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In addition, to peer mentoring, and the use of a consultant, requiring faculty to have an informatics competency as part of their professional development is a strategy that can improve the faculty member’s ability to teach informatics (Kowitlawakul, Chan, Wang & Wang, 2014). The studies reviewed represented an attempt to extrapolate the most current strategies used to integrate informatics into the curriculum. 0000002125 00000 n A further limitation was that seven out of the 12 studies were conducted at a single site. Finally, incorporating language specific to informatics into course outcomes to make it more explicit can ensure that activities related to the outcomes are implemented (Stephens-Lee, Lu & Wilson, 2013). An inventory of resources can be housed on a learning management system to enable faculty to have easy access to credible website resources (Stephens-Lee, Lu & Wilson, 2013). Attending to this gap will enable nurse educators to effectively integrate informatics into the curricula and to adequately prepare student nurses for future nursing roles. Strategies focused on faculty, students and course development processes. These two resources will be helpful because the course NR599 includes two textbooks that explains and goes into details about informatics. Informatics Competencies . While support is necessary there are things that faculty can do to improve their understanding of informatics and therefore enable them to incorporate informatics with their students at different levels. Lastly, collaboration and commitment between faculty and administrators to implement and thread informatics throughout the curriculum was a powerful facilitator (Choi & Zucker, 2013; Gardner & Jones, 2012). Yet, there is a set of core skills and knowledge that applies to all individuals who work as nurse informaticists and many competencies that are specific to informatics roles, positions, tasks, and responsibilities. PhD, Boston College School of Nursing, Chestnut Hill, MA
Ensuring that nursing graduates meet professional expectations for competence in informatics is an important baccalaureate nursing program outcome (Waters, Rochester & McMillan, 2012; Jones & Donelle, 2011; Williamson, Fineout-Overholt, Kent & Hutchinson, 2011). This review provides a current update on strategies to enable university-based educators to integrate informatics into curricula at both the graduate and undergraduate levels. The timeframe was chosen because it captured a time period where there was increased government support for the implementation of information technology in healthcare. In light of the rapid innovation in healthcare, there is the need to measure and enhance nurses and nurse managers’ informatics skills and knowledge. A total of 11 out of the 12 studies included in this review described strategies to implement informatics into the nursing curriculum. 0000011453 00000 n Journal of Professional Nursing, 26(2), 82-89.  doi: 10.1016/j.profnurs.2009.05.001

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Flood, L. S., Gasiewicz, N. & Delpier, T. (2010). Data analysis was accomplished with the utilization of a matrix of the articles based on the Hawker et al. Also, mastery of technology does not necessarily suggest that one has a mastery of informatics or information technology (Byrne, 2012). Advancing the nursing informatics agenda through dialogue. Interpersonal skills. Nursing clinical informatics competenciesinvolve the collection and use of patient data for analysis and dissemination. 0000018650 00000 n 0000001687 00000 n The guidance is also coupled with encouragement to faculty to seek help within and outside of their schools. Facilitators to implementation of informatics into nursing curricula. This strategy mirrors data used in practice. Available at Online Journal of Nursing Informatics (OJNI). Journal of Advanced Nursing, 72(5), 1030- 1041.  doi: 10.1111/jan.12927

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Hwang, J. The objectives of this MN project were: (1) to search and identify existing informatics competency tools, (2) to assess these tools using predetermined criteria; for example, psychometrics and practicality of the tools, and (3) to recommend informatics competency tools that can b… Examine the TIGER and ANA informatics competencies presented in the Learning Resources.

AACN (2008). Contemporary Nurse, 41(2), 206-215.  doi: 10.5172/conu.2012.41.2.206.

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Whittemore, R. & Knafl, K. (2005).

Stephens-Lee, C., Lu, D. & Wilson, K. (2013).  Preparing students for an electronic workplace. & Kennedy, M. A. The notion that millennial students are skilled in technology use may be true; however, students entering nursing programs today are a mixed body of traditional and non-traditional students who are widely varied in their informatics competency and are most likely deficient in most aspects of informatics (Gonen, Sharon, Offir & Lev-ari, 2014). Assessing the need for faculty training in informatics by administration prior to beginning training will inform the development of a targeted faculty training related to integrating informatics into the curriculum (Nguyen, Zierler & Nguyen, 2011). & Park, H. (2011).  Factors associated with nurses’ informatics competency. (2012). Training should focus on what to use and how to incorporate informatics into existing content areas (Frisch & Borycki, 2013). Judicious use of information from a range of sources and thoughtful consideration of current and future contexts of the role informatics will play in health care are necessary to employ when integrating informatics throughout the curriculum however this process needs to be undergirded with support for faculty (Waters, Rochester & McMillan, 2012). Journal of Nursing Education, 50(4), 181-189.  doi: 10.3928/01484834-20101130-06
0000021264 00000 n A summary of results is listed in Table 1 and strategies to implement informatics into the curriculum are summarized below. The TANIC is used for all nurses to self-assess; the NICA-L3/L4 is a tool for the informatics nurse specialist (INS) to self-assess skill levels. All of the above-mentioned facilitators were effective because of training, financial and technical support from administration. The views and opinions expressed in this blog or by commenters are those of the author and do not necessarily reflect the official policy or position of HIMSS or its affiliates. Computer Essentials Presentation Advanced Word Processing Online Essentials Using Databases Advanced Spreadsheets Word Processing IT Security Advanced Database Spreadsheets Online Collaboration Advanced Presentation Image Editing Web Editing Project Planning 2D Computer Aided Design Health Information Systems Usage ICT in Education. The search terms were “nursing informatics” AND “curriculum AND “education.” Articles had to be published between 2011- 2016. Identify TWO resources to develop a strategic plan to enhance your competency skills. e-learning) (Choi & De Martinis, 2013). To be successful at implementing these strategies it is important that faculty recognize the barriers that may exist that will serve as roadblocks. 0000498147 00000 n Barriers to adoption included: (a) lack of faculty competence in the use of technology and (b) lack of faculty awareness of informatics curricular guidelines. Thank you. The integrative review: Updated methodology. Background: Informatics has rapidly developed over the last decade as an integral part of health care. How to enhance nursing student’s intention to use information technology. A framework for leveling informatics content across four years of a bachelor of science in nursing (BSN) curriculum. Purpose: The purpose of this integrative review was to: (1) Describe the most current strategies used to implement informatics into the nursing curricula. Nurse Education Today, 32, 675- 682.  Doi: 10.1016/j.nedt.2011.09.003

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Dixon, B. E. & Newlon, C. M.  (2010).  How do future nursing educators perceive informatics? 23).  San Francisco, CA: Jossey-Bass.

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Borycki, E. M. & Foster, J. Many strategies have been identified to help nursing faculty integrate informatics into the nursing curriculum of undergraduate and graduate students. The electronic databases CINAHL, Medline, ERIC and PsychINFO were searched using the terms “(nursing informatics AND curriculum AND education)”. (2012). Using four major content areas typically found in curricula, professional responsibility, care delivery, community nursing/care of populations and leadership/management faculty can design and level more specific informatics content as students move from freshman to senior year (Frisch & Borycki, 2013). In order for curriculum to be responsive, competing demands for other curriculum content along with a lack of faculty preparation in informatics has to be addressed (Button, Harrington & Belan, 2014). 0000015078 00000 n Computer Informatics & Nursing, 29(4), 256-262. Integrating informatics into the BSN curriculum: A review of the literature. This integrative review used the Whittemore and Knafl (2005) integrative review methodology to address the following research questions: (1) what are current strategies employed by schools of nursing to implement informatics into the undergraduate and graduate nursing curricula? Computers, Informatics, Nursing, 32(6), 286- 293. doi: 10.1097/CIN.0000000000000064

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Hawker, S., Payne, S., Kerr, C., Hardey, M. & Powell, J. (2) Descr… 0000026051 00000 n Developing entry-to-practice nursing informatics competencies for registered nurses. be able to use a computer or a word processing program) prior to entering a higher educational institution (Borycki & Foster, 2014). 0000000916 00000 n The strategies guide faculty to the available resources for implementing informatics and offers ways for faculty to level informatics within the curriculum using case scenarios that range in complexity. In a study conducted by Choi (2012) it was noted that students are competent in basic computer knowledge (searching the internet, word processing, and multimedia presentation) but not in information literacy, which is a subset of informatics that includes the ability to recognize, efficiently access and determine the extent of information needed, critically evaluate information and its sources as well as incorporation of that information into their knowledge base (Button, Harrington & Belan, 2014; Flood, Gasiewicz, Delpier, 2010; Bundy, 2004). Integrating informatics in undergraduate nursing curricula: using the QSEN framework as a guide.

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