal Consistency
Knowledge
*Nursing Informatics/ed [Education]
Paired T-Tests
Perception
Pretest-Posttest Design
Repeated Measures
Summated Rating Scaling
Surveys
Abstract
A survey of nurses attending a Weekend Immersion in
Nursing Informatics (WINI) program showed a
statistically significant change in the nurses'
perception of information technology (IT) and of their
ability to apply IT to affect the quality of patient
care. Attendees first identified their level of
expertise based on the Informatics Competencies for
Nurses at Four Levels of Nursing Practice, and then
completed surveys pre- and postprogram attendance to
measure their personal assessments of their knowledge
and abilities in specific areas of nursing informatics,
information technology, and healthcare information
systems. Such personal assessments are mandated in the
professional standards of nursing informatics practice.
(C) 2005 SAGE Publications Ltd.
Result <6>
Jenkins ML. Hewitt C. Bakken S. (2006).
Women's health nursing in the context of the National
Health Information Infrastructure. JOGNN: Journal of
Obstetric, Gynecologic, and Neonatal Nursing. 35(1):
141-50. (41 ref)
CINAHL Subject Headings
Acute Care Nurse Practitioners
*Advanced Nursing Practice
*Computerized Patient Record
*Computers, Hand-Held
*Decision Support Systems, Clinical
Education, Clinical
Goals and Objectives
Nurse Practitioners/ed [Education]
Nursing Informatics
Nursing Practice, Evidence-Based/ed [Education]
*Nursing Practice, Evidence-Based
Pediatric Nurse Practitioners
Student Role
*Women's Health
Abstract
Nurses must be prepared to participate in the evolving
National Health Information Infrastructure and the
changes that will consequently occur in health care
practice and documentation. Informatics technologies
will be used to develop electronic health records with
integrated decision support features that will likely
lead to enhanced health care quality and safety. This
paper provides a summary of the National Health
Information Infrastructure and highlights electronic
health records and decision support systems within the
context of evidence-based practice. Activities at the
Columbia University School of Nursing designed to
prepare nurses with the necessary informatics
competencies to practice in a National Health
Information Infrastructure-enabled health care system
are described. Data are presented from electronic
(personal digital assistant) encounter logs used in our
Women's Health Nurse Practitioner program to support
evidence-based advanced practice nursing care. I!
mplications for nursing practice, education, and
research in the evolving National Health Information
Infrastructure are discussed.
Result <7>
Van Moorsel G. (2005). Library-sponsored instruction
improves core informatics competencies among allied
health students: a research-based case study. Journal
of Allied Health. 2005 Fall; 34(3): 145-52. (19 ref)
CINAHL Subject Headings
Case Studies
Coefficient Alpha
Computer Literacy
Computerized Literature Searching
Construct Validity
Content Validity
Course Content
*Education, Competency-Based/ev [Evaluation]
Face Validity
Health Sciences Librarians
*Informatics/ed [Education]
Information Literacy
Integrated Curriculum
*Library Services/ev [Evaluation]
New York
Nonparametric Statistics
Outcomes of Education
Paired T-Tests
Pretest-Posttest Design
Prospective Studies
Self Assessment
Skill Retention
*Students, Allied Health
Summated Rating Scaling
Wilcoxon Rank Sum Test
Abstract
Since 1999, a librarian-administered course entitled
Computer Literacy for Healthcare Professionals has been
required of all incoming occupational, physical, and
respiratory therapy students at Stony Brook University.
Outcome data from pretests/posttests and student selfassessments over a 3-year period from 2000 to 2002
demonstrate the effectiveness of the training program
and of library-sponsored instruction. This study
evaluated whether curriculum-integrated informatics
training by librarians is effective in enabling allied
health students to acquire and retain literaturesearching skills. Pretests and posttests measured the
impact of instructional intervention upon student
acquisition of literature-searching skills; a second
posttest ("post5-test") measured skill retention. The
intervention group consisted of 179 subjects enrolled
in baccalaureate occupational, physical, and
respiratory therapy programs between 2000 and 2002; the
control group consisted of 48 physician!
assistant students who had no formal instruction in
literature searching. Student self-assessments provided
qualitative outcome measures. Paired t test analysis
showed that the mean posttest score for the
intervention group was considerably greater at the p <
0.01 level (t = 14.868; p < 0.001) than the mean
pretest score. The change is statistically significant,
and the null hypothesis can be rejected. The results of
this study support the conclusion that librarysponsored informatics instruction is effective in
improving student acquisition and retention of
literature-searching skills.
Result <8>
Barton AJ. (2005). Cultivating informatics competencies
in a community of practice. Nursing Administration
Quarterly. 2005 Oct-Dec; 29(4): 323-8. (12 ref)
CINAHL Subject Headings
Curriculum
*Education, Nursing
Faculty Development
Faculty, Nursing
*Informatics
*Information Technology
Abstract
To move the healthcare industry into the 21st century,
nurses must become savvy in the use of informatics to
provide optimal care to their patients. However, the
relatively few formal nursing informatics programs that
exist across the country are simply not adequate to
meet the demands of both new and existing nurses.
Informatics competencies must be incorporated into
nursing curricula at entry-level and via staff
development to provide a ready workforce. Creative
faculty development strategies that capitalize on the
concept of faculty as a community of practice are
required to incorporate informatics competencies into
nursing curricula.
Result <9>
Banks MA. Cogdill KW. Selden CR. Cahn MA. (2005).
Complementary competencies: public health and health
sciences librarianship. Journal of the Medical Library
Association. 93(3): 338-47. (42 ref)
CINAHL Subject Headings
Collaboration
*Health Informatics
*Health Personnel
*Health Sciences Librarians
Information Management
Interprofessional Relations
Professional Competence
Professional Role
*Public Health
Abstract
OBJECTIVES: The authors sought to identify
opportunities for partnership between the communities
of public health workers and health sciences
librarians. METHODS: The authors review competencies in
public health and health sciences librarianship. They
highlight previously identified public health
informatics competencies and the Medical Library
Association's essential areas of knowledge. Based on
points of correspondence between the two domains, the
authors identify specific opportunities for
partnership. RESULTS: The points of correspondence
between public health and health sciences librarianship
are reflected in several past projects involving both
communities. These previous collaborations and the
services provided by health sciences librarians at many
public health organizations suggest that some health
sciences librarians may be considered full members of
the public health workforce. Opportunities remain for
productive collaboration between public health workers
and h!
ealth sciences librarians. CONCLUSIONS: Drawing on
historical and contemporary experience, this paper
presents an initial framework for forming
collaborations between health sciences librarians and
members of the public health workforce. This framework
may stimulate thinking about how to form additional
partnerships between members of these two communities.
Result <10>
Blumenthal JL. Mays BE. Weinfeld JM. Banks MA.
Shaffer J. (2005). Informatics education. Defining and
assessing medical informatics competencies. Medical
Reference Services Quarterly. 24(2): 95-102. (9 ref)
Editor
Moore ME, Shaw-Kokot J
CINAHL Subject Headings
Competency Assessment
Course Evaluation
Curriculum
*Education, Competency-Based/ev [Evaluation]
Education, Medical
*Health Informatics/ed [Education]
Libraries, Health Sciences
*Medical Practice, Evidence-Based/ed [Education]
Students, Medical
Abstract
As academic health sciences libraries assume larger
roles in informatics instruction within medical school
curricula, librarians are challenged to develop useful
and accurate measures for assessing the effectiveness
of instructional approaches. The need for this
evaluation has intensified as medical schools increase
their emphasis on integration of curriculum content and
shift to competency-based education and assessment of
medical students. This paper reports on a pilot project
developed at Dahlgren Memorial Library, Georgetown
University Medical Center, for two courses using an
instructional intervention and tailored assignment for
assessing student competencies.
MedLine search Nursing Informatics Competencies
Result <1>
Trangenstein P. Weiner E. (2006). Meeting the
informatics needs of today's nursing students. Studies
in Health Technology & Informatics. 122:205-10.
MeSH Subject Headings
*Education, Nursing
Humans
*Medical Informatics
Professional Competence
United States
User-Computer Interface
Abstract
Today's nurses must be well prepared with informatics
skills in order to work more efficiently and safely in
this world of evidence-based practice and consumer
health. Competency based education provides the
mechanism to measure selected skills at various levels
and provides a standardized framework from which
educators can plan appropriate learning activities.
Informatics competencies have been developed for
various levels of nursing, but none have been developed
that level the educational preparation of the students
or are designed to meet a cluster of identified
courses. This paper will describe informatics
competencies for nursing students across academic
levels. The proposed integration plan can be used to
identify informatics competencies for faculty and
contemporary strategies to meet the informatics needs
of today's nurses.
Publication Type
Journal Article.
Result <2>
Desjardins KS. Cook SS. Jenkins M. Bakken S. (2005).
Effect of an informatics for evidence-based practice
curriculum on nursing informatics competencies.
International Journal of Medical Informatics. 74(1112):1012-20.
MeSH Subject Headings
*Clinical Competence/sn [Statistics & Numerical
Data]
*Curriculum
*Education, Nursing/sn [Statistics & Numerical Data]
Educational Measurement
*Employee Performance Appraisal
*Evidence-Based Medicine/mt [Methods]
New York
*Nursing Informatics/ed [Education]
*Nursing Informatics/sn [Statistics & Numerical
Data]
Program Evaluation
Teaching/mt [Methods]
Abstract
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 nonnurses 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.
Publication Type
Journal Article. Research Support, Non-U.S. Gov't.
Result <3>
Smedley A. (2005). The importance of informatics
competencies in nursing: an Australian perspective.
[Review] [26 refs] CIN: Computers, Informatics,
Nursing. 23(2):106-10.
MeSH Subject Headings
Attitude of Health Personnel
Attitude to Computers
Australia
Benchmarking
Computer Literacy
*Computer User Training/st [Standards]
Curriculum/st [Standards]
*Education, Nursing/st [Standards]
Health Knowledge, Attitudes, Practice
Health Services Needs and Demand
Humans
*Nursing Informatics/ed [Education]
Nursing Research/ed [Education]
*Nursing Staff/ed [Education]
Nursing Staff/px [Psychology]
*Professional Competence/st [Standards]
Abstract
Over the past two decades, dramatic changes have
occurred in the nature and extent of communication and
information technology use in nursing worldwide. The
need for student nurses to be well prepared for the use
and application of information technology in nursing is
arguably now paramount. This article details areas
where information and communication technology is used
in nursing in Australia and discusses why nurses must
be diligent in maintaining skills in this area to
facilitate the delivery of safe, quality care in any
healthcare setting. It will then discuss the importance
of information and communication technology (ICT)
skills, knowledge and understanding as an integral
aspect of nursing programs in tertiary institutions.
The challenge for training providers to prepare nurses
for ever-changing ICT technology and technological
applications in their workplace is highlighted.
[References: 26]
Publication Type
Journal Article. Research Support, Non-U.S. Gov't.
Review.
Result <4>
Skiba DJ. (2004). Informatics competencies.[see
comment]. Comment in: Nursing Education Perspectives.
25(6):312.
MeSH Subject Headings
Computer Literacy
Computer User Training
*Education, Nursing/og [Organization &
Administration]
Evidence-Based Medicine
Humans
Needs Assessment
*Nursing Informatics/ed [Education]
*Professional Competence/st [Standards]
United States
Result <5>
McNeil BJ. Elfrink VL. Pierce ST. (2004). Preparing
student nurses, faculty and clinicians for 21st century
informatics practice: findings from a national survey
of nursing education programs in the United States.
Medinfo. 11(Pt 2):903-7.
MeSH Subject Headings
Curriculum
Data Collection
*Education, Nursing/sn [Statistics & Numerical Data]
*Nursing Informatics/ed [Education]
Nursing Informatics/st [Standards]
United States
Abstract
Because healthcare delivery increasingly mandates
data-driven decision-making, it is imperative that
informatics knowledge and skills are integrated into
nursing education curricula for all future nurse
clinicians and educators. A national online survey of
deans/directors of 266 baccalaureate and higher nursing
education programs in the U.S. identified perceived
informatics competencies and knowledge of undergraduate and graduate nursing students; determined the
preparedness of nurse faculty to teach and use
informatics tools; and elicited perceptions of
informatics requirements of local practicing nurses.
Frequency data and qualitative responses were analyzed.
Approximately half of the programs reported requiring
word processing and email skills upon entry into the
nursing major. The use of standardized languages and
the nurse's role in the life cycle of an information
system were the least visible informatics content at
all levels. Half of program faculty, rated as "nov!
ice" or "advanced beginners", are teaching information
literacy skills. Findings have major implications for
nurse educators, staff developers, and program
administrators who are planning faculty/staff
development opportunities and designing nursing
education curricula that prepare nurses for
professional practice.
Result <6>
Bakken S. Cook SS. Curtis L. Desjardins K. Hyun S.
Jenkins M. John R. Klein WT. Paguntalan J. Roberts
WD. Soupios M. (2004). Promoting patient safety
through informatics-based nursing education.
International Journal of Medical Informatics. 73(78):581-9.
MeSH Subject Headings
Curriculum
Databases
*Education, Nursing
Humans
Information Systems
*Medical Informatics Applications
Microcomputers
*Patient Care/st [Standards]
*Quality of Health Care
Safety
Terminology
Abstract
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.
Publication Type
Comparative Study. Journal Article. Research
Support, U.S. Gov't, Non-P.H.S..
Medline: Informatics Competencies
.
Result <1>
Bakken S. Cook SS. Curtis L. Desjardins K. Hyun S.
Jenkins M. John R. Klein WT. Paguntalan J. Roberts
WD. Soupios M. (2004). Promoting patient safety
through informatics-based nursing education.
International Journal of Medical Informatics. 73(78):581-9.
MeSH Subject Headings
Curriculum
Databases
*Education, Nursing
Humans
Information Systems
*Medical Informatics Applications
Microcomputers
*Patient Care/st [Standards]
*Quality of Health Care
Safety
Terminology
Abstract
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.
Publication Type
Comparative Study. Journal Article. Research
Support, U.S. Gov't, Non-P.H.S..
Result <2>
Zimmerman JL. (2003). Defining biomedical informatics
competency: the foundations of a profession. Advances
in Dental Research. 17:25-8.
MeSH Subject Headings
*Computational Biology/ed [Education]
Curriculum
Humans
*Medical Informatics/ed [Education]
Models, Educational
Occupations
Professional Competence
Societies, Medical
Abstract
Is biomedical informatics a science or a profession?
This question has been asked of many members in the
biomedical informatics community, yet we still lack a
response that galvanizes our community. We debate the
issues over lunch. We create long, multi-threaded email discussions, we write papers on the topic, and
still we aren't able to convince ourselves-let alone
the rest of the scientific community. In this paper, I
will describe a curriculum model for biomedical
informatics and research that is developing at Columbia
University, Department of Biomedical Informatics
(DBMI). We believe that a strong educational foundation
creates competent professionals who, in turn, comprise
a bioinformatics culture. The outcome of DBMI's
curriculum design and competency project will be a set
of biomedical informatics competencies which we believe
will define the core knowledge and skills of the field.
Publication Type
Journal Article.
Result <3>
Morrison F. Malpas C. Kukafka R. (2003). Development
of competency-based on-line public health informatics
tutorials: accessing and using on-line public health
data and information.
AMIA ... Annual Symposium Proceedings/AMIA Symposium.
:944.
MeSH Subject Headings
*Competency-Based Education
*Computer-Assisted Instruction
Databases
Internet
New York City
Online Systems
*Public Health Informatics/ed [Education]
Abstract
In response to training and information needs of the
public health workforce, the New York City Department
of Health and Mental Hygiene, in collaboration with the
Department of Biomedical Informatics, Columbia
University and the New York Academy of Medicine, is
developing a series of on-line, interactive tutorials
in public health informatics. The goal is to teach
public health practitioners how to locate, use, and
disseminate data and information on the Internet, while
imparting basic informatics principles. Course content
is based on Public Health Informatics Competencies, and
evaluation will be performed by measuring changes in
self-efficacy and knowledge as well as determining user
satisfaction.
Publication Type
Journal Article.
Result <4>
Bakken S. Sheets Cook S. Curtis L. Soupios M.
Curran C. (2003). Informatics competencies pre-and
post-implementation of a Palm-based student clinical
log and informatics for evidence-based practice
curriculum. AMIA ... Annual Symposium Proceedings/AMIA
Symposium. :41-5.
MeSH Subject Headings
*Computer Literacy
Computer Systems
*Computer User Training
*Computers, Handheld
Confidentiality
Curriculum
Data Collection
Decision Support Systems, Clinical
*Education, Nursing, Graduate
Educational Measurement
Evidence-Based Medicine
Humans
*Medical Informatics/ed [Education]
New York City
Nursing Records
*Professional Competence
Abstract
The purpose of this paper is to describe the
implementation and evaluation of a two-part approach to
achieving informatics competencies: 1) Palm-based
student clinical log for documentation of patient
encounters; and 2) informatics for evidence-based
practice curriculum. Using a repeated-measures, nonequivalent control group design, self-reported
informatics competencies were rated using a survey
instrument based upon published informatics
competencies for beginning nurses. For the class of
2002, scores increased significantly in all
competencies from admission to graduation. Using a
minimum score of 3 on a scale of 1=not competent and
5=expert to indicate competence, the only area in which
it was not achieved was Computer Skills: Education. For
2001 graduates, Computer Skills: Decision Support was
also below 3. There were no significant differences in
competency scores between 2001 and 2002 graduates.
Computer Skills: Decision Support neared significance.
Subsequently, t!
he approaches were refined for implementation in the
class of 2003.
Publication Type
Evaluation Studies. Journal Article. Research
Support, Non-U.S. Gov't.
Result <5>
Little DR. Zapp JA. Mullins HC. Zuckerman AE.
Teasdale S. Johnson KB. (2003). Moving toward a United
States strategic plan in primary care informatics: a
White Paper of the Primary Care Informatics Working
Group, American Medical Informatics Association.
Informatics in Primary Care. 11(2):89-94.
MeSH Subject Headings
Humans
*Medical Informatics
Needs Assessment/sn [Statistics & Numerical Data]
*Primary Health Care/mt [Methods]
Research
*Societies, Medical
United States
Abstract
The Primary Care Informatics Working Group (PCIWG) of
the American Medical Informatics Association (AMIA) has
identified the absence of a national strategy for
primary care informatics. Under PCIWG leadership, major
national and international societies have come together
to create the National Alliance for Primary Care
Informatics (NAPCI), to promote a connection between
the informatics community and the organisations that
support primary care. The PCIWG clinical practice
subcommittee has recognised the necessity of a global
needs assessment, and proposed work in point-of-care
technology, clinical vocabularies, and ambulatory
electronic medical record development. Educational
needs include a consensus statement on informatics
competencies, recommendations for curriculum and
teaching methods, and methodologies to evaluate their
effectiveness. The research subcommittee seeks to
define a primary care informatics research agenda, and
to support and disseminate informatics rese!
arch throughout the primary care community. The AMIA
board of directors has enthusiastically endorsed the
conceptual basis for this White Paper.
Publication Type
Journal Article.
Result <6>
Curran CR. (2003).
Informatics competencies for nurse practitioners. AACN
Clinical Issues. 14(3):320-30.
MeSH Subject Headings
*Clinical Competence
*Computers
*Evidence-Based Medicine/td [Trends]
Humans
*Medical Informatics/td [Trends]
*Nurse Practitioners
Abstract
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.
Publication Type
Journal Article. Research Support, U.S. Gov't,
P.H.S..