Nursing Informatics Course Research Articles

Incorporation of Generative AI in an Introductory Nursing Informatics Course.

This case study describes how one educator approached the incorporation of generative AI into a graduate-level introductory nursing informatics course. Policy for acceptable use of generative AI was set separately for each assignment and disclosure of use was included in grading rubrics. Classroom discussions were used to explore issues surrounding generative AI such as trust and ethical concerns. One assignment required the use of a generative AI output to serve as the first draft of patient education material that was then to be improved by the student. In an accompanying reflection, students described their key takeaways from the experience of completing the assignment. The approach for this course was successful in achieving the goal of familiarizing students with the uses, benefits, risks, and ethical implications of using generative AI in the classroom and in healthcare. Opportunities are identified for improvement of assignment instructions.

Evaluation of a Nursing Informatics Course by Nurses: A Continuing Education.

This study aimed to evaluate the effectiveness of a nursing informatics continuing education course and nurses' perceptions of it. This study investigates the evaluation and satisfaction of 103 nurses who attended the course on 10-11 June 2023. The survey was divided into two parts: the first part focused on the evaluation of teaching and the second part focused on the evaluation of the course. The first part contained 7 structured questions and 1 open-ended question, while the second part contained 11 structured questions. The results show a high level of satisfaction, with the teaching receiving a score of 9.9 out of 10. 95% of the participants were "very satisfied" and 5% were "satisfied".

Nursing Undergraduates' Perceptions of Nursing Informatics Courses.

The aim of this paper is to explore how nursing undergraduates perceive a nursing informatics (NI) course. Between 7 and 14 September 2023, a survey was conducted with 51 nursing undergraduates who enrolled in 2021. A structured and open-ended questionnaire was used to explore their perceptions of the course. A total of 90.2% (46/51) of the students completed the survey. Of the respondents, 69.6% (32/46) were unaware of NI, while 30.4% (14/46) were aware of it. Furthermore, 93.5% (43/46) of the respondents supported the introduction of a nursing informatics course. The results of this study will guide the development of NI curricula.

Leveraging Artificial Intelligence: Augmented Learning in a Graduate Nursing Informatics Course.

Leveraging Artificial Intelligence: Augmented Learning in a Graduate Nursing Informatics Course.

Nursing Informatics Competency After Experiencing Simulated Electronic Health Records: Descriptive Study.

Nursing has embraced flexible online advanced education as a means of increasing the supply of nurse professionals. Virtual simulation and other adaptive learning technologies enhance learning efficiency and student outcomes. A simulated electronic health record (DocuCare) was adopted in an online graduate nursing informatics course. An assignment using DocuCare to learn core concepts of nursing informatics was developed for graduate students enrolled in a nursing informatics course. A validated standard informatics survey instrument was used to measure three individual domains (basic computer skills, roles, and advanced computer skills (clinical informatics)) as well as the combined informatics competency level. Overall, the nursing informatics competency level was between competent and proficient; basic computer skills and roles were above proficient; and advanced computer skills (clinical informatics) fell between competence and proficient levels.

Adopting Open Educational Resources in a Nursing Informatics Course: An Evaluation of Student Performance and Course Satisfaction.

Open educational resources (OERs) provide many benefits in nursing education, such as continuously updated course content and textbook cost savings. The purpose of this study was to determine the effectiveness of OER adoption by analyzing final course grades (to measure student performance) and course evaluations (to measure student satisfaction) in an online nursing informatics course in an RN-BSN completion program. This study used a quantitative, retrospective design to compare course grades and student course satisfaction between an OER-based (n = 70) and textbook-only (n = 73) nursing informatics course. A Mann-Whitney U test revealed a statistically significant difference in mean course grades (P = .03, r = 0.18) for the OER group. There were no differences in course satisfaction between the textbook and OER groups (P = .41, r = 0.18). The results showed that courses designed with OER content can improve student performance in nursing informatics while maintaining course satisfaction.

Development and evaluation of flipped learning using film clips within a nursing informatics course.

To develop flipped learning classes by using film clips for undergraduate nursing students in an online nursing informatics course, based on the Analysis, Design, Development, Implementation, and Evaluation model, and to evaluate the effectiveness and students' responses to this method of teaching. Sixty-four second-year nursing students participated in the course. The nursing students' knowledge was assessed at the beginning and end of each of the five classes. Moreover, their intention to recommend the classes to other students and additional comments were elicited by using semistructured questionnaires. Knowledge about each core concept of nursing informatics reflected significant improvement. Regarding the intention to recommend the class to others, 62 (96.8%) students answered "strongly recommend" or "recommend." Integrating flipped learning classes by using film clips in an online nursing informatics course improved the nursing students' knowledge and is a format that is desired by students.

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.].

Assessing the Current Curriculum of the Nursing and Midwifery Informatics Course at All Nursing and Midwifery Institutions in Ghana.

The use of computers in the delivery of health care has significantly improved the way health service is delivered to clients and patients in the world. Despite the importance of computing to the delivery of health service, developing countries have not greatly benefited from it. Nursing informatics has been in existence and part of academic curriculum for the past 2 decades in some advanced countries. The Ghana Nursing and Midwifery Council introduced the nursing and midwifery informatics course during the 2015/2016 academic year. This seeks to train student nurses on the relevance of computers to health care. Two separate workshops were organised to ascertain the preparedness of tutors (teachers at the nursing and midwifery training institutions) for teaching the new nursing and midwifery informatics course as well as to compare the curriculum with other international recommendations. The nursing and midwifery informatics course is taught at the first year where students have not been introduced to the nursing processes for them to appreciate the use of nursing informatics skills. It would be better if the nursing and midwifery informatics course is rather introduced during the second year second semester when students are about going for the hands-on training at the various health care institutions. Examining the course content reveals that the practical aspect within the course is very small. It is expected that more practical contents will be introduced. Tutors are not adequately prepared to teach this new course. More training is therefore needed to make tutors fully prepared to teach both the theory and practical aspects of the nursing and midwifery informatics course. It is expected that the nursing and midwifery informatics course would prepare student nurses on all nursing informatics competencies. It is essential that nurse educators incorporate the entire concept of informatics into the education of nurses.

TIGER-based measurement of nursing informatics competencies: The development and implementation of an online tool for self-assessment

Background/Objective: The aim of this research was to develop a reliable, valid instrument for self-assessment of perceived nursing informatics (NI) competencies. This article describes the development and validity assessment of the instrument. Informatics competencies are deemed a necessity in today’s technologically-rich healthcare delivery system. Work to identify essential informatics skills commenced shortly after the introduction of information technology into healthcare. In subsequent years, professional organizations and individual experts have established NI competencies needed at various levels of nursing practice, from entry level through advanced practice. The Technology Informatics Guiding Educational Reform (TIGER) Initiative represents one such effort. The TIGER Initiative emerged in 2006 as a grassroots effort dedicated to the preparation of a clinical workforce capable of using information technology and informatics to improve the delivery of healthcare. TIGER quickly organized into several different collaborative groups, including one that identified a set of recommended informatics competencies for nurses in 2009. The TIGER effort listed NI competencies in three areas: basic computer skills, information literacy, and clinical information management but did not operationalize these competencies into an instrument that could be used for assessment purposes. Methods: Three rounds of reviews were conducted. In the first review, the researchers examined TIGER competencies, removing duplicative terms and combining items with similar content. The second and third rounds of reviews were each done by two separate sets of three experts in nursing informatics. During the second round, the list from round one was examined for items to retain or add. Resulting items were reworded to reflect measurable behaviors and then subjected to a third round of reviews to establish content validity, using the content validity index (CVI) methodology. Results: CVIs demonstrated moderate validity for the instrument, and items not deemed relevant to the objective of the instrument were deleted, reducing the number of the items on the instrument. The instrument was piloted by posting the invitation on the online discussion forum of a nursing informatics organization. An additional invitation was extended to a group completing a weekend-long NI course. There were 184 respondents. Most respondents ranked themselves as expert on the majority of items, although a lesser degree of confidence was seen with items related to information literacy Conclusions: TIGER competencies provided a useful foundation for the creation of a feasible online instrument for self-assessment of levels of competency. Fewer respondents identified themselves as expert in information literacy competencies. The instrument developed for this research project could be useful in planning educational opportunities in NI.

Hold That TIGER! A Collaborative Service-Learning Academic-Practice Partnership With Rural Healthcare Facilities

Observing a renewed focus on community engagement as part of our university's strategic plan and the experiential learning partnerships encouraged by the TIGER (Technology and Information Guiding Education Reform) Initiative in health information technology, an academic-practice partnership was initiated between a group of Midwestern rural hospitals and a university's advanced practice nursing students via the graduate online nursing informatics course. Using a service-learning approach, the course features an emphasis on the collaborative design and implementation of student- and healthcare provider team-driven projects to support rural hospital staff and administrators in meeting the broad spectrum of challenges they face every day. The author discusses the adaptable course outline of foundational and service-learning course activities, recent service-learning projects and outcomes, and results of a cumulative 2-year course evaluation by internal/external stakeholders.

Integrating Information Literacy into an Online Undergraduate Nursing Informatics Course: The Librarian's Role in the Design and Teaching of the Course

ABSTRACT Integration of information literacy as a core component into a new online undergraduate nursing course proved to be a learning experience in course design and teaching. This article describes the framework for the course design that combined cultural competency, informatics, and information literacy and was grounded in informatics competencies for nurses at the beginning level, an informatics textbook, and the Neurnan Systems Model. The librarian's role in this process and the information literacy unit's content and written assignment are detailed, and challenges in the collaboration are also addressed.

Development of Standardized and Competency-Based Curriculum in Nursing Informatics

Objective: The purposes of this study were to analyze the current status of nursing informatics course and to develop the standardized curriculum in nursing informatics course based on competency. Methods: Data were collected through two phases. In the first phase, a survey was conducted on 115 nursing institutions to analyze the current status of nursing informatics course. In the second phase, two-round delphi technique was developed to determine the priority and relative weight of contents in nursing informatics course. Final samples composed of both 43 nursing institutions and 11 nursing informatics experts. Results: Out of 43 nursing schools, 13 nursing schools offered nursing informatics course. Nursing informatics was taught mostly to the second year and had 2 credits. About 54% of respondents disagreed that nursing informatics should be included in the license examination for Registered Nurse. The subject matrix by priority and relative weight and a standardized curriculum for nursing informatics were developed. Conclusion: Continuous application and revision of nursing informatics curriculum should be needed. (Journal of Korean Society of Medical Informatics 13-3, 227-236, 2007)

The Development and Effectiveness of a Web-based Instruction Program for Nursing Informatics

OBJECTIVE: The purpose of this study was to develop and evaluate a web-based instructional program for a nursing informatics course. METHODS: The course subject, nursing informatics, was formed by a computerized instructional module using the website. The program was developed with consideration for the level of competence and knowledge of the nursing student subjects. It was based on 10-steps CAI module developed by Alessi and Trollip(1991). The subjects consisted of 46 undergraduate nursing students taking a nursing informatics course. RESULTS: Most of the undergraduate nursing students were satisfied with the web-based instructional program, especially with the system features of this program consisting of a system approach and course contents. CONCLUSION: This program was very useful for increasing the effectiveness of learning and the motivation of the students.

Effect Analysis and Evaluation of a Virtual Class Applied to Graduate Level Nursing Informatics Course

Effect Analysis and Evaluation of a Virtual Class Applied to Graduate Level Nursing Informatics Course