Nursing Informatics Education Research Articles

Empowering Healthcare through Comprehensive Informatics Education: The Status and Future of Biomedical and Health Informatics Education.

Education in biomedical and health informatics is essential for managing complex healthcare systems, bridging the gap between healthcare and information technology, and adapting to the digital requirements of the healthcare industry. This review presents the current status of biomedical and health informatics education domestically and internationally and proposes recommendations for future development. We analyzed evidence from reports and papers to explore global trends and international and domestic examples of education. The challenges and future strategies in Korea were also discussed based on the experts' opinions. This review presents international recommendations for establishing education in biomedical and health informatics, as well as global examples at the undergraduate and graduate levels in medical and nursing education. It provides a thorough examination of the best practices, strategies, and competencies in informatics education. The review also assesses the current state of medical informatics and nursing informatics education in Korea. We highlight the challenges faced by academic institutions and conclude with a call to action for educators to enhance the preparation of professionals to effectively utilize technology in any healthcare setting. To adapt to the digitalization of healthcare, systematic and continuous workforce development is essential. Future education should prioritize curriculum innovations and the establishment of integrated education programs, focusing not only on students but also on educators and all healthcare personnel in the field. Addressing these challenges requires collaboration among educational institutions, academic societies, government agencies, and international bodies dedicated to systematic and continuous workforce development.

Educational Needs Regarding Nursing Informatics and its Relation to Quality of Care as Perceived by Nurses

Background: In both nursing practise and education, nursing informatics is crucial. In order to increase the quality of care, it is important to focus on the educational needs of nurses in relation to nursing informatics.. Aim: Assess educational needs regarding nursing informatics and its relation to quality of care as perceived by nurses. Design: A descriptive correlational research design was used. Setting: Critical care units at Benha University Hospital. Subjects: The convenience sample included (418) nurses who had previously worked.. Tools of data collection: Two tools were utilized. I) Nursing informatics educational needs questionnaire. II) Quality of care questioners. Results: Nursing informatics education requirements were highest for associated nursing skills (74.9%), then for computer skills (72.7%), and then for information technology skills (69.1%). Additionally, 46.7% of nurses believed that there was a great need for nursing informatics education. The majority of nurses roughly 50%said the quality of the care was high. Conclusion: Between the requirement for education and the standard of care, there was a statistically insignificant negative association.. Recommendations: to raise nurses' awareness, acquire their support, and involve them in the topic of nursing informatics, hospital managers must hold in-service training sessions, workshops, and seminars.

Development of a Standardized Curriculum for Nursing Informatics in Korea.

This study explored the current status of nursing informatics education in South Korea and developed a standardized curriculum for it. Data were collected in two stages: first, an online survey conducted from December 2020 to February 2021 among 60 nursing schools to analyze the current status of nursing informatics education; and second, a two-round Delphi survey with 15 experts from March to April 2021 to determine the mean and standard deviation of the demand for each learning objective in nursing informatics education. A standardized curriculum proposal was developed based on the results of the two-round Delphi survey. Nursing informatics was most commonly taught in the fourth year (34%), with two credits. The proportion of elective major subjects was high in undergraduate and graduate programs (77.4% and 78.6%, respectively), while the proportion of nursing informatics majors was low (21.4%). The curriculum developed included topics such as nursing information system-related concepts, definitions and components of healthcare information systems, electronic medical records, clinical decision support systems, mobile technology and health management, medical information standards, personal information protection and ethics, understanding of big data, use of information technology in evidence-based practice, use of information in community nursing, genome information usage, artificial intelligence clinical information systems, administrative management systems, and information technology nursing education. Nursing informatics professors should receive ongoing training to obtain recent medical information. Further review and modification of the nursing informatics curriculum should be performed to ensure that it remains up-to-date with recent developments.

Nursing informatics and undergraduate nursing curricula: A scoping review protocol

AimThis scoping review aims to review contemporary published literature on Nursing Informatics education in undergraduate nursing education. IntroductionNursing is the largest workforce in health care and nurses are increasingly required to work with digital information systems. The need for nurses to understand and embrace information technology is closely linked with the ability to function in the contemporary healthcare workplace. However, despite the early adoption of Nursing Informatics in Australia in the 1980 s, there remain barriers to Nursing Informatics engagement and proficiency, including poor computer literacy, limited professional development and a lack of undergraduate informatics education. DesignThis scoping review will be developed in adherence with the JBI Manual for Evidence Synthesis: Scoping Reviews and the PRISMA-ScR Checklist. MethodsTo be included in this scoping review, papers need to include Nursing Informatics education for undergraduate nursing students in a Bachelor of Nursing program. Undergraduate nursing students are defined as individuals enrolled in a recognised nursing program leading to registration as a Nurse. To meet the requirements for registration as a Registered Nurse, in Australia, individuals are required to complete a Bachelor of Nursing program at a university (Australian Qualifications Framework Level 7) For the purpose of this scoping review, undergraduate nursing students are defined as those individuals undertaking a three year Bachelor of Nursing program at a university. Equivalent international definitions will be also used in the scoping review procedure. Sources of information will be included if they were published between 2015 and 2022 and describe curriculum recommendations (including barriers to implementing Nursing Informatics education). The purpose of the identified timespan is to reflect the rapidly evolving nature of health informatics and digital technologies. The requirement for curriculum recommendations is to reflect the purpose of the scoping review as the basis for a Delphi study, where Nursing Informatics and its integration into Bachelor of Nursing curricula will be explored and described in collaboration with domain experts. Ethics and disseminationEthics approval has been obtained for this scoping review (Project ID: 2156) from the Flinders University’s Human Research Ethics Committee and has been determined to be low risk.

Research Themes and Hotspots in Nursing Informatics Education Based Co-Word Analysis.

The purpose of the study is to identify research topics and hotspots in nursing informatics education during the period of 2009-2018. The relevant literature of nursing informatics education was retrieved from the Web of Science Core Collection (WoSCC). This study identified three research themes and hotspots in nursing informatics education using co-word analysis. The themes are curriculum, technology, and nursing informatics. The results provide useful information for researchers to research topic choices and in-depth research.

Assessment of the Chinese Literature for Nursing Informatics Education Initiatives.

The purpose of this study is to understand the state of the literature on nursing informatics education in Mainland China. We used the CNKI database (China National Knowledge Infrastructure) to extract all papers of nursing informatics education from 2009 to 2018. 20 high-frequency keywords, a co-word matrix, and three research themes were conducted on the 18 papers. These results can be used to improve our understanding of nursing informatics education in Mainland China.

Availability of Nursing Informatics Education for Master's Programs in Nursing Administration at Graduate Schools of Nursing in Japan.

Availability of Nursing Informatics Education for Master's Programs in Nursing Administration at Graduate Schools of Nursing in Japan.

The Occupational Health Nursing Education Components Most Influenced by Informatics Technology Based on Gamification and Fogg's Models: a Case Study in Indonesia

The rapid development of informatics technology (IT) in healthcare in the digital era has not been in line with the development of industrial nursing informatics education in Indonesia. The discrepancy is disturbing the operational activities of nursing clinicians who stand between the need of client, business, and the quality of services. The objective is to explore the benefit to the largest components of education that have changed due to IT interventions. This research used the Case Study method. The instrument was a case management version of the American Board of Occupational Health Nursing (ABOHN). The purposive sampling population was 350 nurses and nursing students who filled a questionnaire based on the Likert Scale, focused on the influence of IT on OHN education. The supporting data was from 15 major campuses in Indonesia that have nursing majors and IT departments, also from ABOHN and other OHN international bodies. The data was processed by the Statistical Package for Social Sciences (SPSS) 25 version, in the table of Pearson Correlation. Gamification and Fogg's Behavior models were used to identify the influence of IT on OHN education. The data analysis showed a significant impact of IT on OHN education with a value of 0.782. The Influence of IT towards OHN learning materials based on Gamification and Fogg’s Models also showed of 9 OHN competency categories (100%), indicating the need for IT support was absolute. Case management result projected that the application of Gamification with Fogg's model with the application of IT on the OHN education proved the magnitude influence of IT on 8 components, i.e.: teaching methods, learning materials, learning methods, students’ learning interests, campus facilities, lecturer’s competencies, campus management, and the education curriculum. The IT intervention will simplify the OHN education system, provide more effective, and efficient OH nursing practice in the workplace.

Nursing informatics competences of Finnish registered nurses after national educational initiatives: A cross-sectional study

BackgroundNursing informatics competences (ie. knowledge and skills in electronic and structured documentation) have become a necessary prerequisite for nurses to carry out their professional roles. Therefore, there is a global need to integrate nursing informatics into nursing curricula. In Finland, the requirements to increase nursing informatics education were noted in eHealth strategies in 2015. However, it is not known whether these educational initiatives have succeeded in increasing nursing informatics competences of recent nursing graduates. ObjectivesTo examine whether nurses who graduated after the Finnish educational initiatives have higher nursing informatics competences than nurses who graduated before the initiatives. Additionally, the associations of age, gender, work setting and geographical area with the nurses' informatics competences were examined. DesignCross-sectional study. SettingsThe study was carried out between October–December 2018 in Finland. ParticipantsRegistered nurses who graduated before (n = 931) and after (n = 712) the 2015 educational initiatives. MethodsNursing informatics competences were measured by four items: (1) terminology-based documentation, (2) patient-related digital work, (3) general IT competency and (4) electronic documentation according to structured national headings. The associations of the year of the graduation and demographic background variables with nurses' overall nursing informatics competence and also separately with four specific competence items were examined with analysis of covariance. ResultsNurses' graduation year was associated with their overall nursing informatics competence and the specific competence related to terminology-based documentation. Nurses who had graduated after the initiatives had higher competence than nurses with earlier graduation years. Associations were also found between age and work setting with the nursing informatics competences. Younger nurses and nurses working in specialised healthcare and elderly care had the highest competence. ConclusionsThe national eHealth strategies with educational initiatives seem to have affected favorably on nursing informatics education in Finnish nursing programs and have potentially led to increased nursing informatics competences of recent nursing graduates. The results of this study highlight the importance of educational policies stating the directions and objectives of education programs.

Informatics competences of registered nurses – does the graduation year matter?

Abstract Background Digital services have become an essential part of nurse's work and nursing informatics competence a prerequisite for nurses to carry out their professional roles. Urgent investments are needed in informatics competence development and integrating informatics into nursing curricula. However, this has shown to be a challenge in many countries. In 2015, Finnish eHealth strategies emphasised the importance of investing more in informatics education for health professionals. This study evaluated whether these strategies have succeeded in increasing the informatics competences of registered nurses. Methods The data were collected in Finland with an electronic survey (end of 2018). The sample comprised 1639 nurses who were categorised in eight groups based on their graduation year. Analysis of covariance was used to examine whether the graduation year was associated with nurses' overall informatics competence and four specific competences (terminology based documentation; patient-related digital work; general IT competency; e-documentation according to structured national headings). Models were adjusted for age, gender, work setting and geographical area. Results Graduation year was associated with the nurses' overall informatics competence (F = 4.91 p < 0.001) and specific competences related to terminology based documentation (F = 5.27 p < 0.001), patient-related digital work (F = 4.00 p < 0.001) and general IT competency (F = 3.63 p = 0.001). Nurses graduated after the 2015 strategies (between 2016 and 2018) had the highest competence. The earlier the nurses' graduation year was the lower the nursing informatics competences. Conclusions Existing eHealth strategies may have urged Finnish nursing programs to add more informatics training in their curricula. Nurses' informatics competence affects the quality of health care, thus, more training should be provided especially for nurses with earlier graduation years who have not had formal nursing informatics education. Key messages Results highlight the importance of having eHealth strategies with educational initiatives stating the directions and objectives of education programs. Healthcare organisations should invest in providing more in-service education in nursing informatics especially for those nurses who have not had informatics included in their undergraduate studies.

Emerging Professional's View of the Landscape: Nursing Informatics Curriculum, Competencies, and Career Opportunities.

The curriculum associated with nursing informatics (NI) education is not standardized, therefore the perspectives of new and emerging nurse informaticians is important. How these curricula differences affect career opportunities of new nursing informaticians, and in turn influenced current career choices will be explored. Synthesizing opinions with themes extracted from a 2014 international study-Advancing nursi informatics in the next decade: Recommendations from an international survey will be summarized.

Teaching Informatics to Prelicensure, RN-to-BSN, and Graduate Level Students.

Teaching nursing informatics to students in associate, baccalaureate, RN-BSN, and graduate nursing programs poses challenges for curriculum design, as well as developing appropriate instruction and assessment methods. The current state of nursing informatics education provides opportunities for unique instructional design and assessment techniques. Key course content is provided with suggestions for teaching informatics that focus on leveling for prelicensure, RN-BSN, and graduate nursing programs.

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.

Embedding Nursing Informatics Education into an Australian Undergraduate Nursing Degree.

Alongside the rapid rise in the adoption of electronic health records and the use of technology to support nursing processes, there is a requirement for nursing students, new graduate nurses, and nursing educators to embrace nursing informatics. Whilst nursing informatics has been taught at post graduate levels for many years, the integration of it into undergraduate studies for entry level nurses has been slow. This is made more complex by the lack of explicit nursing informatics competencies in many countries. Australia has now mandated the inclusion of nursing informatics into all undergraduate nursing curricula but there continues to be an absence of a relevant set of agreed nursing competencies. There is a resulting lack of consistency in nursing curricula content nationally. This paper describes the process used by one Australian university to integrate nursing informatics throughout the undergraduate nursing degree curriculum to ensure entry level nurses have a basic level of skills in the use of informatics.

Current Status of Nursing Informatics Education in Korea.

ObjectivesThis study presents the current status of nursing informatics education, the content covered in nursing informatics courses, the faculty efficacy, and the barriers to and additional supports for teaching nursing informatics in Korea.MethodsA set of questionnaires consisting of an 18-item questionnaire for nursing informatics education, a 6-item questionnaire for faculty efficacy, and 2 open-ended questions for barriers and additional supports were sent to 204 nursing schools via email and the postal service. Nursing schools offering nursing informatics were further asked to send their syllabuses. The subjects taught were analyzed using nursing informatics competency categories and other responses were tailed using descriptive statistics.ResultsA total of 72 schools (35.3%) responded to the survey, of which 38 reported that they offered nursing informatics courses in their undergraduate nursing programs. Nursing informatics courses at 11 schools were taught by a professor with a degree majoring in nursing informatics. Computer technology was the most frequently taught subject (27 schools), followed by information systems used for practice (25 schools). The faculty efficacy was 3.76 ± 0.86 (out of 5). The most frequently reported barrier to teaching nursing informatics (n = 9) was lack of awareness of the importance of nursing informatics. Training and educational opportunities was the most requested additional support.ConclusionsNursing informatics education has increased during the last decade in Korea. However, the proportions of faculty with degrees in nursing informatics and number of schools offering nursing informatics courses have not increased much. Thus, a greater focus is needed on training faculty and developing the courses.

Nursing informatics education and use: challenges and prospects in Nigeria

In order to function in the increasingly complex healthcare environment, every nurse is required to have basic computer competencies, be able to access, use and evaluate relevant nursing information and possess information management skills. Nurse Faculty, Nurse/Midwife educators are vested with the responsibility of producing the crop of nurses who have the capabilities to fit into the current trend of nursing practice. Literature has shown that comprehensive informatics content is lacking in the nursing curricular at all levels of nursing education in Nigeria. There is preponderance of evidence showing that training in NI is critical in the delivery of safe and quality patient care. This paper examines the current state of nursing informatics education and use in Nigeria and proffer solutions for its future expansion. It is recommended as follows: Nursing programme accrediting bodies in Nigeria (National University Commission [NUC] and Nursing and Midwifery Council of Nigeria [NMCN] should modify their requirements to reflect the value of NI. NI should be incorporated into the nursing curricular at all levels. Nursing administrators such as Deans, Heads of Department, Director of Nursing Services and Principals as well as Nursing associations like National Association of Nigerian Nurses and Midwives [NANNM] and Nigerian Association of University Nursing Programme [NAUNP], should create opportunities for faculty members, Nurse/Midwife educators to develop knowledge & skills required to teach nursing informatics. Faculty members & Nurse/Midwife educators should acquire informatics training and advocate for curricular changes that incorporate informatics and collaborate with colleagues in the clinical settings to provide opportunities for nursing students to utilize informatics tools.KEY WORDS: Nursing informatics, Nursing informatics education, Competencies, Health informatics.

Leaders in Nursing Informatics Education and Research: The University of Utah Celebrates 25 Years.

Leaders in Nursing Informatics Education and Research: The University of Utah Celebrates 25 Years.

Creating systems that work

Sengstack PP, Boicey C (2015) Mastering Informatics: A Healthcare Handbook for Success. Sigma Theta Tau, Indianapolis IN. INFORMATION TECHNOLOGY is becoming so pervasive in health care it is almost impossible to find a care setting void of some type of electronic clinical system. Evaluating and managing these electronic tools require an understanding of patient care delivery and technology. They also require the knowledge to design systems with which nurses interact on a daily basis and the skills to evaluate care delivery effectiveness. Nurse informaticists are perfectly positioned to meet these requirements. The American Nursing Association recognised nursing informatics as a specialty in 1992. Some say, though, that the first nurse informaticist was Florence Nightingale back in the 1850s, when she compiled and processed data to advocate for appropriate nursing and medical protocols and to improve sanitation in military hospitals during the Crimean War. Fast forward to the 1960s, when the electronic medical record made its debut and continued to evolve as adoption increased over several decades. The Health Information Technology for Economic and Clinical Health Act, signed in 2009 as part of the American Recovery and Reinvestment Act, drove even higher levels of adoption. As of June 2014, three quarters of the nation’s eligible professionals, equivalent to more than 403,000 people, and more than nine out of ten eligible hospitals, equivalent to more than 4,500 organisations, had received incentive payments (Office of the National Coordinator for Health Information Technology 2014). Add to this the increasing use of mobile technologies, the expansion of telehealth, the proliferation of health-related apps, the demand for patient-engagement tools and the drive toward interoperability of patient data, and the need for nursing informatics expertise becomes imperative. Devices developed without the expertise of someone with clinical informatics skills typically result in end-user frustration and systems that do not support clinical workflows. Workforce survey results from the Healthcare Information and Management Systems Society (HIMSS) confirm that nurse informaticists play a crucial role in the development, implementation and optimisation of clinical applications including nursing clinical documentation, computerised practitioner-order entries and electronic health records (HIMSS 2014a). Other survey results show that four out of five healthcare organisations had plans to hire additional IT staff this year, with almost all vendors indicating similar plans. They also show, however, that more than one in three respondents working for a healthcare provider are scaling back or putting IT projects on hold because they cannot be fully staffed (HIMMS 2014b). Delaying IT projects to improve the support of clinician workflow and reduce system inefficiencies ultimately affect patient care. The bottom line is that nurse informaticists are needed more than ever. It is also important to engage nurses in the design, development, purchase, implementation and evaluation of medical and health devices and IT products (Institute of Medicine 2010). The education and training required to serve in the role of a nurse informaticist is not taught at the baccalaureate, or bachelor’s degree, level, nor is it learned on the job alone. Expertise requires graduate education in the field of informatics. There are universities around the world that offer nursing informatics education at master’s level and above and it is here that nurse informaticists and nursing informatics leaders are prepared. While nurses at baccalaureate level with no formal informatics training can assume informatics positions in some organisations, they will not have studied the science formally and developed the focused competencies that graduate informatics education provides. Additionally, nurses serving in informatics roles should obtain their board certification in nursing informatics offered by the American Nurses Credentialing Center. A career in nursing informatics will drive clinical transformation and care delivery. Clinicians and patients count on technology that works for them, not the other way around, so nurses must be there when decisions are made. If you’ve been thinking about a career focus, consider informatics. Our patients and fellow nurses need you.

Central trends in nursing informatics: students' reflections from International Congress on Nursing Informatics 2014 (Taipei, Taiwan).

In July 2014, Taipei, Taiwan, hosted the biennial International Congress on Nursing Informatics (NI2014), titled East Meets West: eSMART+. This inaugural event for the Asia Pacific geographic region was organized by Taiwan’s Nursing Informatics Association and International Medical Informatics AssociationNursing Informatics Special Interest Group (IMIA-NISIG). The Congress attracted more than 500 participants from 28 countries, including about 80 students. There were more than 300 presentations, panel presentations, student papers, and poster sessions. At a specially organized student event, members of the Nursing Informatics Students’ Working Group had the opportunity tomeet and seek consensus about trends seen in the presentations. This meeting was followed by a collaborative writing effort, inspired by a similar publication by students in health geography.1Our goal in this article is to highlight the central themes presented at the Congress from the perspective of student participants and to provide a historical reference of the current topics, methodologies, and vision that inform and advance current nursing informatics research. We explore the five topics of interest that we found at NI2014: (1) standardized terminologies, (2) big data, (3) patient activation, (4) nursing informatics education and competencies, and (5) mobile health. To recognize some recent methodological trends in nursing informatics, we also present a methodological highlight regarding triangulation in health information technology.

Nursing Informatics Education Past, Present, and Future

Nursing Informatics Education Past, Present, and Future