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PubMed2005

Skill needs for nurses in their role as health informatics professionals: a survey in the context of global health informatics education.

In the process of developing global health informatics education, a common understanding of educational outcomes is required. Therefore, an educational framework for health informatics professionals is desirable to support student mobility, trans-national and borderless education. Nurses form a significant part of the health workforce and need to be properly educated for their roles in health informatics. To ascertain their perceptions of needs and priorities, we developed a web-based questionnaire and surveyed Australian nurses on the preferred knowledge/skills set for health informatics professionals. Among others, the questionnaire is based on the International Medical Informatics Association's (IMIA) set of recommendations on education and IMIA's scientific map. Benner's five levels of competencies were applied to measure the degree of competency required for each skill/knowledge. Altogether, 82 Australian nurses completed the questionnaire. The nurses' perceived degree of competency required for a total of 74 specific skills and knowledge in five skill categories is presented in this paper as well as the overall results for each of the five categories. Further, significant differences between the nurses' primary roles and primary interest in health informatics are discussed. The development of a comprehensive health informatics education framework needs to take into account nurses as well as other health professionals. Repeating the survey in other countries and for various professions is essential to develop an international educational framework.

Adult↗
PubMed1990

Structured analysis: methodology for developing a model for defining nursing information system requirements.

Including nurses in decisions to purchase or design information systems is an increasingly common phenomenon. Without previous informatics experience, nurses may need help defining specific requirements for information systems that will assist in managing and administering nursing care. The Model for Defining Nursing Information System Requirements was developed to serve as a guiding framework for deriving nursing information system (NIS) requirements. Structured analysis techniques were used to develop the model. The model was tested by surveying 75 registered nurses who had made decisions about NISs. Subjects supported the model's completeness and usefulness for defining NIS requirements.

Decision Trees↗
PubMed2001

Window of opportunity for home care nurses: telehealth technologies.

Multiple telehealth technologies are currently available for nurses working in home care and other community settings. Furthermore, the rate at which new electronic technologies, which can promote home care nursing, are introduced continues to increase. This article addresses the need for increased use of information technologies in home care nursing, describes how information technologies are changing the way we give nursing care, provides examples of telehealth nursing in home care, and discusses the future of telehealth technologies in nursing.

Community Health Nursing↗
PubMed1999

What does IT have in store for nursing?

Globalization, our culture of change, and the information age shape 21st-century information technology. Find out the applications and implications for nursing.

Diffusion of Innovation↗
PubMed2005

Incorporating healthcare informatics into the strategic planning process in nursing education.

The purpose of this article is to describe the incorporation of healthcare informatics into the strategic planning process in nursing education. An exemplar from the University at Buffalo, the State University of New York School of Nursing, is interwoven throughout the article. The challenges and successes inherent in a paradigm shift embracing the multifaceted adoption of technology in higher education are illustrated. The paradigm shift that necessitated this change, the need for informatics standards and competencies identified by regulatory agencies and the relationship of the triad mission of the Academy which includes research, teaching and service are then elucidated. Information pertinent to the strategic planning process is described including the use of a strengths, weaknesses, opportunities and threats (SWOT) analysis to facilitate the integration of a healthcare informatics model into a nursing curriculum.

Curriculum↗
PubMedDate not supplied

Use of PHN competencies and ACHNE essentials to develop teaching-learning strategies for generalist C/PHN curricula.

This paper provides a useful tool for the undergraduate community/public health nursing (C/PHN) faculty member to design courses and learning activities, and to interpret C/PHN education needs to undergraduate curriculum committees and administrators. Specifically, this paper provides a tangible bridge between the Public Health Nursing Competencies (Quad Council of Public Health Nursing Organizations, 2004) and the Association of Community Health Nursing Educators (ACHNE) Essentials of Baccalaureate Education (2000) for both didactic and clinical learning experiences. The tables may be used in multiple ways, including curriculum monitoring and improvement, course development and instructional design, clinical practice planning, and as a foundation for evaluation of conceptual learning and practice competence for the C/PHN generalist. Because C/PHN experiences in undergraduate education are unique and context based, the tables exemplify how two key guiding documents mutually frame the C/PHN educational experience supported by specific learning activities. Further, at a minimum, MSN preparation as a C/PHN specialist is clearly necessary for the teaching and learning of baccalaureate curricular components of C/PHN.

Case Management↗