2.50
Hdl Handle:
http://hdl.handle.net/10755/308495
Category:
Abstract
Type:
Presentation
Title:
Initiating an introductory course in Nursing Informatics
Author(s):
Evans, Jane D; Sparti, Frances L
Lead Author STTI Affiliation:
Gamma Xi
Author Details:
Jane D Evans, PhD, RN, MHA, jdevans1@ualr.edu; Frances L Sparti, DNP, APN
Abstract:

Session presented on: Sunday, November 17, 2013

Introduction: Information technology can improve the quality and safety of patient care. Nurses need knowledge and skills in nursing informatics to integrate information technology and management into practice. Nursing Informatics (NI) has become an essential curriculum element to assure proficiency in the human-technology interface. Therefore, an introductory course in NI was created. The Quality and Safety Education in Nursing (QSEN) competencies were used as the framework.

Methods: A retrospective, qualitative study reviewed students’ reflections on the introductory course in nursing informatics.  Twenty-two RN to BSN students enrolled in the initial online course. They self-assessed and created an action learning plan. A concept map exercise helped them visualize how the concepts are related. The collaborative projects encouraged the students to become aware of the NI components and their practical applications. Finally, a reflective summary grounded the knowledge, skills and attitudes learned.  

Results: Five overarching themes emerged: raised consciousness, enhanced competencies, multi-disciplinary team collaboration, course design and practical applications. Students experienced a greater awareness of information technology and the need for informatics competencies for the entire health care team, especially registered nurses.  

Conclusions: Mastery of competencies required for nursing informatics is no longer optional – nursing programs must incorporate informatics into their core requirements. An online, interactive course exposes the student to firsthand knowledge and experience with informatics and facilitates the assimilation of these concepts. Applying the concepts and strategies in an authentic practice setting can inspire nurses to be drivers of change and developers of policy for continually improving patient-centered care.

Keywords:
nursing informatics; nursing education; QSEN
Repository Posting Date:
19-Dec-2013
Date of Publication:
19-Dec-2013
Conference Date:
2013
Conference Name:
42nd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriott

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleInitiating an introductory course in Nursing Informaticsen_GB
dc.contributor.authorEvans, Jane Den_GB
dc.contributor.authorSparti, Frances Len_GB
dc.contributor.departmentGamma Xien_GB
dc.author.detailsJane D Evans, PhD, RN, MHA, jdevans1@ualr.edu; Frances L Sparti, DNP, APNen_GB
dc.identifier.urihttp://hdl.handle.net/10755/308495-
dc.description.abstract<p>Session presented on: Sunday, November 17, 2013</p><b>Introduction</b>: Information technology can improve the quality and safety of patient care. Nurses need knowledge and skills in nursing informatics to integrate information technology and management into practice. Nursing Informatics (NI) has become an essential curriculum element to assure proficiency in the human-technology interface. Therefore, an introductory course in NI was created. The Quality and Safety Education in Nursing (QSEN) competencies were used as the framework. <p><b>Methods</b>: A retrospective, qualitative study reviewed students’ reflections on the introductory course in nursing informatics.  Twenty-two RN to BSN students enrolled in the initial online course. They self-assessed and created an action learning plan. A concept map exercise helped them visualize how the concepts are related. The collaborative projects encouraged the students to become aware of the NI components and their practical applications. Finally, a reflective summary grounded the knowledge, skills and attitudes learned.   <p><b>Results:</b> Five overarching themes emerged: raised consciousness, enhanced competencies, multi-disciplinary team collaboration, course design and practical applications. Students experienced a greater awareness of information technology and the need for informatics competencies for the entire health care team, especially registered nurses.   <p><b>Conclusions:</b> Mastery of competencies required for nursing informatics is no longer optional – nursing programs must incorporate informatics into their core requirements. An online, interactive course exposes the student to firsthand knowledge and experience with informatics and facilitates the assimilation of these concepts. Applying the concepts and strategies in an authentic practice setting can inspire nurses to be drivers of change and developers of policy for continually improving patient-centered care.en_GB
dc.subjectnursing informaticsen_GB
dc.subjectnursing educationen_GB
dc.subjectQSENen_GB
dc.date.available2013-12-19T17:32:06Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:32:06Z-
dc.conference.date2013en_GB
dc.conference.name42nd Biennial Conventionen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.description42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriotten_GB
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