Nursing Informatics Competencies Research Articles

Evaluation of the Korean version of the self-assessment of nursing informatics competencies scale

BackgroundIn order to assess nursing students’ informatics competency, we need a comprehensive Korean version scale that reflects the important advances in nursing informatics and can make up for the lack of an existing measure. This study aimed to cross-culturally adapt the Self-Assessment of Nursing Informatics Competencies Scale (SANICS) into Korean (K-SANICS) and verify its validity and reliability with nursing students.MethodsThe design of this study was a methodological approach to translate and evaluate the Korean version tool (K-SANICS). A total of 254 nursing students at four universities in Korea completed a structured questionnaire including background characteristics and the K-SANICS. Reliability and validity of the 30-item K-SANICS were evaluated using Cronbach’s α, content validity, factor analysis, and contrasted groups approach.ResultsCronbach’s α was .95. Exploratory factor analysis was performed to verify the scale’s construct validity, identifying 30 items across six categories: advanced skills for clinical informatics, basic application skills, basic computer skills, roles in nursing informatics, skills for clinical applications, and attitude toward computers in nursing.ConclusionThe K-SANICS may be used as a reliable assessment tool of nursing students’ nursing informatics competencies. It is expected that the K-SANICS will contribute to establishing, operating, and evaluating nursing informatics curricula and also can be used in a clinical setting.

A Review of Clinical Informatics Competencies in Nursing to Inform Best Practices in Education and Nurse Faculty Development.

The aim of this literature review was to determine the state of the science related to clinical informatics competencies of registered nurses and to determine best practices in educational strategies for both nursing students and faculty. Continued emphasis on the provision of evidence-based patient care has implications for requisite informatics-focused competencies to be threaded throughout all levels of nursing educational programs. Whittemore and Knalf's five-step integrative review process guided this research. An extensive search yielded 69 publications for critical appraisal. Results suggest nursing educational programs do not adhere to standardized criteria for teaching nursing informatics competencies. Another identified literature gap was the scarcity of research related to informatics training requirements for nurse educators. Findings support the need for continued research to provide clear direction about the expected clinical informatics competencies of graduate nurses and what training faculty need to facilitate student learning.

Alignment of American Association of Colleges of Nursing Graduate-Level Nursing Informatics Competencies With American Medical Informatics Association Health Informatics Core Competencies.

This study yielded a map of the alignment of American Association of Colleges of Nursing Graduate-Level Nursing Informatics Competencies with American Medical Informatics Association Health Informatics Core Competencies in an effort to understand graduate-level accreditation and certification opportunities in nursing informatics. Nursing Informatics Program Directors from the American Medical Informatics Association and a health informatics expert independently mapped the American Association of Colleges of Nursing competencies to the American Medical Informatics Association Health Informatics knowledge, skills, and attitudes. The Nursing Informatics Program Directors' map connected an average of 4.0 American Medical Informatics Association Core Competencies per American Association of Colleges of Nursing competency, whereas the health informatics expert's map connected an average of 5.0 American Medical Informatics Association Core Competencies per American Association of Colleges of Nursing competency. Agreement across the two maps ranged from 14% to 60% per American Association of Colleges of Nursing competency, revealing alignment between the two groups' competencies according to knowledge, skills, and attitudes. These findings suggest that graduates of master's degree programs in nursing, especially those specializing in nursing informatics, will likely be prepared to sit for the proposed Advanced Health Informatics Certification in addition to the American Nurses Credentialing Center bachelor's-level Informatics Nursing Certification. This preliminary map sets the stage for further in-depth mapping of nursing informatics curricula with American Medical Informatics Association Core Competencies and will enable interprofessional conversations around nursing informatics specialty program accreditation, nursing workforce preparation, and nursing informatics advanced certification. Nursing informaticists should examine their need for credentials as key contributors who will address critical health informatics needs.

Uji Validitas Dan Reliabilitas Kuesioner Pengukuran Kompetensi Sistem Informasi Keperawatan: NICAT Dalam Bahasa Indonesia

Integrasi Teknologi Informasi (TI) di bidang kesehatan terbukti meningkatkan kualitas pelayanan kesehatan dengan meningkatkan patient safety serta mempercepat waktu layanan. Salah satu inovasi TI di bidang kesehatan yaitu rekam medik elektronik (electronic health record). Rekam medik jenis ini sudah umum digunakan di negara maju namun masih jarang digunakan di negara berkembang termasuk Indonesia. Sebelum pengimplementasian suatu sistem informasi baru di pelayanan kesehatan, perlu dipastikan bahwa user dapat mengoperasikannya dengan baik sehingga hasil dari sistem tersebut optimal. Perawat sebagai tenaga kesehatan dengan jumlah paling banyak di suatu pelayanan kesehatan seperti Rumah Sakit merupakan user terbesar bila rekam medik elektronik ini diterapkan. Oleh karena itu diperlukan suatu alat untuk mengukur kemampuan atau literasi sistem informasi keperawatan (SIK). Salah satu alat ukur kompetensi SIK yaitu NICAT (Nursing Informatics Competency Assessment Tool) yang memiliki 3 bagian serta 30 item pertanyaan. Penulis melakukan alih bahasa pada kuesioner ini, kemudian melakukan uji validitas dan reliabilitas. Jumlah sampel pada penelitian ini yaitu 233 perawat di salah satu Rumah Sakit Pemerintah di Pekanbaru, Indonesia. Hasil uji validitas pada 30 item dengan r tabel 0.128 menunjukkan r hitung diatas nilai tersebut dengan Cronbach’s Alpha 0,975. Dapat disimpulkan kuesioner pengukuran kemampuan SIK (NICAT versi Bahasa Indonesia) telah valid dan reliabel sehingga dapat digunakan mengukur kemampuan SIK perawat Indonesia.

Development of the Nursing Informatics Competence Scale for Nursing Students

Purpose : This methodological study was conducted to develop and validate the scale of the nursing informatics competence for nursing students. Methods : Data collected from 639 nursing students were utilized to test the validity and reliability of preliminary tool. Validity and reliability analyses included content, construct, factor analysis, and cronbach’s alpha were used for the analysis. Results : Twenty-five items were selected for final scale, and categorized into 3 factors explaining 78.3% of the total variance. Each of the factors were named as follows; ‘computer skills competence’(12 items), ‘informatics skills competence’(5 items), ‘informatics knowledge competence’(8 items). Cronbach’s alpha was .90 and the reliability of the sub-scales ranged from .84 to .88. Conclusion : The results show that this scale can provide scientific data when evaluating the effectiveness of programs regarding nursing informatics competence of nursing students.

Assessing nurses' informatics competency and identifying its related factors.

Due to the increasing use of informatics as an infrastructure in developing the quality of care and patient safety, informatics competency has become a crucial requirement for nurses. This study was conducted to assess nursing informatics competency, and identify related factors in registered nurses. This research is an analytical descriptive study in which the research community included 205 nurses working at Tabriz University of Medical Sciences' hospitals. The researcher-made questionnaire was developed as a data collection tool (α = 98%). The data was entered into SPSS16 software and correlation analysis and regression were carried out. The mean score percentage of total nursing informatics competency was 59.92%. The highest mean score was related to informatics skills (62.98), followed by the informatics knowledge subscale (59%). In addition, informatics competency was positively correlated with self-efficacy (r = 0.27, p = 0.001), evidence-based practice (r = 0.55, p = 0.001) and time spent on hospital information systems (r = 0.16, p = 0.01). Computer skills, self-efficacy, evidence-based practice and time spent on hospital information systems are determinant factors of nurses' informatics competency. Developing nurses' basic computer skills and incorporating informatics education programmes into the curriculum can enhance nurses' informatics competency.

Competencies for nursing in a digital world. Methodology, results, and use of the DACH-recommendations for nursing informatics core competency areas in Austria, Germany, and Switzerland

ABSTRACTWhile Nursing Informatics competencies seem essential for the daily work of nurses, they are not formally integrated into nursing education in Austria, Germany and Switzerland, nor are there any national educational recommendations. The aim of this paper is to show how such recommendations can be developed, what competency areas are most relevant in the three countries and how the recommendations can be implemented in practice. To this end, a triple iterative procedure was proposed and applied starting with national health informatics recommendations for other professionals, matching and enriching these findings with topics from the international literature and finally validating them in an expert survey with 87 experts and in focus group sessions. Out of the 24 compiled competency areas, the relevance ratings of the following four recommended areas achieved values above 90%: nursing documentation (including terminologies), principles of nursing informatics, data protection and security, and quality assurance and quality management. As there were no significant differences between the three countries, these findings laid the foundation of the DACH Recommendations of Nursing Informatics as joint German (D), Austrian (A), and Swiss (CH) recommendations in Nursing Informatics. The methodology proposed has been utilized internationally, which demonstrates the added value of this study also outside the confines of Austria, Germany, Switzerland.

Psychometric Properties of the Canadian Nurse Informatics Competency Assessment Scale.

Assessment of nursing informatics competencies has gained momentum in the scholarly literature in response to the increased need for resources available to support informatics capacity in nursing. The purpose of this study was to examine the factor structure and internal consistency reliability of the Canadian Nurse Informatics Competency Assessment Scale, a newly developed 21-item measure based on published entry-to-practice informatics competencies for RNs. For this study, 2844 nurses completed the Canadian Nurse Informatics Competency Assessment Scale through a cross-sectional survey. Exploratory principal component analysis with oblique promax rotation revealed a four-component/factor structure for the 21-item Canadian Nurse Informatics Competency Assessment Scale, explaining 61.04% of the variance. Item loading per each component reflected the original Canadian Association of Schools of Nursing grouping of nursing informatics competency indicators, as per three key domains of competency: information and knowledge management (α = .85); professional and regulatory accountability (α = .81); and use of information and communication technology in the delivery of patient care (α = .87) with the exception of one item (Indicator 3), which loaded into the category of foundational information and communication technology skills (α = .81). This study provided preliminary evidence for the construct validity of the entry-to-practice competency domains and the factor structure and reliability of the Canadian Nurse Informatics Competency Assessment Scale among practicing nurses. Further testing among nurses in other settings and among nursing students is recommended.

Nursing Informatics Competencies: Assessment of Undergraduate and Graduate Nursing Students

Nursing Informatics Competencies: Assessment of Undergraduate and Graduate Nursing Students

Analysis of the correlation between the career success of nursing and the level of nursing informatics competence

Objective To explore the career success of nursing and the level of nursing informatics competence, and to analyzed the correlation between them. Methods From May 2016 to February 2017, a total of 700 nurses from 4 classⅢ grade A hospitals in Guangzhou and Fuzhou were selected by convenience sampling method and investigated by a self-designed general information questionnaire, the Chinese Version of Career Success Scale (CCSS) and Nursing Informatics Competence Scale (NICS) . In this study, 700 questionnaires were issued and 648 questionnaires were collected. The effective recovery rate of the questionnaire was 92.57%. After soring out the data of the subjects, SPSS 19.0 was applied for statistical analysis (descriptive analysis, Pearson correlation analysis and multiple linear regression analysis) . Results The total score of 648 nurses' CCSS was (34.45±7.69) , with a score rate of 62.64%, which was at a moderate level. The total score of NICS was (117.30±20.04) , with a score rate of 73.71%, which was at a moderate and upper level. The scores each dimension and the total score of the CCSS were positively related to the scores of each dimension and the total score of NICS (P<0.001) . The results of multiple stepwise linear regression showed that the nursing information awareness, professional title, nursing information management ability and gender could predict 62.2% variance of the total score of CCSS. Nursing information consciousness, gender and nursing information management ability could predict 57.9% variance of career satisfaction. Conclusions It is found that the success level of nurses' career was at a moderate level, and the nursing informatics competence affects the career success level of nurses. Key words: Nurses; Career success; Nursing informatics competence; Correlation analysis

Examining the Relationship Between Nursing Informatics Competency and the Quality of Information Processing

The purpose of this study was to examine nursing informatics competency and the quality of information processing among nurses in Jordan. The study was conducted in a large hospital with 380 registered nurses. The hospital introduced the electronic health record in 2010. The measures used in this study were personal and job characteristics, self-efficacy, Self-Assessment Nursing Informatics Competencies, and Health Information System Monitoring Questionnaire. The convenience sample consisted of 99 nurses who used the electronic health record for at least 3 months. The analysis showed that nine predictors explained 22% of the variance in the quality of information processing, whereas the statistically significant predictors were nursing informatics competency, clinical specialty, and years of nursing experience. There is a need for policies that advocate for every nurse to be educated in nursing informatics and the quality of information processing.

The Health Information Technology Competencies Tool: Does It Translate for Nursing Informatics in the United States?

Information technology use in healthcare delivery mandates a prepared workforce. The initial Health Information Technology Competencies tool resulted from a 2-year transatlantic effort by experts from the US and European Union to identify approaches to develop skills and knowledge needed by healthcare workers. It was determined that competencies must be identified before strategies are established, resulting in a searchable database of more than 1000 competencies representing five domains, five skill levels, and more than 250 roles. Health Information Technology Competencies is available at no cost and supports role- or competency-based queries. Health Information Technology Competencies developers suggest its use for curriculum planning, job descriptions, and professional development.The Chamberlain College of Nursing informatics research team examined Health Information Technology Competencies for its possible application to our research and our curricular development, comparing it originally with the TIGER-based Assessment of Nursing Informatics Competencies and Nursing Informatics Competency Assessment of Level 3 and Level 4 tools, which examine informatics competencies at four levels of nursing practice. Additional analysis involved the 2015 Nursing Informatics: Scope and Standards of Practice. Informatics is a Health Information Technology Competencies domain, so clear delineation of nursing-informatics competencies was expected. Researchers found TIGER-based Assessment of Nursing Informatics Competencies and Nursing Informatics Competency Assessment of Level 3 and Level 4 differed from Health Information Technology Competencies 2016 in focus, definitions, ascribed competencies, and defined levels of expertise. When Health Information Technology Competencies 2017 was compared against the nursing informatics scope and standards, researchers found an increase in the number of informatics competencies but not to a significant degree. This is not surprising, given that Health Information Technology Competencies includes all healthcare workers, while the TIGER-based Assessment of Nursing Informatics Competencies and Nursing Informatics Competency Assessment of Level 3 and Level 4 tools and the American Nurses Association Nursing Informatics: Scope and Standards of Practice are nurse specific. No clear cross mapping across these tools and the standards of nursing informatics practice exists. Further examination and review are needed to translate Health Information Technology Competencies as a viable tool for nursing informatics use in the US.

Effects of using mobile device-based academic electronic medical records for clinical practicum by undergraduate nursing students: A quasi-experimental study

IntroductionThe academic electronic medical record (AEMR) system is applied with the expectation that nursing students will be able to attain competence in healthcare decision-making and nursing informatics competencies. However, there is insufficient evidence regarding the advantage of applying mobile devices to clinical practicum. ObjectivesThis study aimed to examine the effect of an experiment that introduced a mobile AEMR application for undergraduate nursing students in their practicum. MethodsA quasi-experimental design was used. The subjects were 75 third-year nursing students enrolled in clinical practicum and were divided into an experimental (practicum with AEMR) and a control (conventional practicum) group. Nursing informatics competencies, critical thinking disposition, and satisfaction with clinical practicum were measured before and after the clinical practicum for each group. The usability of the AEMR application was also examined for the experimental group after the experiment. ResultsAfter the experiment, the experimental group showed a significant increase in the informatics knowledge domain of nursing informatics competencies in the post-test. The difference in critical thinking between the experimental and control groups was not statistically significant. Regarding satisfaction with the clinical practicum, the experimental group exhibited a significantly higher level of satisfaction in “preparation of a diagnostic test or laboratory test and understanding of the results” and “nursing intervention and documentation” than the control group. Students who participated in the practicum using the AEMR application considered it useful. ConclusionsThe AEMR application was an effective educational method for practicing the immediate documentation of students' observations and interventions and was available at the patients' bedsides. To improve critical thinking, it is necessary to apply a variety of approaches when solving clinical problems.

A qualitative study of new graduates’ readiness to use nursing informatics in acute care settings: clinical nurse educators’ perspectives

Background: There is an increase in demand for newly graduated nurses who are ready to use nursing informatics (NI) efficiently in technology-rich healthcare environments. However, the progress of embedding NI into curricula has been slow worldwide, and literature reports graduates are not ready to use NI tools effectively in the workplace, posing potential threats to patient safety. In the absence of National Standards for NI competencies, graduates’ NI needs on entering the workplace need to be explored.Aim: To identify graduates’ NI needs on entering the workplace in acute care settings from the perspectives of clinical nurse educators.Methods: A qualitative study using interpretive description with one focus group of six clinical nurse educators was conducted. Clinical nurse educators who are significantly involved in supporting graduates from their first day in the workplace were purposively recruited. The focus group was audiotaped, transcribed verbatim and analysed using thematic analysis.Results: Graduates were found to be inadequately prepared to use NI tools on entering the workplace. Inefficient hospital systems and a ward culture that was discouraging graduates’ NI practice were identified as major barriers to the implementation of NI practice. Lack of exposure to specific hospital systems as undergraduates was also identified as a significant barrier to NI practice among graduates.Conclusions: As well as supporting the pre-existing studies on NI skills in graduates and barriers to graduates’ NI practice, this current study identified the need for nursing schools to further integrate NI into formal curricula and increased opportunity for exposure to hospital systems as undergraduates. Further studies in multiple settings across Australia are recommended to ensure the transferability of the findings of this study.

Exploring the role of the nurse manager in supporting point-of-care nurses’ adoption of electronic health records: protocol for a qualitative research study

IntroductionAn increasing number of electronic health record (EHR) systems have been implemented in clinical practice environments where nurses work. Findings from previous studies have found that a number of intended...

Evaluation of the Effects of Flipped Learning of a Nursing Informatics Course.

This study evaluated the effects of flipped learning in a nursing informatics course. Sixty-four undergraduate students attending a flipped learning nursing informatics course at a university in South Korea participated in this study in 2013. Of these, 43 students participated at University A, and 46 students participated at University B, as a comparison group. Three levels of Kirkpatrick's evaluation model were used: level one (the students' satisfaction), level two (achievement on the course outcomes), and level three (self-perceived nursing informatics competencies). Students of the flipped learning course reported positive effects above the middle degree of satisfaction (level one) and achieved the course outcomes (level two). In addition, self-perceived nursing informatics competencies (level three) of the flipped learning group were higher than those of the comparison group. A flipped learning nursing informatics course is an effective teaching strategy for preparing new graduate nurses in the clinical setting. [J Nurs Educ. 2017;56(8):477-483.].

Relation between Nursing Informatics Competency and Nurses’ Attitude toward Evidence-Based Practice among Qualified Nurses at Mansoura Oncology Center

Nowadays, Nursing informatics and evidence based practice (EBP) are considered an important practices in the success of patient care in any organization. Accordingly, nurses, have to establish informatics experience to effectively implement evidence based practice. The aim of this study was to assess the relation between nursing informatics competency and nurses’ attitude toward evidence-based practice among qualified nurses at Mansoura Oncology center. Design of the study descriptive correlation study was used. Sample of the study included all qualified nurses with bachelor degree of nursing. Tools of data collection: two tools were used namely Nursing Informatics Competency Assessment Tool (NICAT) and the Evidence-Based Nursing Attitude Questionnaire (EBNAQ). Result: The result of the study showed that there was statistical significant positive correlation between the qualified nurses' total nursing informatics competency scores and their total attitude score toward evidence based practice. Recommendations: Incorporating nursing informatics and evidence-based knowledge and skills in the nursing curriculum.

Nursing Informatics Competency Assessment for the Nurse Leader: Instrument Refinement, Validation, and Psychometric Analysis.

The aim of this article is to refine and validate a new instrument, Nursing Informatics Competency Assessment for the Nurse Leader (NL). Because health information technology rapidly advances, the NL requires greater levels of informatics knowledge. Item reduction and psychometric analysis methodology RESULTS: A total of 357 national NLs completed the survey. Exploratory factor analysis resulted in a final 6-factor solution that contained 26 items: (1) strategic implementation management, (2) advanced information management and education, (3) executive planning, (4) ethical and legal concepts, (5) information systems concepts, and (6) requirements and system selection. Cronbach's α were .96, .91, .90, .83, .92, .81, respectively. We established a valid and reliable nursing informatics competency assessment instrument with sufficient specificity to guide NLs to recognize the competencies required in their role, create solutions to address potential gaps, and enhance delivery of patient care.

Nursing Informatics Competency Assessment for the Nurse Leader: The Delphi Study.

The aim of this study was to identify nursing informatics competencies perceived as relevant and required by nurse leaders. To participate as a full partner in healthcare leadership among rapidly advancing health information technologies (HITs), nurse leaders must attain knowledge of informatics competencies related to their clinical leadership roles and responsibilities. Despite this increased need to engage in HIT-related decision making, a gap remains in validated informatics competencies specific to the needs of nurse leaders. An environmental scan and 3-round survey using Delphi methods used with nurse leaders for competency identification were used. Between 26 and 41 participants responded to each Delphi round. Most nurse leaders acquired HIT knowledge through on-the-job training. We identified 74 competencies from an initial list of 108 competencies. This work can advance nursing practice to move beyond "on-the-job informatics training" to a more competency-based model of nursing informatics education and practice.

Integrating Health Information Technology Safety into Nursing Informatics Competencies.

Nursing informatics competencies are constantly changing in response to advances in the health information technology (HIT) industry and research emerging from the fields of nursing and health informatics. In this paper we build off the work of Staggers and colleagues in defining nursing informatics competencies at five levels: the beginning nurse, the experienced nurse, the nursing informatics specialist, the nursing informatics innovator and the nursing informatics researcher in the area of HIT safety. The work represents a significant contribution to the literature in the area of nursing informatics competency development as it extends nursing informatics competencies to include those focused on the area of technology-induced errors and HIT safety.