Integrating informatics in undergraduate nursing curricula: using the QSEN framework as a guide. Exclusion criteria included articles discussing informatics strategies in a non-academic environment. Patient care decisions should be supported by timely clinical information, reflecting the best evidence possible (Institute of Medicine, 2013). Purpose: The purpose of this integrative review was to: (1) Describe the most current strategies used to implement informatics into the nursing curricula. Education background
Choi, J. 0000009078 00000 n Current research indicates that the use of healthcare information technology is expected to grow significantly and therefore, all prospective healthcare professionals must develop strategies for managing these continuing changes (De Gagne, Bisanar, Makowski & Neumann, 2012). This person has specialized training and can assist the faculty to implement informatics across the curriculum. Educating nursing students about informatics is vital to provide them with evidence-based data so that patients can receive the best care. What insights do these give you with regard to: How these competencies influence nursing informatics, improve quality of care and patient safety, and promote excellence in nursing practice Only two articles discussed strategies to use specifically with graduate students. 0000009329 00000 n & Lev-ari, L. (2014). Integrating informatics into the BSN curriculum: A review of the literature. This strategy mirrors data used in practice. 0000016907 00000 n Eighty-five articles were found. 4. Nursing informatics competencies: assessment of undergraduate and graduate nursing students. A framework for leveling informatics content across four years of a bachelor of science in nursing (BSN) curriculum. Journal of Nursing Education, 49(2), 101-104. doi :10.3928/01484834- 20091023-01,
Frisch, N. & Borycki, E. (2013). There remains a lack of clarity on how to integrate informatics competencies into the curricula (Borycki & Foster, 2014). & Kennedy, M. A. 0000030052 00000 n Journal of PeriAnesthesia Nursing, 27(1), 42-45. The Institute of Medicine (IOM) (2003) proposed five core competencies that all health clinicians should have, regardless of their discipline, in order to meet the needs of the 21st- century health system. & De Martinis, J. E. (2013). Nursing informatics is a discipline that is still evolving. (2002). Strategies to implement informatics include (a) using a Learning Management System to support classroom-based courses, and (b) having students complete an electronic health record during a simulation experience. Results: Twelve studies were included in this review. Studies in Health Technology and Informatics, 183, 356-366. doi: 10.3233/978-1-61499-203-5-356,
Fulton, C. R., Meek, J. (2) Describe facilitators and barriers to implementation of informatics into nursing curricula. Data analysis was accomplished with the utilization of a matrix of the articles based on the Hawker et al. 0000022802 00000 n 0000498147 00000 n 0000023096 00000 n Drivers for renewal and reform of contemporary nursing curricula: A blueprint for change. This highly technological environment demands that nursing students are educated to think critically and exercise clinical decision- making while delivering safe quality care. Examine the TIGER and ANA informatics competencies presented in the Learning Resources. 0000002711 00000 n The search generated 85 articles after the duplicates were removed and two articles were obtained from hand searching. Without faculty and administrators making a concerted effort to work together for the implementation of informatics into the curriculum nursing continues to run the risk of graduating students who are proficient in theoretical content but inept in how to function in a highly technological healthcare environment. Online Journal of Nursing Informatics, 17(3), Available at http://ojni.org/issues/?p=2866Technology Informatics Guiding Educational Reform. Background: Informatics has rapidly developed over the last decade as an integral part of health care. A total of 11 out of the 12 studies included in this review described strategies to implement informatics into the nursing curriculum. It is therefore important to educate nursing students on how to use available technologies to access evidence-based data that supports decision-making as well as how to input and retrieve data pertinent to patient care. All of the above-mentioned facilitators were effective because of training, financial and technical support from administration. 0000001687 00000 n 0000000916 00000 n Advancing higher education in Nursing. Journal of Advanced Nursing, 52(5), 546-553. doi: 10.1111/j.1365-2648.2005.03621.x,
Marva Foster, PhD(c), RN, CHSE, Interim Director of Simulation Lab/Lecturer, Adult Nursing College of Nursing NLN SimLEAD Cohort 2016
Article inclusion criteria were limited to those published in English. & Walker, P. H. (2014). Present and future professional nurses must be able to use informatics and technology to facilitate critical decision-making for optimal patient outcomes (Massachusetts Department of Higher Education Nursing Initiative, 2016). Include any resources that are available to you within your organization and the ways you might access those resources. Describe why these competencies are necessary and outline a plan for developing these competencies. �>� 0!��� D \\`�C�m [ Develop baseline informatics competencies of students upon entry into the program by utilizing computer- generated, computer-graded assessment tools that allow for immediate feedback upon completion of the assessment and using the results to prioritize what informatics strategies should be included in the curriculum (Choi & Zucker, 2013) and/or direct students to resources to help them develop those competencies.