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The Role of Nursing Informatics on Promoting Quality of Health Care and the Need for Appropriate Education

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In today's dynamic health systems, technology plays an important role in education and nursing work. So it seems necessary to study the role of nurses and highlight the need for appropriate information technology educational programs to integrate with the ever-increasing pace of technology. A review accompanied by an extensive literature search in databases and a library search focused on the keywords were used. The criteria used for selecting studies primarily focused on nursing informatics and the importance of expertise in the effective use of information technology in all aspects of the nursing profession. In a critical assessment of emerging technologies, the key elements of nursing informatics implementation were considered as healthcare promotion, advanced systems, internet and network. In view of the nature and the development of the information age, it is required to receive necessary IT training for all categories of nurses. Due to the fast development of technology, in order to effectively take advantage of information technology in nursing outcome and quality of health care and to empower nurses; educational arrangement is recommended to set short-term and long-term specialized courses focusing on four target groups: studying, working, graduate, senior undergraduate, and graduate doctoral. The result of this study is expected to assist educational providers with program development.
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Global Journal of Health Science; Vol. 6, No. 6; 2014
ISSN 1916-9736 E-ISSN 1916-9744
Published by Canadian Center of Science and Education
11
The Role of Nursing Informatics on Promoting Quality of
Health Care and the Need for Appropriate Education
Asieh Darvish1, Fatemeh Bahramnezhad1, Sara Keyhanian2 & Mojdeh Navidhamidi1,3
1 School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran
2 School of Allied Medical Sciences, Tehran University of Medical Sciences, Tehran, Iran
3 Electrophysiology Research Center, Neuroscience Institute, Tehran University of Medical Sciences, Tehran,
Iran
Correspondence: Sara Keyhanian, School of Allied Medical Sciences, Tehran University of Medical Sciences,
Tehran, Iran. E-mail: sa.keyhanian@gmail.com
Received: May 8, 2014 Accepted: May 29, 2014 Online Published: June 24, 2014
doi:10.5539/gjhs.v6n6p11 URL: http://dx.doi.org/10.5539/gjhs.v6n6p11
Abstract
In today’s dynamic health systems, technology plays an important role in education and nursing work. So it
seems necessary to study the role of nurses and highlight the need for appropriate information technology
educational programs to integrate with the ever-increasing pace of technology. A review accompanied by an
extensive literature search in databases and a library search focused on the keywords were used. The criteria used
for selecting studies primarily focused on nursing informatics and the importance of expertise in the effective use
of information technology in all aspects of the nursing profession. In a critical assessment of emerging
technologies, the key elements of nursing informatics implementation were considered as healthcare promotion,
advanced systems, internet and network. In view of the nature and the development of the information age, it is
required to receive necessary IT training for all categories of nurses. Due to the fast development of technology,
in order to effectively take advantage of information technology in nursing outcome and quality of health care
and to empower nurses; educational arrangement is recommended to set short-term and long-term specialized
courses focusing on four target groups: studying, working, graduate, senior undergraduate, and graduate doctoral.
The result of this study is expected to assist educational providers with program development.
Keywords: education, nursing, quality of health care, nursing informatics, technology
1. Introduction
1.1 History and Definition
Nurses has been working in the field of informatics near four decades, the term "nursing informatics" has been
considered a specialization in nursing resources since 1984 (Guenther & Peters, 2006). Many aspects such as
data recovery, ethics, patient care, decision support systems, human-computer interaction, information systems,
imaging informatics, computer science, information science, security, electronic patient records, intelligent
systems, e-learning and telenursing have been added to the field. Hana has defined Nursing Informatics as the
application of IT in the nursing duties including education, management & practice in 1985. Integration of
information science, computer science and nursing science to support nursing practice and knowledge
management was the definition offered in 1989 by Graves and Corcoran. The American Nurses Association
(ANA) published its aim and standards in 1994-1995 and presented the Nursing Informatics as a specialty that
integrates nursing science, computer and information science to provide data communication management,
knowledge and nursing work in 2001. Now most of nursing professionals believe that it is defined as the
integration of information technology and all aspects of nursing such as clinical nursing, management, research
or education (Guenther & Peters, 2006).
1.2 Competencies
The competency of nursing informatics specialists was determined through studying three categories including
computer skills, informatics knowledge and informatics skills. It investigates four levels of nursing practice:
beginning nurse, experienced nurse, informatics specialist, and informatics innovator.
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The following competencies were rejected: diagnostic coding, desktop publishing, managing central facilities to
enable data sharing and writing an original computer program (Staggers et al., 2002). Some components of
accepted competencies are shown below in brief.
1.2.1 Computer Skills
Selected computer skill competencies contain computerized searches and retrieving patient demographics data,
the use of telecommunication devices, the documentation of patient care, the use of information technologies for
improving nursing care, and the use of networks and computer technology safely.
1.2.2 Informatics Knowledge
Selected informatics knowledge competencies are the recognition of the use or importance of nursing data for
improving practice, and the recognition of the fact that the computer can only facilitate nursing care and that
there are human functions that cannot be performed by computers, the formulation of ethical decisions in
computing, the recognition of the value of clinicians' involvement in the design, selection, implementation, and
evaluation of systems in health care, the description of the present manual systems, the definition of the impact
of computerized information management on the role of the nurse and the determination of the limitations and
the reliability of computerized patient monitoring systems.
1.2.3 Informatics Skills
Informatics skills competencies includes the interpretation of information flow within the organization, the
preparation of process information flow charts for all aspects of clinical systems, the development of standards
and database structures to facilitate clinical care, education, administration or research. It also includes the
development of innovative and analytic techniques for scientific inquiry in nursing informatics and new data
organizing methods and research designs with the aim of examining the impacts of computer technology on
nursing, and the conducting of basic science research to support the theoretical development of informatics.
Information literacy skills, competencies, and knowledge are investigated among educators, administrators and
clinicians of nursing groups nationally.
1.3 The Importance of Nursing Informatics
The history, definition and competencies of nursing informatics indicate the importance of this field. It shows
nurses are integrated into the field of IT automatically. So they should be able to deal with it successfully to
improve quality of care outcome. In this regard it is required to study the influence of nursing informatics on
health care and make bold the appropriate information technology educational needs for nurses.
2. Method
An extensive literature search was performed by using databases Pubmed, Google Scholar, Ovid, Science Direct
and SID. Search terms were “education, nursing”; “quality of health care”; “nursing informatics” and technology.
The study was carried out from January to April, 2014. A library search was also performed. As many as 135
articles were retrieved. With a critical point of view, 40 articles in English were selected that specifically focused
on nursing informatics education and its influence on nursing outcomes and the quality of health care (Staggers
et al., 2002).
3. Results
The study mentions the followings as the key elements of nursing informatics implementation:
3.1 Health Care Promotion
The advantages of applying information technology in all aspects of nursing, including clinical areas,
management, education and research and its influence on health care have been reviewed. Today, the subjects of
clinical nursing information systems, decision support systems and medical diagnostic systems are associated
with collecting patient information. Regarding the technology-rich environment, health care and hospital
information systems developers, the quality of care is improving. For increasing patient safety and its leading to
an evidence-based nursing, nursing informatics has been enhanced for students and graduates by Columbia
school of nursing. The study has proved that informatics competence is a prerequisite to improving patient care
(Bakken et al., 2003). Technology and using multimedia integrated into nursing curriculum can promote the use
of informatics tools as an integral practice component and increase patient safety (Norton et al., 2006).
Managers can improve efficiency and performance through information systems and new technologies. In
addition, several studies have confirmed the impact of careful shift planning and efficient management on
nurse’s work and the quality of health care. Information is the source of all management activities. Nursing care
is an industry service and its product is patient care. Information technology can promote the nursing
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management outcome. Internet-based nurse scheduling systems are mostly designed according to the
self-scheduling model and need refining by the manager who overviews proper distribution, it causes uniform
resource allocation in scheduling and increases patient direct care time (Pierce et al., 2003). Implementing
information systems can provide better access to evidence; it can affect the patient care quality and support
evidence-based nursing. Software tools to facilitate research are available in all medical fields (Kardan &
Darvish, 2008). Nursing information system had an influence on clinical patterns and decreased the time nurses
spent on indirect care (Darvish & Salsali, 2010). This is critical to the health care professionals to assess, apply,
report and manage data by the help of new tools of the information age (Hall, 1995).
3.2 Advanced Systems
Although using decision support systems can lead to a safer care, it may impair critical thinking. The need for
excessive working time could cause some delay in the nursing job and reduce the quality of health care (Norton,
2006). Researchers recommended considering the following:
- Involving nurse managers in the system selection and designing process
- Designing a simple and efficient process
- Recording a system-compatible guideline
- Improving the system speed
- Selecting hardware which can encourage nurses to use them
- Upgrading the system through innovation in information technology
Decision support systems have been defined to assist physicians to solve problems that require specific decisions
since 30 years ago. It is replacing the role of human knowledge by formulating the knowledge in the system
(Ting et al., 2008). Expert systems are the most common types of clinical decision support systems and have
applications in show notes, diagnostic support, critical treatment plans, decision support, prescriptions, recovery
and the identification and the interpretation of pictures, however, as stand-alone tools, are not able to replace
human expertise. These systems should be integrated with knowledge management. Several studies have shown
that the integration of implicit and explicit knowledge and management of different types of knowledge will help
to determine the best treatment plan. Logical design is required for the success of these systems and seems to
hardly have been considered. The application of guides and easy access to up-to-date clinical evidence and the
cutting of duplicate tests could reduce medical mistakes and improve quality of care, but there are some
limitations (Montani & Bellazzi, 2002). To increase the usefulness and acceptability of such systems, the ease of
use, support and maintenance combined with the ability of systems hardware, software applications, integration
with hospital information systems and patient records should be considered (Holbrook et al., 2003). Including
smart and intelligent tools in diagnosis and treatment methods can reduce medical errors and harm as well as
financial loss for humans. Artificial intelligence and expert systems are used to help the diagnosis.
3.3 Internet and Network
The first internet-based Nursing Informatics courses were offered by Duck University in 1997. Represented
advantages were clearly defined and measurable learning outcomes and real-world problems were introduced as
the main component of instructional strategies. There were some disadvantages like hardware and software
problems, deficiency in prerequisite skills, troubleshooting difficulties, and low internet access speed and poor
time management to master the material (Goodwin, 1997). The evaluation of an innovative consumer health
informatics intervention proved that the patient and nurses are satisfied with the use of electronic and
communication devices and home care (Kossman et al., 2006). Nurses can have networks such as AJN and AMN
now. In the world wide web, it is possible to have a common network for nursing organizations and develop a
forum to discuss nursing issues and design online meetings (Rizzolo & DuBois, 1995). The other aspects of
nursing practice potential in the new decade are offering services from distance through telemedicine or
telenursing. In this regard, easy remote diagnostic software and hardware are designed to facilitate E-health
services. Tele-nurses can provide various services such as education, patient monitoring and counselling through
Internet facilities. Telenurses are satisfied with their role. They care remotely using special skills and knowledge.
It can cover nurse shortages and the global demand for nurses (Darvish & Salsali, 2010). In a telenursing Survey
most of nurses believed that it is better to design educational programs for nurses to be able to work as telenurse
(Grady, 2007). Using online library resources and outreach programs would be benecial and produce positive
outcomes for nurses (Wozar & Worona, 2003). Information and communication technology progress provided
the possibility of improving health through e-education irrespective of time and place. Patient education systems
on the internet can increase patient satisfaction and influence their self-care behaviour. E-health educational
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programs make people aware of disease management and increase coordination with the health care professional
team. It influences the life style and the prevention of diseases such as cancer, HIV and chronic diseases. On the
other hand, it empowers medical groups by enhancing and upgrading their knowledge. The web-based computer
simulation educational program in crisis decreased medical errors in emergency departments. Information
technology application refers to providing simultaneous access to education in specified locations which require
huge spending. It decreases cost loss (Kardan & Darvish, 2007). Online access to journal articles prevents
repeated research programs and makes assessment easy. Online databases provided up-to-date article access and
informed nurses about new technologies, easy software and the results of investigations (Darvish, 2010).
3.4 Related Organizations Activity
National advisory council on nurse education and practice addresses nursing practice challenges; and mentions
electronic health records, patient monitoring systems, bar code medication administration, computerised provider
order entry, data capture tools, care planning tools and telehealth; and the need to consider nursing shortage,
reducing medical errors, improve tracking of patient data, improve efficiency of data collection, improve access
to care, support national surrveilance capabillities. These are also mentioned as ways to address nursing
education challenges: E-learning to deliver education, simulation to deliver education, inclusion of Health Care
IT in curricula, and faculty development for health care. It centeralizes these as solutions which can improve
capacity of nursing schools, reduce faculty shortage, and increase health IT skills of graduating students. There
are many group projects and organizations which support nurses’ involvment for optimal use of IT in their job.
Some are introduced in the following:
- The National Coordinator for Health Information Technology (ONC)
- The American Health Information Community (AHIC)
- The Nationwide Health Information Network (NHIN)
- The Faculty Development: Integrated Technology into Nursing Education and Practice Initiative (ITNEP)
- National Advisory Council on Nurse Education and Practice (NACNEP)
- National League of Nursing (NLN)
- National Institute of Health (NIH)
- National Institute of Nursing Research (NINR)
- North American Nursing Diagnosis International (NANDA)
- Technology Informatics Guiding Education Reform Initiative (TIGER)
It is reported that without proper training for nurses, efforts to integrate healthcare IT with nursing practice will
be hampered. It gives evidence that nurses are not getting adequate training for IT usage (NACNEP annual
report, 2009).
3.5 Need for Educational Programs
Due to the fast growth and development of technology, in order to effectively take advantage of information
technology in nursing outcome and quality of health care, educational arrangement is recommended to
strengthen nurses at different levels for implementing information technology tools in all aspects of their
profession.
4. Conclusion
In today’s world the potential for information and communication technology application is increasing so that it
can enhance the quality of nursing domains outcome (McNelis et al., 2012). Nurses have the most
communication with patients, and interact with technology more frequently. Using technology should create a
positive attitude in nursing productivity. It is essential for nurses to be involved in the initial design of systems to
improve the quality of health care and change their culture in this regard (Darvish & Salsali, 2010), (Jenkins et
al., 2007).
Mediating technically and technologically on the borderline between medicine and nursing, nurses have become
known as the medical Goddesses in the form of Tele-nurses. Nurses have got more authority in decision-making
with the use of new technologies (Gassert, 1998). For successful implementation of the electronic health
reporting system, nurses must be knowledgeable about information technology, computer skills and informatics
knowledge and skills. In telenursing, the importance of data quality criteria, transparency and integrity,
authenticity, confidentiality, the updating of information, accountability, productivity, standards and accessibility
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of health web sites should be considered (Darvish, 2008). The NACNEP recommended to prepare nurses to
adopt intelligent and quality-based information technology use in patient care by implementing five strategies:
providing core informatics courses to nursing schools, educating nurses specialized in informatics skills who are
able to solve related issues, offering more powerful nursing care through the implication of telecommunication
projects, preparing more nursing faculties in the informatics field to facilitate students skills enhancement and
enhancing collaboration to advance informatics. The benefits of extending nursing informatics strategies directly
and indirectly influence patient and people health positively (Matarrese & Helwig, 2000). Courses affect nursing
students' perceptions about informatics (Jetté et al., 2010); and they may learn at the BSc level about
patient-centered evidence-based care through the use of informatics tools, and get informed about benefits such
as promotion of safety, quality and effective clinical decisions (Norton et al., 2006; Ainsley & Brown, 2009). The
may even learn how remote care and personal phone can improve nursing care in different areas such as
psychiatric nursing (Tseng et al., 2012; Goossen, 2007; Wittmann-Price, 2012). At the same time, nursing
workers are busy in the wards giving care. If they are not alert to new technologies, it will be difficult to accept
the new nurses’ ideas who are educated recently with a positive attitude to the advantages of information
technology. This group of nurses can be encouraged to be integrated into the potential of E-learning as well as
continuing education (Button, 2013), based on the summit of technology informatics guide education reform
(Schlak & Troseth, 2013). It seems necessary to prepare knowledgeable nurses to deal with selecting, developing,
implementing and evaluating IT to interpret data as usable knowledge and information. In the nursing world,
four domains should be empowered. Undergraduate and diploma programs can be integrated with courses.
Graduate programs can be designed. Formal and informal continued educational programs for nurses on job and
fellowships for PhD graduated nurses can be useful. Trying to make different groups of nurses ready for the
ever-increasing speed of technology in the current century is possible, not only by parallel opportunities of
learning, but also with the help of evaluating tools such as Self-assessment of nursing informatics competencies
scale which can bring the same range of comprehention about informatics implementation (Choi & Bakken,
2013). In conclusion, considering nursing outcomes takes advantage of information technology; educational
arrangement is recommended to set short-term and long-term specialized courses focusing on the four target
groups. Informatics courses for nursing students continued educational programs for registered nurses in work
area, graduate programs at MSc and PhD levels for nurses and fellowship programs for doctoral graduates are
recommended to be considered (Figure 1).
Figure 1. The proposed educational model for empowering nurses on the subject of nursing informatics in four
groups
It is essential that nurse educators incorporate the entire concept of informatics into the education of nurses.
Acknowledgements
It is hereby acknowledged colleagues and all those who assisted in conducting the study or critiquing the
manuscript. The main enthusiasm of this study came out from the international symposium of telemedicine was
held by Tehran University of Medical Sciences.
Graduate and Postgraduate Nurses
Registered Nurses on Job
Nursing Students
Doctoral Graduates
Graduate programs in MSc and PhD
degrees
Continued Educational Programs
Informatics Courses
Fellowship Programs
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16
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... The focus should also be on the personal qualities and attendance that facilitators bring to the group [8,9]. Some studies have shown that educational programs based on social media might be more helpful compared to other forms of education [10,11]. ...
... Nurses reported training as an effective factor in their ability to gain knowledge, skills, and self-efficacy in different areas. For instance, a study showed the effect of education to promote nurses' ability on patient care improvement and increase the quality of health care [10]. ...
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Background Nurses play an important role in health promotion, prevention strategies, and care. Therefore, nurses need to obtain and update their knowledge and skills via appropriate strategies. This study aimed to explore nurses’ experiences of receiving social media and in-person education to integrate the findings into practice. Methods This was a qualitative study using the directed content analysis approach. A sample of nurses with previous experiences of receiving social media and in-person education participated in the study. They were asked to express their experiences and indicate their preferences. The data were collected based on individual semi-structured interviews. Results In total 15 participants took part in the study with a mean age of 40.6 ± 8.93 years and work experiences of 15.3 ± 9.21 years. During the process of content analysis, three main themes emerged: Approaches to nursing education and its adoption in the health system, Achieving effectiveness and efficiency in nursing education, and Health care policy and facilitating pathways for nursing education. Participants indicated several barriers to attending an educational program, including motivation, workload, time and place, and hospital politics. Conclusion Overall the findings suggest that regardless of any methods of education nurses cannot actively engage in the educational interventions while on duty. However, the findings suggest that nurses believe that the social media approach might be superior in reducing barriers and making the educational interventions work better.
... Fostering high-quality research requires investments in associated methods and instruments (ESFRI, 2021). Furthermore, research funding (Roope et al., 2021) and up-to-date ICT tools and software also have essential roles in promoting the quality of care through research (Darvish et al., 2014;Rouleau et al., 2017). Besides pedagogical and clinical nursing skills, nurse educators must strengthen their research skills. ...
Article
Aim: This study aimed to describe the status and analyze the improvements made by universities in Kazakhstan to nursing research infrastructure in the following services: library, internationalization, finance, information and communication technology (ICT), and research, development, and innovation (RDI). Background: In higher education institutions (HEIs), a strong research infrastructure is a necessity for academic education and research. In Central Asian countries, nursing is regarded as an assistive field to medicine, affecting nursing research infrastructures. Methods: In this descriptive study, following benchmarking and a recommendations report, an interview of nursing faculty members was used to obtain data regarding nursing research infrastructure in ten universities in Kazakhstan. The SQUIRE-EDU was used to ensure the quality of reporting. Results: The Kazakhstani universities providing nursing education are still in the process of developing their nursing research infrastructure. They have not acquired access to nursing databases, and only one textbook concerning nursing research can be found from their libraries. None of the universities have joined international nursing networks. The participation of the university staff and students in conferences with nursing themes has increased. The universities are investing in staff capacity building, but not yet in nursing research projects. Discussion and conclusion: Kazakhstani universities have the autonomy to develop nursing research and its infrastructure. Active measures by the university management, such as financing access to nursing databases, international cooperation, and international projects, are necessary. Implications for nursing and health policy: Research infrastructures' quality strongly impacts the development of nursing science and practice in any country. It is crucial to increase the volume of research that demonstrates the effectiveness of clinical nursing and its contribution to health outcomes. To enable the faster development of nursing science in Central Asian countries, this development should be supported through international collaboration.
... Therefore, following the challenges such as inadequacy of the patient education role of the nurse, the lack of both quality and content of patient education documentation in HIS, and given the fact that using technology and easy access to information is one of the indexes of WHOin country ranking, the use of HIS as an electronic case infrastructure, and at the same time as an educational tool is preferable to other methods. So far, only a few studies have addressed the educational role of HIS [21][22][23][24]. Such studies are observational, and no change has so far been made in the optimization of HIS based on the findings of other studies. ...
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Objective This quasi-experimental study (before and after intervention) was designed to determine the impact of hospital information system-based intervention on the patient education process and patient satisfaction in cardiac and cardiac intensive care units. Results Each nurse was observed at the time of patient education on average on eight shifts (total of 256 shifts), and at last 1350 computerized reports before and after the intervention were analyzed and 150 patient satisfaction with nurses' education questionnaires were completed before and after the intervention. After the intervention, the patient education scores were significantly improved (p < 0.001). In addition, the results of a survey of patients about the level of satisfaction with the quality of patient education showed a significant increase compared to before the intervention (p < 0.001). The ability to easily, completely, and quickly edit and record the provided education, eased the process of patient education and documentation.
... Information and communication technology is fundamental to meeting patient safety and care quality needs [17]. So, although it is encouraging that 32% of respondents reported using research informed by data science, the low rate of conducting research using big data highlights another area in which there is need for more nurse scientists to develop programs of research. ...
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Background A strong nursing research agenda in Latin America is fundamental to universal health coverage. Nursing science can make important contributions to the health of Latin American people through knowledge generation that directly informs nursing practice, professional education, and health policy. Methods We used a cross-sectional survey design to assess nursing involvement in health systems and services research in Latin America in five priority areas: Policies and education related to nursing human resources; Structure, organization and dynamics of health systems and services; Science, technology, innovation, and information systems in public health; Health policies, governance, and social control; and Social studies in the health field. Results Nursing and midwifery participants (N = 856) from Latin American countries completed the survey. Respondents who reported conducting research focused primarily on Policies and Education related to Nursing Human Resources and Structure, Organization, and Dynamics of Health Systems and Services. Across the five priority areas, more nurses reported using research findings and/or being aware of research than conducting research. Conclusions Survey results indicate that nursing research in Latin America is currently disproportionately focused on nursing education and practice. More research focused on information technology, nurse’s impact on public health, and the threats posed by nurse migration is needed to better address health needs of Latin American populations.
... Models of education that focus on nursing theory and practice require particular technology-based interventions to facilitate learning [10]. With a touch of technology, nursing students can easily access both theoretical and practical materials [11]. ...
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The use of technology-based learning methods in nursing education is necessary in the era of digitalization, but these methods are limited, especially in developing countries, including Indonesia. We aimed to evaluate the effectiveness of the Virtual Nursing Skills Simulation Lab (VNursLab), a web-based nursing skills simulation using 3D technology, to improve the knowledge of nursing skills for intravenous catheterization, satisfaction, and self-confidence of nursing students in Indonesia. A quasi-experimental design was used. A total of 139 nursing students participated and were divided into intervention and control groups (69 and 70 participants, respectively). The intervention group had access to the VNursLab 3D simulator for three weeks and had three meetings. The control group had traditional learning (lecture and three meetings). The data were analyzed using the paired t-test, Wilcoxon test, and Mann–Whitney U test. The means and standard deviations of the post-test values in the two groups for the three parameters were 12.26 + 4.11 vs. 9.67 + 3.13 for nursing skill knowledge, 23.00 + 2.32 vs. 21.70 + 2.68 for satisfaction, and 36.25 + 3.48 vs. 34.96 + 3.39 for self-confidence. We found significant differences between the intervention and control groups regarding knowledge of nursing skills (p < 0.001), satisfaction (p < 0.001), and self-confidence (p = 0.014). The VNursLab 3D simulator could be an alternative learning medium to improve nursing students’ understanding of nursing skills, satisfaction, and self-confidence. However, this medium cannot replace direct practical experience. A combination of the two learning methods, virtual-based learning and hands-on practical learning, is beneficial in helping nursing students achieve nursing competencies.
... learn ing porta l,2021). Because the integration of informatics into health science education is becoming necessary in many universities across the world, it is critical to assess health science students' factors to use computers and ICT technologies [17][18][19]. Expanded usage of eHealth is projected in Ethiopia in the future years, appreciations to new efforts, but these systems must be used properly to accomplish objectives; this is entirely dependent on health science student since they will be professional in few years later [20]. Therefore, the objective this study was to assess utilization of information and Communication technology and its associated factors among undergraduate health science student. ...
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Background We already know that incorporating information and Communication technology (ICT) into every aspect of human activity result in significant change and makes tasks easier to complete. It can help in areas of healthcare systems and medical education. Therefore, this study aimed to assess utilization ICT and its associated factors among Arba Minch University College Medicine and Health Science students. Methods A cross sectional study design was conducted in June through August 2021 among under graduate students in college of medicine and health science at Arba Minch University, Ethiopia. A self-administered questionnaire was used to collect information on the students’ socio-demographic factors as well as the utilization ICT. The data entry form was prepared with Epi-data 3.1 versions software and STATA version 14 software was used to analyze the data. Results A total of 355 participants enrolled in the study, with a response rate of 98.34%. The percentage of students who used ICT was 55.77% [95% CI, 0.50, 0.60]. Regarding of field of study, health informatics students (84%) used the most ICT, while midwifery students (52%) used the least. Urban resident [AOR = 1.85, 95% CI = 1.08, 3.16], ICT knowledge [AOR = 3.8, 95% CI = 2.25, 6.40], having formal training of ICT [AOR = 1.9, 95% CI = 1.06,3.48], having IT in current course study [AOR = 2.2, 95% CI = 1.23, 3.84], and had good IT skill [AOR = 2.4, 95% CI = 1.34, 4.23] revealed a significant and positive correlation with the use of ICT. Conclusion In the current study previous residence, ICT knowledge, having formal training, having IT in current courses, and IT skill were significantly associated with student ICT utilization. Therefore, the university should continue to invest in professional development in order to improve teaching and student performance, as well as provide the college with student-centered ICT computer labs to encourage students to use technology.
Article
Bu çalışma sağlık sektöründe Dijital Hastane uygulamalarının Türkiye‘deki yeri ve önemini belirlemek, dijital hastane özelliği taşıyan bir sağlık kurumunda dijitalleşme yolunda yaşanan avantajları, kolaylıkları ve güçlükleri ortaya koymak amacıyla yapılmıştır. Çalışmada nitel araştırma yöntemlerinden fenomenolojik desen kullanılmıştır. Araştırmanın çalışma grubu, amaçsal örneklem yöntemiyle Ankara Gazi Mustafa Kemal Devlet Hastanesinde çalışan personel olarak belirlenmiştir. Veriler yüz yüze yarı-yapılandırılmış görüşmeler neticesinde toplanmıştır. Niteliksel verilerin analizinde ise içerik analiz yöntemi kullanılmıştır. Yapılan görüşmelerde katılımcıların dijital hastane sisteminin teknoloji ve bilgi çağı olan günümüzde uygulanmasının kaçınılmaz olarak bulmuşlardır. Ayrıca katılımcılar dijital hastane sisteminin avantaj ve kolaylıkların olduğu kadar uygulanmasında bir takım güçlüklerinde olduğunu ifade etmişlerdir. Bu bağlamda görüşmeler sonucunda beş ana, altı alt tema oluşturulmuştur. Dijital Hastane Uygulamalarının Türkiye‘de gelişmesi için öncelikle mevcut durumun ortaya konulması ile bunların kullanımına ilişkin stratejiler hazırlanması, hem Sağlık Bakanlığının ilgili yetkililerin hem bu hizmeti sunan personelin hem de HBYS firmalarının bu konuda eğitilmesi ve devletin bu konuda teşvikleri ile denetimlerin sağlaması önemlidir.
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Objective Describe the knowledge, skills and competencies that healthcare professionals hold working in the area of clinical informatics. Materials and methods We conducted a systematic literature review across five large databases: MEDLINE, EMBASE, CINAHL, ERIC, and SCOPUS. The titles, abstracts and full texts were screened in line with the PRISMA guidelines. Data was extracted onto a data extraction sheet, and a narrative synthesis was undertaken. We used the Critical Appraisal Skills Program to appraise the included studies. Results 52 articles and 7 grey literature sources met our inclusion criteria. We grouped knowledge and skills into nine key competency domains: (1) health sciences and services (2), professionalism and clinical practice skills in healthcare (3), information science and technology (4), health informatics specialisation (5), communication (6), financial planning and management (7), analytical assessment and decision making (8), education and training, and (9) leadership and change management. A broad range of information-specific knowledge and skills were described. Discussion and conclusions This review identified a broad range of knowledge and expertise held by healthcare professionals in these nine competency domains. A competency framework to standardise the required knowledge and skills would be beneficial to the profession, and promote effective multi-disciplinary informatics working environments.
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Background & Aim: Nurses constitute the majority of the workforce in the healthcare system. The use of digital technologies, including mHealth applications, is essential and effective in improving the quality level of healthcare services provided by nursing staff. Therefore, the primary purpose of this study is to investigate the use of mHealth applications for professional purposes by nurses during the COVID-19 pandemic. Methods & Materials: This is an applied study conducted using the descriptive, cross-sectional method in 2021. The study population was nurses in four public hospitals in Isfahan. The sampling method was a one-stage cluster sampling. The data collection tool was a questionnaire whose validity and reliability was assessed. Data analysis was performed using descriptive and inferential statistics on the SPSS software version 26. Results: The data of 93 questionnaires were analyzed. About 63 percent of nurses answered (with a reason) that they did not use these applications. This study showed that the use of mHealth applications is not common among the nurses. They need the training to use the applications. There were concerns regarding the mHealth applications' quality. The nurses believed that using a mHealth application would help them perform their nursing duties during the COVID-19 pandemic. Conclusion: Based on the study results, planning for the development of mHealth applications tailored to the nurses' needs and training nurses to use the applications in clinical settings are recommended. There is also a need to provide and develop specialized evaluation tools and working groups to review and report on the quality of mHealth applications.
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The present shortage of registered nurses (RNs) in many European countries is expected to continue and worsen, which poses a substantial threat to the maintenance of healthcare in this region. Work-family conflict is a known risk factor for turnover and sickness absence. This paper empirically examines whether the nurse practice environment is associated with experienced work-family conflict. A multilevel model was fit with the individual RN at the 1st, and the hospital department at the 2nd level using cross-sectional RN survey data from the Swedish part of RN4CAST, an EU 7th framework project. The data analyzed here is based on a national sample of 8356 female and 592 male RNs from 369 hospital departments. We found that 6% of the variability in work-family conflict experienced by RNs was at the department level. Organizational level factors significantly accounted for most of the variability at this level with two of the work practice environment factors examined, staffing adequacy and nurse involvement in hospital affairs, significantly related to work-family conflict. Due to the design of the study, factors on ward and work group levels could not be analyzed, but are likely to account for additional variance which in the present analysis appears to be on the individual level, with private life factors likely explaining another major part. These results suggest that higher level organizational factors in health care have a significant impact on the risk of work-family conflict among RNs through their impact on the nurse practice environment. Lower level organizational factors should be investigated in future studies using hierarchical multilevel sampling.
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Due to the capacity of internet, different types of health services are accessible to people on communication networks all over the world. E-health technology has been investigated in different aspects to find the factors influencing on its promotion. Since the number of internet users are increasing; it is essential to study the barriers and facilitators to enhance internet based health care services outcome. This article points to effective parameters on internet based health services. It determines the significance of accessibility to the internet networks for health care seekers. It will review requisitions for communication. Depending on studies, different aspects of e-health services such as consultation, monitoring, information dissemination and education are discussed. An important aspect in this regard is education. Educational programs will be discussed in two dimensions including care givers and people who receive e-health services. Then it gives recommendations by emphasizing on barriers and facilitators. Finally the points which can promote this area will be proposed.
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A REVIEW ON INFORMATION TECHNOLOGY DEVELOPMENT AND THE NECESSITY OF NURSING INFORMATICS SPECIALTY A. Darvish, M. Salsali Tehran University of Medical Sciences (IRAN) All nursing aspects have been affected by information technology development. In nursing work areas, the key components are which they use in their practice environment. According to the technology's role in education, research, management and practice in nursing, it seems necessary to lead to policies which facilitate technology effective usage in health care organizations. So nursing journals & databases for related literatures have been searched for available investigations in this filed. This article intends to find effective elements leading to above subject by emphasizing on the importance of nursing informatics education as a specialty. Initially nursing informatics & knowledge management in the medical field will be reviewed. Then, interaction of nurse and technology in practice, management, education and research fields will be mentioned. Finally according to the available potential for nursing informatics, it presents discussion and results. keywords: nursing informatics, information technology, education, practice, research, management.
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Topic The Institute of Medicine report on the future of nursing, the Quality and Safety Education for Nurses initiative, and the Technology Informatics Guiding Education Reform movement are among the most prominent forces guiding change related to information technology and informatics in nursing to improve quality and safety in practice. Informatics competencies are essential for psychiatric nurses to leverage and integrate information technology into education, practice, and research. Purpose This article examines informatics and information technology from the perspective of educational preparation of the psychiatric mental health nurse practitioner. Sources of Information Literature related to informatics, information technology, and quality and safety in advanced practice psychiatric nursing. Conclusion Strategies for integration of information technology in educating psychiatric mental health nurse practitioner students are described. Informatics competency will result in safer and higher quality care.
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BACKGROUND: In prior studies, newly licensed registered nurses (RNs) describe their job as being stressful. Little is known about how their perceptions of the hospital work environment affect their commitment to nursing. OBJECTIVES: To assess the influence of hospital work environment on newly licensed RN's commitment to nursing and intent to leave nursing. DESIGN: Correlational survey. SETTINGS: Newly licensed RNs working in hospitals in Florida, United States. PARTICIPANTS: 40% random sample of all RNs newly licensed in 2006. METHODS: The survey was mailed out in 2008. Dependent variables were indicators of professional commitment and intent to leave nursing. Independent variables were individual, organizational, and work environment characteristics and perceptions (job difficulty, job demands and job control). Statistical analysis used ordinary least squares regressions. Level of significance was set at p<0.05. RESULTS: Job difficulty and job demand were significantly related to a lower commitment to nursing and a greater intent to leave nursing, and vice versa for job control. The strongest ranked of the job difficulties items were: incorrect instructions, organizational rules, lack of supervisor support, and inadequate help from others. Workload and other items were significant, but ranked lower. The strongest ranked of the job pressure items were: "having no time to get things done" and "having to do more than can be done well." The strongest ranked of job control items were "ability to act independent of others." Nurses with positive orientation experiences and those working the day shift and more hours were less likely to intend to leave nursing and more likely to be committed to nursing. Significant demographic characteristics related to professional commitment were race and health. CONCLUSIONS: Negative perceptions of the work environment were strong predictors of intent to leave nursing and a lower commitment to nursing among newly licensed RNs. These results indicate that retention of newly licensed RNs in nursing can be improved through changes in the work environment that remove obstacles to care-giving, increase resources and autonomy, and reduce workload and other job pressure factors.
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This study investigated the psychometrics of the Self-Assessment of Nursing Informatics Competencies Scale for nursing students in undergraduate (n = 131) and graduate (n = 171) programs. The scale had a valid five-factor structure, accounting for 69.38% of the variance, high internal consistency reliabilities (0.96 for the total scale and 0.84 to 0.94 for subscales), and good responsiveness (standardized response mean = 0.99), as well as significantly improved scores in nursing students with diverse demographic and educational backgrounds after taking an informatics course. Our factor structure was similar to the original scale, differing slightly in four items' loadings. This difference may reflect current informatics practice or the greater diversity of our sample. Further research is needed on the factor, data/information management skills, and related item loadings. This scale could be used to assess informatics competencies and develop educational strategies that prepare nursing students as informatics-competent graduates in information technology-rich environments. [J Nurs Educ. 2013;52(xx):xxx-xxx.].
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Research indicates that having electronic resources readily available increases learners' ability to make clinical decisions and confidence in patient care. This mixed-method, descriptive pilot study collected data about senior prelicensure nursing students using smartphones, a type of mobile electronic device (MED), in the clinical area. The smartphones contained nursing diagnosis, pharmacology, and laboratory information; an encyclopedia; and the MEDLINE database. Student (n = 7) data about smartphone use during a 10-week clinical rotation were collected via student-recorded usage logs and focus group recordings. Staff nurses' (n = 5) perceptions of students' use of smart-phones for clinical educational resources were collected by anonymous survey. Both the focus group transcript and staff surveys were evaluated and the themes summarized by content analysis. Positive results and barriers to use, such as cost and technological comfort levels, are discussed. The results may help nurse educators and administrators initiate further research of MEDs as a clinical resource.
A growing awareness exists that informatics competencies are essential skills for healthcare professionals today, yet the development of these competencies lags behind the need. The Technology Informatics Guiding Education Reform (TIGER) Initiative represents a comprehensive, interdisciplinary effort that is well suited to the integration of informatics into education, practice, administration, and research environments. This article briefly discusses the background and significance of the TIGER Initiative and why it may be used as a model to instill informatics among the healthcare professionals globally.