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A new innovation is being launched at Congress 2002 in the range of services offered by NATN to its members. The new online education website will provide modules on a range of perioperative topics. In this article, Marion Taylor and Paul Wicker explain the background to the project, the benefits to users, its limitations and the structure and content of the modules.
A vital part of restructuring in hospitals is a continuing effort to find ways to meet the growing demands of caregivers for efficient ways to enter and retrieve patient information. The process of effectively meeting these demands was coordinated through the leadership and efforts of the chief nurse executive and the information manager for nursing at New York Veterans Affairs Medical Center. These efforts resulted in timely support for restructuring, improvement in the development of competency skills among nursing staff, and increase in the use of electronic methods for documentation of patient care. Discussion of the changes implemented include approaches and content of training for computer skills development, a position description for an expanded role of a nurse in the field of informatics, and the facility's structure that fits a patient-centered care model.
A growing number of health care professionals (e.g., physicians, nurses, librarians, and administrators) desire to enhance their skills and knowledge in medical informatics. These individuals are usually in established careers with limited time as well as inability to relocate to one of the small number of health science universities which offer informatics training. As a result of inquiries about distance learning in medical informatics and a market survey which documented and detailed such interest, a distance learning program was launched by the medical informatics program at Oregon Health Sciences University (OHSU). In the 1999-2000 academic year, two graduate-level medical informatics courses in the OHSU program have been taught by distance learning. In the 2000-2001 academic year, an eight-course certificate program will be launched. Further information can be found at: http://www. ohsu.edu/bicc-informatics/distance/
Barely more than 15 years have passed since electronic memory cards appeared, their popularity has grown rapidly (first of all as a cash-saving device and later for other purposes, as well). This is due also to the growing interest towards development of the intelligence of information systems for the follow-up of patients' health condition and medical care in countries with a highly developed health and insurance system (need for the creation of data bases divided for individuals) and also to their commitment towards a better control of the quality and costs of health care. We can come to the conclusion that the aim of research, development and the creation of systems in health informatics is to prevent illness and to give a direct informatic support to medical and nursing activity carried out in the patients' interests. The smart card and the surrounding application systems are certainly the appropriate means for the achievement of these aims.
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In this contribution the AIM Concerted Action Education and Training in Health Informatics (EDUCTRA) is discussed. The activities of the Concerted Action and the results of a survey conducted in 1993 concerning the state-of-the-art of education and training in health informatics in healthcare are presented.
AIM: This paper is about work-based learning in information management for student nurses. It seeks, through a literature review, to make a case for and promote Information and Communications Technology capability development in student nurses within their clinical environment. BACKGROUND: The profession of nursing, like many other jobs, is facing the increasing usage of information technology in day-to-day operations. Admission and discharges of patients have been held on computer databases since at least the 1980s. With the new Labour Government in 1997, increasing focus was placed on the effectiveness of the National Health Service and using computers as one way to assist in achieving greater effectiveness. Nurse education therefore needed to reflect this need and support trainee nurses to acquire skills in Information and Communications Technology. This paper is part of an ongoing professional doctorate inquiry into Information and Communications Technology capability development in student nurses. EVALUATION: A literature search was conducted on teaching information and technology skills via Cumulative Index to Nursing and Allied Health Literature. Most of the available studies were neither based on the UK nor were they about student nurses. As there is a dearth of published work in this specific area, relevant, related and tangential literature was reviewed. KEY ISSUES: It is argued that current practice and published work on Information and Communications Technology capability development by student nurses hardly exists. The literature confirmed that success in this area requires sound change management, an understanding of National Health Service culture, and effective people leadership skills. Nurse educators and managers need to pay more attention to understand how organizations work, particularly organizations where student nurses carry out their work. CONCLUSIONS: As the search revealed a significant gap in the literature in this area, a practical conceptual framework to fully analyse, develop and implement sustained Information and Communications Technology capability in student nurses is proposed.
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There are no multidisciplinary operational models to guide nursing informaticists and clinical system users in the design and implementation of computer-supported multidisciplinary care. The Patient-Centered Informatics Model is offered as just such a pragmatic guide. It fuses earlier work with new concepts and allows a visual depiction of crucial elements-influencing factors such as regulations and healthcare delivery models, system attributes such as healthcare delivery methods, knowledge base and supporting technology and categories of results of application processing. The model can help users and executives organize their thinking about the design, implementation, and evaluation of clinical systems in complex settings.
The University of Maryland at Baltimore (UMAB) is a professional school campus, including schools of Dentistry, Law, Medicine, Nursing, Pharmacy, Graduate Studies, and Social Work and Community Planning. In late 1987, UMAB convened a Task Force on Informatics, intended to support the campus as it worked to become a Centre of Excellence for Informatics. The Task Force reviewed the current computing environment at UMAB and the individual schools. In assessing the state of the art in informatics, its work was supplemented by the formation of external advisory committees of national and international informaticians. Deliberations proceeded according to a methodology designed to develop factual databases and to generate consensus. The Task Force report, which is excerpted in the following paper, established a tiered taxonomy of competencies; defined the three levels; and set forth program models for the two higher levels. Special note was made of the programs in nursing and dental informatics newly established at UMAB. The report concluded with three recommendations, each with detailed action points identified.
Recent developments in biomedical informatics research have afforded possibilities for great advances in health care delivery. As in most domains, there is a gulf between technologic artifacts and end users, which compromises the culture of safety in the workplace. This necessitates a broadening of disciplinary boundaries to consider cognitive and social factors related to the design and use of technology. The authors argue for a place of prominence for cognitive science in understanding nursing factors associated with patient safety. Cognitive science provides a framework for the analysis and modeling of complex human performance. Studies of clinical cognition can meaningfully inform and shape design, development, and assessment of information systems. Furthermore, they have a decisive impact on whether information technology has a positive influence on human performance and are especially important in understanding and promoting safe practices. These issues are discussed in the context of clinical informatics with a focus on nursing practice.
This study was undertaken to investigate the opinion of nursing undergraduate students of the first year about the discipline "Informatic applied to health". Data were collected using a questionnaire with open and closed questions applied through three consecutive years (1989, 1990, 1991). The results showed that undergraduate students considered this course important. Student's expectations were related to the necessity to get familiar with computers. The mentioned critiques were related to the necessity of more time and equipments to support a better learning process.
Information storage and processing continues to become increasingly important for health care, and offers enormous potential to be realised in the delivery of health care. Therefore, it is imperative that all health care professionals should learn skills and gain knowledge in the field of health informatics, or medical informatics, respectively. Working Group 1, Health and Medical Informatics Education, of the International Medical Informatics Association (IMIA WG1) seeks to advance the knowledge of how these skills are taught in courses for the various health care professions around the world, and includes physicians, nurses, administrators, and specialists in medical informatics. IMIA WG1 held its 6th International Conference on Health and Medical Education in Newcastle, Australia, in August 1997. The theme of the conference was 'Transformation of Healthcare through Innovative Use of Information Technology'. This special issue of the International Journal of Medical Informatics on Health and Medical Informatics Education contains selected papers presented at the conference. In addition to the central topic, Educating Health Care Professionals in Medical Informatics the topics telematics, distance education and computer based training were also discussed at the conference.
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Postgraduate nursing education, formal or informal, has grown enormously and the benefits, to the students, their employers or their patients or its impact on clinical practice has not been well researched, particularly in Australia. The authors commenced a 10 year longitudinal study at a university in Sydney, Australia to track five cohorts of postgraduates at two yearly intervals to determine their career paths, changes in professional behaviour and the perceived impact of their postgraduate education on the care they deliver. This paper will report these five cohorts' (N=236) perceptions of the impact of their postgraduate studies on their care delivery two years after completion of their study. The results indicate that their postgraduate education had a positive to strongly positive impact on the majority of items. These as well as those items identified as not being affected will also be presented and discussed.
Recent developments in biomedical informatics research have afforded possibilities for great advances in health care delivery. These exciting opportunities also present a number of challenges to the implementation and integration of technologies in the workplace. As in most domains, there is a gulf between technologic artifacts and end users, which compromises the culture of safety in the workplace. Because clinical practice is a human endeavor, there is a need for bridging disciplines to enable clinicians to benefit from rapid technologic advances. This, in turn, necessitates a broadening of disciplinary boundaries to consider cognitive and social factors related to the design and use of technology. The authors argue for a place of prominence for cognitive science in understanding nursing factors associated with patient safety. Cognitive science provides a framework for the analysis and modeling of complex human performance. Studies of clinical cognition can meaningfully inform and shape design, development and assessment of information systems. Furthermore, they have a decisive impact on whether information technology has a positive influence on human performance and are especially important in understanding and promoting safe practices. These issues are discussed in the context of clinical informatics with a focus on nursing practice.
The use of computer-based instructional technologies has become almost ubiquitous in education, including health professions education. In addition, clinical practice requires the use of digital information, networking, and continued learning. Faculty, students, and clinicians must be prepared to use computer-based technologies and telecommunications. Many faculty members in the health professions need assistance with the transfer of traditional (campus-based) courses or course material to the World Wide Web. This article presents the instructional design and pedagogical aspects of redesigning a traditional campus-based course for the World Wide Web. Specific steps and a template are identified. The development of a virtual community of learners is also discussed as a critical element of on-line teaching and learning.