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Assessing the Nursing Informatics Competency among Registered Nurses of Selected Hospitals in India

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Abstract

Informatics competency has become an essential requirement for nurses to fulfill their professional roles. This pilot study examined the factors affecting informatics competency to help develop strategies to improve nurses' informatics practice. The study was conducted in India to assess the factors affecting nursing informatics competencies among registered nurses. A cross-sectional survey was conducted among 35 samples. A questionnaire was designed to collect data on nurses' informatics competency, basic computer skills, attitudes toward computerization, and general characteristics. The data was entered into SPSS16 software and correlation analysis, and regression were carried out.The mean score percentage of total nursing informatics competency was 94.30%. The highest mean score was related to informatics skills (40.30%), followed by computer literacy skills (32.80 %). In addition, informatics competency is mainly affected by education, age, position of job, and frequency of using devices. Nurses had favorable attitudes toward computerization. Significant factors associated with informatics competency were basic computer skills and formal informatics education. The study findings suggest that the enhancement of basic computer skills and incorporation of informatics into formal nursing curricula are needed to improve the nurses' competency in managing and using healthcare information.
Tuijin Jishu/Journal of Propulsion Technology
ISSN: 1001-4055
Vol. 45 No. 1 (2024)
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4341
Assessing the Nursing Informatics
Competency among Registered Nurses of
Selected Hospitals in India
Ms. Vimala Varatharajan1, Dr. Tulsi Shringi2
1Research Scholar & Lecturer, Department of Nursing, SJJT University, Jaipur,
Rajasthan, India& Gulf Medical University, Ajman1
2Guide, Department of Nursing, SJJT University
Jaipur, Rajasthan, India2
Abstract - Informatics competency has become an essential requirement for nurses to fulfill their professional
roles. This pilot study examined the factors affecting informatics competency to help develop strategies to
improve nurses' informatics practice. The study was conducted in India to assess the factors affecting nursing
informatics competencies among registered nurses. A cross-sectional survey was conducted among 35 samples.
A questionnaire was designed to collect data on nurses' informatics competency, basic computer skills, attitudes
toward computerization, and general characteristics. The data was entered into SPSS16 software and correlation
analysis, and regression were carried out.The mean score percentage of total nursing informatics competency
was 94.30%. The highest mean score was related to informatics skills (40.30%), followed by computer literacy
skills (32.80 %). In addition, informatics competency is mainly affected by education, age, position of job, and
frequency of using devices. Nurses had favorable attitudes toward computerization. Significant factors
associated with informatics competency were basic computer skills and formal informatics education. The study
findings suggest that the enhancement of basic computer skills and incorporation of informatics into formal
nursing curricula are needed to improve the nurses' competency in managing and using healthcare information.
Keywords: Nursing informatics, Computer literacy, Hospital Management System, Electronic Health records.
I INTRODUCTION
In today's rapidly evolving healthcare landscape, the integration of technology and information systems has
become paramount for delivering efficient and effective patient care. Nurses, as frontline healthcare providers,
play a pivotal role in this digital transformation1. Their ability to harness the power of health informatics and
seamlessly navigate through a plethora of electronic health records (EHRs), data-driven tools, and evidence-
based resources is essential for optimizing patient outcomes and healthcare delivery. This phenomenon, known
as nurse informatics competency, represents a critical juncture where nursing practice intersects with
technological advancement2.
The realm of healthcare informatics encompasses a wide array of skills and knowledge, ranging from
understanding complex health information systems to utilizing digital platforms for communication and
decision-making3. As healthcare organizations continue to adopt and implement sophisticated technologies, it
becomes increasingly pertinent to investigate the factors that contribute to and influence nurse informatics
competency. By delving into these factors, healthcare institutions can gain insights into the mechanisms that
drive successful technology integration within nursing practice, ultimately leading to improved patient care,
streamlined workflows, and enhanced professional development for nurses4,5.
This research endeavours to explore the multifaceted landscape of factors associated with nurse informatics
competency. By unravelling the interplay between education, experience, support systems, technological
infrastructure, and individual attributes, this study seeks to shed light on the intricate web of influences that
shape a nurse's proficiency in health informatics6. In doing so, it aims to provide healthcare leaders, educators,
and policymakers with valuable insights that can guide the design of comprehensive training programs,
supportive environments, and strategic initiatives to foster nurse informatics competency7,8.
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As the healthcare industry embraces the digital era, understanding the underpinnings of nurse informatics
competency emerges as a critical endeavour. By examining the factors that contribute to this competency,
stakeholders can better equip nurses with the skills and knowledge needed to thrive in an increasingly
technology-driven healthcare environment9,10. Through empirical analysis and comprehensive exploration, this
research aims to contribute to the ongoing dialogue surrounding nurse informatics competency and its role in
shaping the future of nursing practice.
II Objectives
To assess the nursing informatics competency among registered nurses.
III Material & Methods
Study Design & Participants
This research is an analytical descriptive study. The research community included 35 registered nurses working
in a hospital.
Samples
The research population included nurses working in the hospitals, 35 of whom were selected as the sample
based on Cochran’s equation 10% of the main study. The non-probabilistic sampling technique with a
combination of convenient sampling methods was applied to obtain responses from the study population. The
inclusion criteria were being a registered nurse working in the hospitals, and an inclination to cooperate in the
study, and familiarity with nursing informatics based on the nurse’s self-declaration.
Instrument
The study instruments were Section A Demographic data. It includes (age, gender, level of education in
nursing, years of experience as a nurse, area of assignment, and if attended any nursing informatics training
courses before). Section B - Nursing Informatics Competency Assessment Tool (NICAT). Nursing Informatics
Competencies Questions. It included 30 Items. It consists of three dimensions (computer literacies, informatics
literacies, and information management literacies.
IV Analysis & Results
Statistical analysis was done using the SPSS 16 statistical software package. Cleaning of data was carried out to
be sure that there were no missing or abnormal data by running frequencies and descriptive statistics. Data were
presented using descriptive statistics.
As shown in Table 1 42.9% of nurses belong to the age group of between 20 to 30 years. Regarding level of
education, most of the participants had bachelor’s degrees (68.6%). Also, most participants were documenting
both electronically and manually (54.3%). 77.1% of the nurses had exposure to the hospital information system
through the staff development Program. Most of the nurses were using the digital devices regularly (71.4%)
Table 1 - Frequency & Percentage Distribution Of Demographic Variables
Demographic Variables
Frequency
Percentage Distribution
Age
20 30
15
42.9%
31 - 40
12
34.3%
41 50
05
14.3%
< 51
0 3
8.6%
Gender
Male
07
20.0%
Female
28
80.0%
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Job position
Staff Nurse
24
68.6%
Head nurse
02
05.7%
Supervisor
04
11.4%
Nurse educator
05
14.3%
Education level
Bachelors
24
68.6%
Master
10
28.6%
Ph.d
01
02.9%
Mode of documentation
Electronic
05
14.3%
Manual
11
31.4%
Electronic & manually
19
54.3%
Clinical experience
> 1 year
02
5.7%
1 - 3 years
07
20.0%
4 - 6 years
12
34.3%
7- 10 years
05
14.3%
11 20 years
07
20.0%
> 20 years
02
5.7%
Time spent on hospital information system per day.
> 1 hour.
11
31.4%
1 - 2 hours
12
34.3%
2 - 4 hours
07
20.0%
< 4 hours
03
8.6%
Never
02
5.7%
Experience in using electronic health records
Highly experienced
03
8.6%
Experienced
24
68.6%
No experience
02
5.7%
Beginner
06
17.1%
Mode of exposure to hospital information system
Staff development program
27
77.1%
Workshop
03
08.5%
Nursing curriculum
00
00.0%
No previous exposure
05
14.2%
Frequency of using digital devices computer/laptop/tab
Used regularly
25
71.4%
Used Rarely
10
28.6%
Availability of digital devices in clinical settings
Individual devices
10
28.6%
Common devices
24
68.6%
No devices
01
02.9%
As shown in Table 1 42.9% of nurses belong to the age group of between 20 to 30 years. Regarding level of
education, most of the participants had bachelor’s degrees (68.6%). Also, most participants were documenting
both electronically and manually (54.3%). 77.1% of the nurses had exposure to the hospital information system
through the staff development Program. Most of the nurses were using the digital devices regularly (71.4%).
Tuijin Jishu/Journal of Propulsion Technology
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Vol. 45 No. 1 (2024)
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Table 2 Level Of Competency Regarding Nursing Informatics Among Registered Nurses
N=35
Q.No
Self-Competency Assessment
Not
Competent
Competent
Very
Competent
Expert
I. Computer Literacy Assessment
1
Recognize the basic components of the
computer system such as mouse, screen,
and workstation.
0
(0.0%)
15
(42.9%)
7
(20.0%)
8
(22.9%)
2
Use of telecommunication tools such as
email & fax
0
(0.0%)
10
(28.6%)
12
(34.3%)
5
(14.3%)
3
Use of remote communication tools such
as Google Meet, Skype, and Zoom
4
(11.4%
)
11
(31.4%)
6
(17.1%)
5
(14.3%)
4
Create, rename, move, and delete files
using computer operating systems such as
Microsoft Windows.
1
(2.9%)
8
(22.9%)
11
(31.4%)
6
(17.1%)
5
Use word processing functions such as
save, categorize, copy, paste, and delete
documents.
1
(2.9%)
11
(31.4%)
8
(22.9%)
9
(25.7%)
6
Navigate computer operating systems to
access the installed application and choose
active printer.
0
(0.0%)
12
(34.3%)
7
(20.0%)
6
(17.1%)
7
Use software to create presentations such
as Microsoft PowerPoint.
3
(8.6%)
12
(34.3%)
6
(17.1%)
9
(25.7%)
8
Use external devices such as USB flash
drive, digital camera, CDROM
2
(5.7%)
9
(25.7%)
7
(20.0%)
6
(17.1%)
9
Perform basic computer systems
troubleshooting such as checking the
power source, rebooting the computer, and
printing.
1
(2.9%)
14
(40.0%)
6
(17.1%)
5
(14.3%)
10
Manage computer systems security to
protect data, devices, and passwords.
0
(0.0%)
12
(34.3%)
8
(22.9%)
4
(11.4%)
II. Informatics Literacy Assessment
11
Use the Internet to locate and download
items of interest.
0
(0.0%)
11
(31.4%)
10
(28.6%)
7
(20.0%)
12
Navigate the electronic health record.
1
(2.9%)
10
(28.6%)
8
(22.9%)
4
(11.4%)
13
Review and acknowledge patient orders in
the electronic health record.
1
(2.9%)
8
(22.9%)
9
(25.7%)
5
(14.3%)
14
Develop and document care plans in
electronic health records.
3
(8.6%)
17
(48.6%)
3 (8.6%)
4
(11.4%)
15
Review point-of-care data such as urine
dipstick, glucose check, and hemoglobin
meter to make timely decisions.
0
(0.0%)
15
(42.9%)
9
(25.7%)
2 (5.7%)
16
Respond appropriately to alerts from
clinical decision-making tools such as
algorithms, and best practice alerts.
1
(2.9%)
16
(45.7%)
4
(11.4%)
2 (5.7%)
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17
Conduct literature searches on inaccessible
proprietary database systems such as
CINAHL, EBSCO, etc.
6
(17.1%
)
11
(31.4%)
5
(14.3%)
2 (5.7%)
18
Use medication administration tools such
as barcode medication verification and
scanning.
6
(17.1%
)
11
(31.4%)
10
(28.6%)
2 (5.7%)
19
Use of medication dispensing system.
3
(8.6%)
12
(34.3%)
8
(22.9%)
3 (8.6%)
20
Collect and document patient data relevant
to care such as vital signs, height, and
weight.
0
(0.0%)
11
(31.4%)
9
(25.7%)
9
(25.7%)
21
View trended electronic documentation to
understand the effectiveness of nursing
interventions.
2
(5.7%)
13
(37.1%)
8
(22.9%)
4
(11.4%)
22
Use systems to assist with the admission
and discharge process.
2
(5.7%)
11
(31.4%)
11
(31.4%)
5
(14.3%)
23
Continue patient care documentation and
patient identification when the computer
system is down.
0
(0.0%)
18
(51.4%)
5
(14.3%)
6
(17.1%)
III. Informatics Management Skills Assessment
24
Protect confidential patient data by logging
out, suspending sessions, and password
protection
0
(0.0%)
16
(45.7%)
7
(20.0%)
4
(11.4%)
25
Use information technology as a primary
means of patient safety such as bedside
laboratory verification, barcode scanning,
etc.
2
(5.7%)
9
(25.7%)
11
(31.4%)
3 (8.6%)
26
Use electronic health records and another
clinical information system as per
organizational policy for documentation.
3
(8.6%)
14
(40.0%)
7
(20.0%)
3
(8.6%)
27
Use electronic communication with
colleagues, patients, or other departments.
1
(2.9%)
13
(37.1%)
7
(20.0%)
2 (5.7%)
28
Find information stored in the clinical
information system to guide patient care
such as standardized care plans and
guidelines.
1
(2.9%)
11
(31.4%)
8
(22.9%)
3 (8.6%)
29
Use nursing data for improving practice
and for clinical decision-making.
0
(0.0%)
13
(37.1%)
10
(28.6%)
2 (5.7%)
30
Use data and statistical reports for unit-
based quality improvement initiatives and
practice evaluation.
1
(2.9%)
11
(31.4%)
8
(22.9%)
2 (5.7%)
Above mentioned tables represent the self-competency of nursing informatics competency level among
registered nurses. Has 30 items each item representing the subcomponents.
Table 3 - Sub-Components Of Nursing Informatics Competency Among Registered Nurses
S. No
Computer
Literacy
Novice
(1- 10)
Advanced
Beginner
(11 20)
Competent
(21 30)
Proficient
(31 40)
Expert
(41 50)
f
%
f
%
f
f
%
f
%
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1
1
2.8%
7
20%
12
7
20%
8
22.85%
2
Informatics
Literacy
Novice
(1- 13)
Advanced
Beginner
(14 26)
Competent
(27 39)
Proficient
(40 52)
Expert
(53 65)
f
%
f
%
f
f
%
f
%
2
5.7%
9
25.71%
13
8
22.85%
3
8.57%
3
Informatics
Managemen
t Skills
Novice
(1- 7)
Advanced
Beginner
(8- 14)
Competent
(15 21)
Proficient
(22 28)
Expert
(29 35)
f
%
f
%
f
f
%
f
%
1
2.8%
10
28.57%
13
8
22.8%
3
8.5%
The table shows that the majority of registered nurses 12(34.28 %) were competent in computer literacy, 7
(20%) were proficient 7 (20%) were at the level of advanced beginner in computer literacy, and the least 1
(2.8%) were novice in computer literacy. Regarding informatics literacy 13 (37.14%) were competent then
8(22.85%) belonged to proficient in handling informatics literacy, 9(25.71%) were advanced beginners,
3(8.57%) were experts and least 2 (5.7%) were novices. Then moving on to Informatics management skills
majority 13 (37.14%) were competent, 10(28.57%) were advanced beginners, 8 (22.8%) were proficient in
handling informatics management skills and 3(8.5%) were experts and the least 1(2.8%) was a novice in
handling informatics management skills.
Table 4 Mean Score Of Nursing Informatics Competencies
FACTORS
MEAN
STANDARD DEVIATION
Computer Literacy
32.8
09.4
Informatics Literacy
40.3
10.0
Informatics Management Skills
21.2
05.5
Nursing Informatics Competency Score
94.3
23.1
Table 5 Overall Competency Of Nursing Informatics
Nursing Informatics Competency
Competent
14 (40%)
Proficient
18 (51%)
Expert
03 (9%)
Data from Table 5 indicate that most of the participants were proficient in nursing informatics competency 18
(51%). 14(40%) of the participants were competent in using nursing informatics competencies and 3(9%)
participants were experts in handling the competencies.
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Figure 1 - Competency of Nursing Informatics among nurses
Discussion
Nursing informatics competency is considered a main factor that affects the quality of services in healthcare. As
a vital component of the clinical staff, nurses have a great role in clinical practice, and the success and failure of
medical interventions are significantly dependent on their abilities and competencies. The results of this study
acknowledge that self-efficacy, job satisfaction, time spent on HIS, and clinical experience have a direct and
significant effect on nurses’ informatics competency. Also, we found that age has an indirect and significant
effect on nurses’ informatics competency. The findings of the present study showed that informatics
management skills have the lowest mean score compared with computer and informatics skills subscales. This
result agreed well with that of Ademuyiwa et al. (2020), who investigated nurses’ attitudes concerning evidence-
based practice12. The findings of the latter study reported that the highest mean score percentage was related to
the informatics literacy subscale, while the lowest mean score was related to computer literacy. These findings
disagreed with Farzandipour (2021), who found that the mean score of informatics management skills was low
5.
However, this result disagreed with Yang et al. (2017), who studied the manager nurses’ perspectives on
informatics competencies and reported that education level had a significant impact on informatics
competencies13. The results are also contrary to those of Farzandipour (2014), who found a statistically
significant difference in NI competency between the diploma nurses and MSN nurses, and those of Kleib and
Nagle13 (2018), who found significant differences in total mean scores of competencies in relation to education
level, suggesting that competency scores were more likely to increase with higher education14,15.
Conclusion
Based on the literature and the results of this study, nurses’ informatics competencies have a more critical
impact on patient outcomes and organizational success than the information systems themselves. It is therefore
vital to support informatics as a core competency of professional practice among current and future nurses16,17.
This study clearly identified NI competency-related factors and also shed light on the necessity for informatics
competency in practice, and opportunities that should be grasped by managers and educators to enrich the
informatics competency of nurses. In order to achieve this aim, nurse’s basic computer skills should be
improved, while incorporating informatics education programs into the curriculum18. The results indicate that
0
2
4
6
8
10
12
14
16
18
Novice Advanced
beginner
Competent Proficient Expert
0
0
14
18
3
Competency of Nursing Informatics N=35
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informatics knowledge, computer skills, and self-efficacy require considerable attention in planning for high-
quality educational programs. Moreover, to train nurses for informatics practice, the components related to
informatics competency such as self-efficacy and time spent on HIS. will be the first step in initiating suitable
strategies to achieve this goal.
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Background: Nurses’ informatics competencies affect their use of health information systems (HIS). Informatics competencies are professional requirements for registered nurses to guarantee the quality of patient care. In earlier studies, these competencies have been defined rather intensively, although few studies exist relating to the evaluation of nurses’ practical informatics skills and competencies. The purpose of this study was to describe nurses’ perceptions of their informatics competencies regarding HIS usage in daily patient care. Methods: A web-based questionnaire of this national cross-sectional survey was sent to all nurse members including registered nurses, midwives and public health nurses of the Finnish Nursing Association (FNA), the National Association of Health and Welfare Professionals (TEHY), and the National Professional Association for the interests of experts and managers in health care (TAJA) (N= 58 276). Results: 3610 nurses responded to the questionnaire. The items (n = 16) relating to informatics competencies were grouped into three separate dependent variables: ‘Nursing documentation’, ‘Digital environment’ and ‘Ethics and data protection’. Nurses evaluated their overall informatics competencies as good. The ‘Ethics and data protection’ competency score was higher than the scores of ‘Nursing documentation’ or ‘Digital environment’. The competency ‘Digital environment’ was better for recently graduated nurses and for nurses working in outpatient care and virtual hospital, examination, operation, and labour, and in emergency rooms and emergency care. Experience with using a particular HIS at work was associated with the competency ‘Nursing documentation’. The general HIS experience was associated with all competencies. Conclusions: Nurses are highly qualified HIS users. However, the competency requirements generated by rapidly expanding digitalization have challenged nurses. Thus, it is of high importance to increase different educational programs for nurses using digital tools and software programs. Nurses are knowledge workers 24/7. Unified, standardized, terminology-based nursing documentation has been shown to produce high-quality patient data which also affects patient safety. Therefore, nursing directors should be encouraged to implement nursing terminology in those health care organizations which have not yet done so.
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Abstract Background The use of information systems takes up a significant amount of nurses’ daily working time. Increased use of the systems requires nurses to have adequate competence in nursing informatics and is known to be a potential source of stress. However, little is known about the role of nursing informatics competence and stress related to information systems (SRIS) in the well-being of nurses. Moreover, the potential impact of nurses’ career stage on this matter is unknown. This study examined whether SRIS and nursing informatics competence are associated with stress and psychological distress in newly graduated nurses (NGNs) and experienced nurses. Methods A cross-sectional study was conducted in Finland between October and December 2018. The participants were NGNs (n = 712) with less than two years of work experience and experienced nurses (n = 1226) with more than two years of work experience. The associations of nursing informatics and SRIS with nurses’ stress and psychological distress were analyzed with linear regression analysis. Analyses were conducted separately for NGNs and experienced nurses. Models were adjusted for age, gender, and work environment. Results SRIS was associated with stress / psychological distress for both NGNs (β = 0.26 p
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Background The growing complexity of the healthcare field and nursing profession necessitates the nurses to incorporate evidence-based nursing informatics into everyday practices to manage acute and chronic illnesses. Aim This research aimed at self-assessing the nursing informatics competencies and attitudes among baccalaureate-nursing students. Participants and methods A descriptive, correlational design was used in this research, which was conducted in the Nursing Department of Applied Medical Sciences College, University of Hafr Al-Batin. The sampling consisted of 103 baccalaureate-nursing students. The datacollection tools included the adapted self-assessment nursing informatics competencies and attitudes toward using of nursing informatics in the healthcare system generally and the nursing profession specifically. Results This study illustrated that 70.5% of participants assessed themselves as competent, 21% of them were beginners, and only 8.5% of them were novices in the nursing informatics competencies, as well as the majority of them hold positive attitudes toward using nursing informatics in the healthcare system and the nursing profession. Conclusion The study concluded that the baccalaureate-nursing students recognized the essentiality and magnitude of informatics in nursing education for providing safe, effective, and high-quality patient care. This research illuminated that the nursing students who hold a high level of informatics competencies had positive attitudes toward using nursing informatics in the healthcare system and the nursing profession. Recommendations There is a need to integrate the nursing informatics subject into undergraduate and postgraduate levels. Moreover, there are continuing efforts from researchers in this area to address the challenges, barriers, and facilitators in nursing education and practice.
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Background Nursing 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. Objectives To 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. Design Cross-sectional study. Settings The study was carried out between October–December 2018 in Finland. Participants Registered nurses who graduated before (n = 931) and after (n = 712) the 2015 educational initiatives. Methods Nursing 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. Results Nurses' 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. Conclusions The 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.
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Background Due to the need for informatics competencies in the field of nursing, the present study was conducted to design a psychometric instrument to determine the qualification of informatics competencies of employed nurses in educational care centers. Methods The questionnaire was made by reviewing existing scientific resources and assessment tools. Two hundred nurses were selected using simple random sampling. Structural equation modeling was used using the measurement model technique and the average variance was calculated. Linear structural relations (LISREL) software was used to test the assumptions and correlations of the model. Results Findings showed relatively good estimation in the fit of first-order measurement model. The informatics knowledge subscale with a determining rate of 0.90 had the greatest explanatory effect among the subscales and informatics skill with a determining rate of 0.67 and basic computer skill with a determining rate of 0.60 were observed. The second-order measurement model of fitness indicators showed that the three factors can well explain the multidimensional construct of informatics competency. Conclusions The designed tool can be used to develop educational strategies in relation to nursing students in the field of informatics and prepare them in the rich environment of information technology, which can be helpful in training nursing instructors.
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Background: Nursing informatics (NI) along with growth and development of health information technology (HIT) is becoming a fundamental part of all domains of nursing practice especially in critical care settings. Nurses are expected to equip with NI competency for providing patient-centered evidence-based care. Therefore, it is important and necessary to improve nurses' NI competency through educational programs for effective using of HIT. This study aimed to evaluate the impact of a training program on NI competency of critical care nurses. Methods: This interventional study was conducted in 2019. Stratified sampling technique was used to select 60 nurses working in critical care units of three hospitals affiliated with a large University of Medical Sciences in the southeast of Iran. These nurses were assigned randomly and equally to the control and intervention groups. NI competency was trained to the intervention group in a three-day workshop. Data were collected using demographic questionnaire and the adapted Nursing Informatics Competency Assessment Tool (NICAT) before and 1 month after the intervention. Rahman in the US (2015) developed and validated the original NICAT to assess self-reported NI competency of nurses with 30 items and three dimensions (Computer literacy, Informatics literacy Information management skills). The NICAT is scored on a five-point Likert scale and the overall score ranges from 30 to150. Two medical informatics specialists and eight nursing faculty members approved the validity of the adapted version of NICAT and its reliability was confirmed by Cronbach's alpha (95%). Results: All 60 participants completed the educational program and returned the completed questionnaire. Majority of participants in the intervention and control groups were female (83.30%), married nurses (70.90, 73.30%) aged 30-40 years (51.6, 35.5%). In the pretest stage, both intervention and control groups were competent in terms of the NI competency and its dimensions, and no significant difference was observed between them (p = 0.65). However, in the posttest, the NI competency and its dimensions in the intervention group significantly increased with a large effect size compared with the control group (p = 0.001). This difference showed that the intervention group was proficient in the posttest stage. The highest mean difference in the intervention group was associated with the informatics literacy dimension and the lowest mean difference was associated with the informatics management skills dimension. Conclusions: The improved scores of NI competency and its dimensions after using the training program implied the effectiveness of this method in enhancing the NI competency of nurses working in the critical care units. The application of the training program in diverse domains of nursing practice shows its high efficiency. The project is fundamental for improving nurses' NI competency through continuous educational programs in Iran, other cultures and contexts.
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In today's digitally enabled healthcare environment, it is vitally important to assess Canadian nurses' competency in informatics. The researchers developed the Canadian Nurse Informatics Competency Assessment Scale, a 21-item comprehensive measure based on entry-to-practice informatics competencies for registered nurses, to facilitate assessment of informatics competencies and consequent, planning of formal and continuing education in informatics. The Canadian Nurse Informatics Competency Assessment Scale was used in a cross-sectional survey to determine self-perceived informatics competencies for Alberta's practicing nurses. Results from 2844 completed surveys showed that these nurses perceived their overall informatics competency as slightly above the mark of competent. Perceptions of competency were highest on foundational information and communication technology skills, slightly lower on competencies related to professional regulatory accountability and the use of information and communication technologies in the delivery of patient care, and lowest on information and knowledge management competencies. This study shed some light on priority areas for informatics education among practicing nurses in Alberta. Implications for nursing practice and research are discussed.
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As digital innovations continue to transform health systems in Canada, it is important to examine registered nurses' preparedness in informatics, and factors associated with informatics competency. An exploratory, descriptive, cross-sectional survey was used to determine self-perceived informatics competencies, and factors associated with competency, among practicing nurses in Alberta. Results from 2844 completed surveys showed that nurses' self-perceived informatics competency was slightly above the mark of competent. Perceptions of competency were highest on foundational computer literacy skills and lowest on information and knowledge management competencies. However, overall informatics competency mean scores varied significantly in relation to age, educational qualification, years of experience, and work setting. The quality of informatics training and support offered by employers contributed the most to variance in mean scores of total and subdomains of informatics competency. Other factors, such as age, educational qualification, work setting, previous informatics education, access to the Internet, use of health technology, access to supporting resources, informatics training, an informatics role, and continuing education in informatics, also contributed to mean scores variance in differing degrees. Findings from this study provide a basis for actionable policies to address informatics educational needs and support requirements among nurses practicing now and in the future.