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PubMed2006

National Library of Medicine and the Marine Biological Laboratory Biomedical Informatics Fellowship--one team's experience.

Drexel University College of Nursing and Health Professions incorporates informatics in all aspects of the undergraduate and graduate curriculums. Four members of the Informatics Team completed the National Library of Medicine and the Marine Biological Laboratory's Informatics Fellowship. This presentation will describe this life changing experience for this informatics team.

Humans↗
PubMedDate not supplied

[The introduction of informatics in teaching institutions: the experience of the School of Nursing of Ribeirão Preto-University of São Paulo].

This study broaches something about the utilization of the computer in a school institution and about the implantation of the informatics and also the formation of the human resources in the Nursing School of Ribeirão Preto, from the São Paulo University. Besides this, some commentaries are related to the advantages and the precautions that have to be considered in the use of the applied informatics to the general teaching and specially to the nursing teaching.

Brazil↗
PubMed2006

Educating the future eHealth professional nurse.

Nursing is at the cusp of a truly revolutionary time in its history with the emergence of electronic health (eHealth) technologies to support client care. However, technology itself will not transform healthcare without skilled practitioners who have the informatics background to practice in this new paradigm of client care. Nurse educators have been slow to react to the matter of the necessary knowledge, skills, and practice competencies required for nurses to function as eHealth practitioners. Specifically, undergraduate nursing education must take a proactive stance towards curriculum development in the areas of eHealth and informatics. The purpose of this paper, therefore, is to propose recommendations about the review and redesign of nursing curricula in relation to nursing informatics. Recommendations include increased information literacy education, interdisciplinary collaboration, and client-centred technologies. Recommendations for faculty development in nursing informatics are also provided.

Curriculum↗
PubMed2004

Information literacy-what it is about? Literature review of the concept and the context.

OBJECTIVES: The use of IT in health care has merged advanced knowledge and skills for health care professionals. Former studies indicate that basic skills in computer use are no more than comprehensive competencies to manage electronically stored information in health care. The purpose of this paper is to review the literature focusing on the concept information literacy in the field of health, nursing and medical informatics. The target is to find out how information literacy is defined, in what kind of context it is presented and who are the focus of interest. METHODS: An automated literature search was performed on-line to Medline and by using the EndNote Bibliographic Software. All together the number of papers analyzed was 97 or 78% of the total literature search result. RESULTS: The survey indicates that the concept information literacy does not exist as such in the literature, but it can be found as a synonym to 'computer literacy' or even more obscure concepts such as 'informatics awareness' or 'computer experience'. The definitions of these concepts varied considerably. A variety of descriptions of educational programs were also found, none were based on the IMIA recommendations. CONCLUSIONS: In international cooperation such as that of IMIA WG1, a wide range of efforts still needs to be carried out to compile educational programmes in health informatics to enhance knowledge and skills in computer use among health care professionals.

Computer Literacy↗
PubMedDate not supplied

Identifying information technology competencies needed in Singapore nursing education.

The purpose of the study was to identify Singapore's healthcare industry's minimum information technology (IT) performance standard expectations for nurses' competencies. A needs assessment was conducted with a panel representing nursing education, nursing management and nursing practice. The findings in this study would provide suggestions to improve the current diploma and advanced diploma nursing programs curricula to meet the present workforce demands. The experts agreed that information technology is necessary and there were two main categories of IT skills identified, basic IT skills and work-related IT skills.

Attitude of Health Personnel↗
PubMedDate not supplied

Expert clinical rules automate steps in delivering evidence-based care in the electronic health record.

A working framework is presented for interdisciplinary professionals for designing, building, and evaluating clinical decision support rules (expert rules) within the electronic health record. The working framework outlines the key workflow processes for eight health system organizations for selecting, designing, building, activating, and evaluating rules. In preparation, an interdisciplinary team selected expert rules for their organizations. A physician, a nurse, and/or pharmacy informatics specialists led the team for each organization. The team chose from a catalog of expert rules that were supported by regulatory or clinical evidence. The design process ensured that each expert rule followed evidence-based guidelines and was programmed to automate steps in planning and delivering patient care. Expert rules were prioritized when improving the safety and quality of care. Finally, clinical decision support rules were evaluated for abilities to improve the consistency and currency of assessments and follow-through on patient findings from these assessments. The informatics specialists from each of the health system organizations also participated in a health system oversight group to construct the key processes for this beginning framework. The group refined the processes for the selection, design, construction, activation, and evaluation of expert rules over the past 3 years. These steps offered direction to subsequent clinic and hospital organizations in a similar situation. This case study identified four key considerations when implementing and evaluating the clinical decision support expert rules within care delivery. In summary, the processes for decision support expert rules required rigorous development and change control processes to support operation.

Decision Making, Organizational↗
PubMed2003

Informatics competencies pre-and post-implementation of a Palm-based student clinical log and informatics for evidence-based practice curriculum.

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, non-equivalent 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, the approaches were refined for implementation in the class of 2003.

Computer Literacy↗
PubMed2005

Bedside, classroom and bench: collaborative strategies to generate evidence-based knowledge for nursing practice.

The rise of evidence-base practice (EBP) as a standard for care delivery is rapidly emerging as a global phenomenon that is transcending political, economic and geographic boundaries. Evidence-based nursing (EBN) addresses the growing body of nursing knowledge supported by different levels of evidence for best practices in nursing care. Across all health care, including nursing, we face the challenge of how to most effectively close the gap between what is known and what is practiced. There is extensive literature on the barriers and difficulties of translating research findings into practical application. While the literature refers to this challenge as the "Bench to Bedside" lag, this paper presents three collaborative strategies that aim to minimize this gap. The Bedside strategy proposes to use the data generated from care delivery and captured in the massive data repositories of electronic health record (EHR) systems as empirical evidence that can be analysed to discover and then inform best practice. In the Classroom strategy, we present a description for how evidence-based nursing knowledge is taught in a baccalaureate nursing program. And finally, the Bench strategy describes applied informatics in converting paper-based EBN protocols into the workflow of clinical information systems. Protocols are translated into reference and executable knowledge with the goal of placing the latest scientific knowledge at the fingertips of front line clinicians. In all three strategies, information technology (IT) is presented as the underlying tool that makes this rapid translation of nursing knowledge into practice and education feasible.

Cooperative Behavior↗
PubMedDate not supplied

Gender differences in stories of everyday Internet use.

This study is a secondary analysis of data collected from four web-based focus groups of nurses and computer scientists who were frequent Internet users. Our aim in this secondary study was to examine gender differences and shared practices in the interpretation of narratives when using this technology. We found that women have different values than men when using the Internet. We can use this information to inform nurses of the gender values that are reflected in Internet usage to increase their understanding of the potential gender stereotyping practices that occur on a medium that is theoretically bias-free.

Adult↗
PubMed1998

Moving into the information era: does the current nursing paradigm still hold?

The transition into the information era is characterized by society's passage through three crossroads representing a change from: (a) technology to post-technology; (b) rigid jobs and hierarchies to dejobbing and vanishing hierarchies; and (c) limited competition to competition dominating all markets. These transitions have caused dramatic changes in the health care system at large and escalating problems that cannot be solved within the current paradigm of nursing. Among the nursing problems that were identified are those including difficulties in: (a) defining the relative contribution of nursing vis a vis other health professions; (b) the scope and dimensions of nursing authority; (c) implementing all aspects of the nursing intervention; (d) actualizing caring in nursing intervention; and (f) implementing the nursing process as a major thinking process in the profession. The analysis of the state of nursing suggests that the current clinical paradigm fails to consolidate the economic and quality issues into the core of nursing. It is not capable of solving central professional problems and emerging dilemmas. Considering that under the current paradigm, nursing has difficulties in highlighting to clients and the system alike where nursing can make a difference, it is questionable whether such a paradigm can ensure the existence of nursing in the future.

Health Transition↗
PubMed1987

Computers and nursing diagnoses. Issues in implementation.

In summary, the issue of using computerized systems for nursing diagnosis is really a question of when and how, not if, because we look to technology to simplify our information processing requirements. In a society that is moving quickly to increase applications of computers, there are still many technical as well as professional issues that need to be addressed. How we define computerized information systems can define how we practice. It is critical then to recognize nursing's responsibility to use technology to emphasize a commitment to care that is both individualized and humanistic. As we look to technology to simplify our information processing requirements, the process of developing computer applications for nursing holds great promise.

Humans↗
PubMed1997

Menopause on the Internet: building knowledge and community on-line.

Computers are ubiquitous throughout the developed world. Diverse discourses address the pros and cons of using this technology in higher education. Nursing has extensively used informatics but has not, as yet, been involved to any extent in teaching on the Internet. I argue that nurse educators should use computer technology to present substantive and rigorous courses that deal with complex issues, using menopause as an example. A for-credit menopause course I taught via e-mail is used to illustrate the possibility of building knowledge and a sense of community on the Internet.

Computer Communication Networks↗
PubMedDate not supplied

Knowledge engineering of expert systems for nursing.

Expert system technology and its derivatives will be core components of future health care information systems. Nursing presently lacks sufficient knowledge engineering resources to develop and implement expert system technology productively. In this article, knowledge engineering and its implications for nursing are described.

Artificial Intelligence↗