PubMed Health⌕ Search

SEARCH · PubMed Health

Results for “Nursing Informatics”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

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

At least 757 records · Page 42Linked to original sources
PubMed2001

The Cancer Informatics Infrastructure: a new initiative of the National Cancer Institute.

OBJECTIVES: To inform oncology nurses about the National Cancer Institute (NCI) Cancer Informatics Infrastructure initiative that will transform cancer care through more effective and efficient information exchanges among all involved in cancer research. DATA SOURCES: Published articles and reports from the NCI pertaining to the initiative. CONCLUSIONS: Clinical trials represent the primary mechanism for evaluating promising new strategies to prevent, diagnose, and treat cancer. Advances in information technology and the exponential increase in the use of the internet are providing unprecedented opportunities to streamline the operation and administration of the clinical trials the NCI supports. IMPLICATIONS FOR NURSING PRACTICE: The revitalized system will be more flexible and inclusive and will facilitate input from oncology nurses and others with a commitment to improving cancer care.

Clinical Trials as Topic↗
PubMedDate not supplied

A blueprint for an undergraduate healthcare informatics course.

Healthcare informatics has been taught at the graduate level for a number of years. With the proliferation of computer uses and information management systems, all nurses must interface with computer technologies. Healthcare informatics courses can no longer remain limited to specialists at the graduate level. Undergraduate nursing educators must incorporate information management content into their curricula. The authors provide a detailed description of an undergraduate healthcare informatics course.

Curriculum↗
PubMedDate not supplied

Information technology training in primary care: the nurses' voice.

Information technology (IT) is now essential to the development and delivery of health services. Healthcare professionals, including nurses, need appropriate educational training to enable them to use IT adequately because care is shared within multiprofessional teams in both hospitals and the community. In particular, primary care nurses have had less access than other health professionals to IT training and fewer opportunities to benefit from IT. Furthermore, there is little evidence in the literature on the current situation of IT training needs and requirements for primary care nurses. The PRACTIS (PRimary care nurses Access to Communications Technology and Informatics Skills) UK-based project has addressed these issues through an empirical investigation to establish a picture of the current primary care situation. This was done using a questionnaire, followed by practicing nurse focus groups. Directions for further work in the IT training of primary care nurses are discussed, together with recommendations to investigate the effect that the organization of the work within primary care groups may have on nurses' use and access to communications technology and informatics skills.

Adult↗
PubMed2002

Multimedia technologies in education.

In general multimedia is the combination of visual and audio representations. These representations could include elements of texts, graphic arts, sound, animation, and video. However, multimedia is restricted in such systems where information is digitalized and is processed by a computer. Interactive multimedia and hypermedia consist of multimedia applications that the user has more active role. Education is perhaps the most useful destination for multimedia and the place where multimedia has the most effective applications, as it enriches the learning process. Multimedia both in nursing education and in medical informatics education has several applications as well. A multimedia project can be developed even as a "stand alone" application (on CD-ROM), or on World Wide Web pages on Internet. However several technical constraints exist for developing multimedia applications on Internet. For developing multimedia projects we need hardware and software, talent and skill. The software requirements for multimedia development consist of one or more authoring systems and various editing applications for text, images, sounds and video. In this chapter different software tools for creating multimedia applications are presented. In the last part of this chapter, two examples of multimedia educational training programs are discussed. Both are "stand alone" applications (CD-ROMs). The first, examines several aspects of the electronic patient record by using videos, audio descriptions, lectures and glossary, while the second one presents several topics regarding epidemiology and epidemiological research by using graphics, sound and animation.

CD-ROM↗
PubMedDate not supplied

Impact of technology on the content and nature of teaching and learning.

Excelsior College has a Web-based graduate nursing program with a focus on clinical systems management and health care informatics that incorporates a variety of technology-based educational strategies: synchronous and asynchronous collaborative communication, project/activity-based learning, and web-based interaction and feedback. This pilot study was undertaken to examine the relationship between the use of technology and outcomes in two computer-mediated courses in the program. Questionnaires, interviews, standardized scales, and course assessments were selected or developed as needed, and existing demographic information and evaluations were accessed for comparison purposes. The analysis strategy was specific to the data, the sample size, and the types of questions posed. The tools developed for and used in the study can be applied across the curriculum to enhance evaluation of learning and program effectiveness.

Adult↗
PubMed2006

The contribution of nursing data to the development of a predictive model for the detection of acute pancreatitis.

The increasing use of information system has resulted in the accumulation of a large volume of nursing data in electronic medical records. These data have great potential for supporting the various clinical decisions made by physicians, nurses, and managers. However, how to re-use of nursing data remains largely an issue of informatics. The aim of this study was to demonstrate how these nursing data can be used and how much they could contribute to developing a predictive model for an expert system for early detection of acute pancreatitis. We employed a probability-based model consisting of a Bayesian network and trained this model with the patient data retrospectively retrieved from the enterprise data warehouse of a tertiary hospital. The performance of the predictive model was measured based on the error rate and the area under receiver operating characteristics curve, which were 13.89 % and 0.93, respectively. The sensitivity of the acute pancreatitis to the findings from each nursing data was measured using a test of sensitivity. The results showed that the role of nursing data is as important as laboratory data in formulating a model for an expert system.

Acute Disease↗
PubMed1998

Teaching medical informatics a la carte: a curriculum for the professional palate.

Health professionals as well as students vary greatly in their appetite for medical informatics and evidence-based medicine. The information professional is challenged by the need for instructional programs that support the use of medical informatics to a diverse audience. For teaching programs to be successfully received, the information professional must be able to offer an adaptable curriculum that can be arranged to meet the differing needs of a wide range of health professionals. The Educational Services Department at New York University Medical Center has designed and implemented a multidisciplinary curriculum that serves as a model for health and information professionals to meet a variety of goals and objectives. This paper describes how the curriculum evolved. It is presented as a menu of offerings that may be coordinated and adapted to meet the varying skills and needs of clinicians, basic scientists, residency training programs, medical student clerkships, and nursing and allied health programs. Informatics programs that may include workshops in basic computer skills, identification of information resources, the structure of information, developing search strategies in support of evidence-based medicine, identifying qualitative journal literature, and critical appraisal of the literature, are easily adapted to any audience and schedule.

Academic Medical Centers↗