Abstract
The Age of Data is upon us, promising sweeping changes in all areas of business, including healthcare. The Shaw quote reminds us that data (facts) are fundamental to change. The Fourth Paradigm: Data-Intensive Scientific Discovery (Hey et al. The fourth paradigm: data-intensive scientific discovery, 2009) builds on the importance of data. Our science is powered by advanced computing capabilities and team work. The age of data-intensive discovery encompasses the transition from hypothesis-driven to data-driven science. The convergence of statistics, computer science and physical and life sciences is a reality today. What does it mean for nursing to become more data intensive? What will it mean for the practice of nursing and how do academic institutions adjust to prepare the nurses of the future to function well in a data-rich world? The potential is great to harness the massive stores of data on biological systems as well as social determinants of health; patients could change the way that care is provided. However our history tells us it may not be an easy transition. Nursing will need a large number of data-savvy professionals who can lead the profession forward; academic nursing must change to meet this challenge. In this chapter, the critical need for workforce training will be examined and the role that schools of nursing and academia will play to prepare the workforce of the future will be described. Competencies across different types of nursing education programs will be reviewed and exemplars of innovative curricular change will be described.
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