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Nursing Informatics: Definition, Roles, and Competencies, Study Guides, Projects, Research of Nursing

A.T. Still University of Health Sciences (ATSU)Nursing

An overview of nursing informatics, its definition, trends, roles, and competencies. It covers the integration of nursing science, computer science, and information science to manage and communicate data in nursing practice. The ana's nursing informatics: scope and standards of practice (2015) and cornell university's information science are referenced.

Typology: Study Guides, Projects, Research

2023/2024

Available from 02/24/2024

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Nursing 509 Midterm Study-
Guide
•General principles of Nursing Informatics
•Nursing informatics has been traditionally defined as a
specialty that integrates nursing science , computer science,
and information science to
manage and communicate data, information, knowledge, and wisdom in
nursing practice.
•nursing science as one of the building blocks of nursing informatics.
•the traditional definition of nursing informatics is extended to
include cognitive science.
•The ANA’s Nursing Informatics: Scope and Standards of Practice
(2015) offers the following definition of NI:
oNursing informatics (NI) is the specialty that integrates nursing
science with multiple information and analytical sciences to
identify, define, manage, and communicate data, information,
knowledge and wisdom in nursing practice. NI supports
nurses, consumers, patients, the interprofessional healthcare
team, and all other stakeholders in their decision-making in all
roles and settings to achieve desired outcomes. This support is
accomplished through the use of information structures,
information processes, and information technology. (p. 1–2)
•According to the ANA (2015), five trends will influence the future
of nursing informatics:
oChanging practice roles in nursing
oIncreasing informatics competence requirements for all nurses
oRapidly evolving technology
oRegulatory changes and quality standards that include
healthcare consumers as partners in healthcare models
oCare delivery models and innovation (p. 52)
•Nursing informatics roles
oResearcher
▪Entails conducting research (especially data mining) to
create new informatics and clinical knowledge. Research
may range from basic informatics research to developing
clinical decision support tools for nurses.
oEducator
▪The success of failure of an informatics solution can be
directly related to education and training that were
provided for end users. One who chooses the educator
role develops and implements educational materials and
sessions and provides education about the system to new
or current employees during a system implementation or
an upgrade.
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Nursing 509 Midterm Study-

Guide

  • General principles of Nursing Informatics
    • Nursing informatics has been traditionally defined as a specialty that integrates nursing science, computer science, and information science to manage and communicate data, information, knowledge, and wisdom in nursing practice.
    • nursing science as one of the building blocks of nursing informatics.
    • the traditional definition of nursing informatics is extended to include cognitive science.
    • The ANA’s Nursing Informatics: Scope and Standards of Practice (2015) offers the following definition of NI: o Nursing informatics (NI) is the specialty that integrates nursing science with multiple information and analytical sciences to identify, define, manage, and communicate data, information, knowledge and wisdom in nursing practice. NI supports nurses, consumers, patients, the interprofessional healthcare team, and all other stakeholders in their decision-making in all roles and settings to achieve desired outcomes. This support is accomplished through the use of information structures, information processes, and information technology. (p. 1–2)
    • According to the ANA ( 2015 ), five trends will influence the future of nursing informatics: o Changing practice roles in nursing o Increasing informatics competence requirements for all nurses o Rapidly evolving technology o Regulatory changes and quality standards that include healthcare consumers as partners in healthcare models o Care delivery models and innovation (p. 52)
    • Nursing informatics roles o Researcher ▪ Entails conducting research (especially data mining) to create new informatics and clinical knowledge. Research may range from basic informatics research to developing clinical decision support tools for nurses. o Educator ▪ The success of failure of an informatics solution can be directly related to education and training that were provided for end users. One who chooses the educator role develops and implements educational materials and sessions and provides education about the system to new or current employees during a system implementation or an upgrade.

o Consultant

developing, implementing, and maintaining knowledge. They are knowledge managers, capturing and processing collective expertise and distributing it where it can create the largest benefit. Finally, they are knowledge developers and generators, changing and evolving knowledge based on the tasks at hand and the information available. o Knowledge work includes such duties as interpreting trends in laboratories and symptoms. Nonknowledge work includes such tasks as calling the laboratory to check on laboratory results or making beds.

  • Knowledge viability refers to applications that offer easily accessible, accurate, and timely information obtained from a variety of resources and methods and presented in a manner so as to provide the necessary elements to generate knowledge.
  • Three sources of knowledge have been identified: (1) instinct, (2) reason, and (3) intuition. Instinct is when one reacts without reason, such as when a car is heading toward a pedestrian and he jumps out of the way without thinking. Instinct is found in both humans and animals, whereas reason and intuition are found only in humans. Reason “[c]ollects facts, generalizes, reasons out from cause to effect, from effect to cause, from premises to conclusions, from propositions to proofs” (Sivananda, 2004, para. 4). Intuition is a way of acquiring knowledge that cannot be obtained by inference, deduction, observation, reason, analysis, or experience.
  • Wisdom
  • Wisdom is the application of knowledge to an appropriate situation.
  • Wisdom uses knowledge and experience to heighten common sense and insight to exercise sound judgment in practical matters. It is developed through knowledge, experience, insight, and reflection.
  • Wisdom is sometimes thought of as the highest form of common sense, resulting from accumulated knowledge or erudition (deep, thorough learning) or enlightenment (education that results in understanding and the dissemination of knowledge). It is the ability to apply valuable and viable knowledge, experience, understanding, and insight while being prudent and sensible.
  • Knowledge abounds with others’ thoughts and information, whereas wisdom is focused on one’s own mind and the synthesis of experience, insight, understanding, and knowledge. Wisdom has been called the foundation of the art of nursing.
  • The ability to apply valuable and viable knowledge, experience, understanding, and insight while being prudent and sensible
  • Scientific Underpinning o Basis of knowledge
  • The Foundation of Knowledge Model
  • Model proposing that humans are organic information systems constantly acquiring, processing, generating, and disseminating information or knowledge in both their professional and personal lives. The organizing framework of this text.
  • The application of the model is described to help the reader understand and appreciate the foundation of knowledge in nursing science and see how it applies to nursing informatics.
  • Foundation of Knowledge model: knowledge acquisition, knowledge processing, knowledge generation, and knowledge dissemination.
  • Computer science
  • Branch of engineering (application of science) that studies the theoretical foundations of information and computation and their implementation and application in computer systems. The study of storage/memory, conversion and transformation, and transfer or transmission of information in machines— that is, computers— through both algorithms and practical implementation problems. Algorithms are detailed, unambiguous action sequences in the design, efficiency, and application of computer systems, whereas practical implementation problems deal with the software and hardware.
  • Computer science offers extremely valuable tools that, if used skillfully, can facilitate the acquisition and manipulation of data and information by nurses, who can then synthesize these into an evolving knowledge and wisdom base. This process can facilitate professional development and the ability to apply evidence- based practice decisions within nursing care, and if the results are disseminated and shared, can also advance the professional knowledge base.
  • Cognitive science
  • Interdisciplinary field that studies the mind, intelligence, and behavior from an information processing perspective.
  • This association led to the expansion of cognitive science to examine the complete array of cognitive processes, from lower- level perceptions to higher- level critical thinking, logical analysis, and reasoning.
  • Simply put, cognitive science is the study of the mind and how information is processed in the mind.
  • Connectionism is a component of cognitive science that uses computer modeling through artificial neural networks to explain human intellectual abilities. Neural networks can be thought of as interconnected simple processing devices or simplified models of the brain and nervous system that consist of a considerable number of elements or units (analogs of neurons) linked together in a pattern of connections (analogs of synapses).
  • Information science
  • Information science is primarily concerned with the input, processing, output, and feedback of data and information through technology integration with a focus on comprehending the perspective of the stakeholders involved and then applying IT as needed.
  • According to Cornell University ( 2010 ), “Information Science brings together faculty, students and researchers who share an interest in combining computer science with the social sciences of how people and society interact with information”
  • Information science is an interdisciplinary, people-oriented field that explores and enhances the interchange of information to transform society, communication science, computer science, cognitive science, library science, and the social sciences.
  • The science of information, studying the application and usage of information and knowledge in organizations and the interfacings or interaction between people,
  • Focuses on nursing’s information needs, which include education, administration, research, and clinical practice
  • Application and integration of the core informatics sciences: information, computer, and nursing science
  • Uses critical thinking, process skills, data management skills, systems life cycle development, and computer skills
  • Fluent in nursing informatics and nursing terminologies
  • Applies aspects of human technology interface to screen, device, and software design
  • Teach nurses how to locate, access, retrieve, and evaluate information
  • Informatics Innovator: Conducts informatics research and generates informatics theory
  • Vision of what is possible
  • Keen sense of timing to make things happen
  • Creative in developing solutions
  • Leads the advancement of informatics practice and research
  • Sophisticated level of skills and understanding in computer technology and information management
  • Cognizant of the interdependence of systems, disciplines, and outcomes and is able to finesse situations to obtain the best outcome
  • Analyze systems
  • Transform software programs to support data analysis and aggregation
  • Lead research efforts to determine and address application needs
  • Information literacy
  • Recognizing when information is needed and having the ability to locate, evaluate, and effectively use the needed information. An intellectual framework for finding, understanding, evaluating, and using information.
  • Health literacy
  • The acquisition of knowledge that promotes the ability to understand and to manage one’s health.
  • Information literacy refers to the use of digital technology to locate, navigate, manage, integrate, evaluate, create, and effectively communicate in a rapidly changing information environment in the pursuit of knowledge.
  • Meaningful Use
  • The American Recovery and Reinvestment Act of 2009 specifies three main components of meaningful use: (1) the use of a certified electronic health record (EHR) in a meaningful manner, such as e- prescribing; (2) the use of certified EHR technology for electronic exchange of health information to improve quality of health care; and (3) the use of certified EHR technology to submit clinical quality and other measures. The criteria for meaningful use will be staged in three steps. Stage 1 (2011–2012) set the baseline for electronic data capture and information sharing. Stage 2 (2013) and

Stage 3 (expected to be implemented in

  • Human-Technology Interface
    • The hardware and software through which the user interacts with any technology (e.g., computers, patient monitors, telephone).
  • Health Information Technology
    • As defined in McGonigle and Mastrian (2018) by the Health Information Technology for Economic and Clinical Health (HITECH) Act, Health information technology (HIT) is comprised of "hardware, software, integrated technologies or related licenses, intellectual property, upgrades, or packaged solutions sold as services that are designed for or support the use by healthcare entities or patients for the electronic creation, maintenance, access, or exchange of health information"
  • Alarm fatigue
    • Multiple false alarms by smart technology that cause workers to ignore or respond slowly to them. o
  • Digital natives
    • a person who has been familiar with computers, the Internet, and other digital technology from a young age. o
  • Information Literacy Competency Standards for Nursing
    • According to the Information Literacy Competency Standards for Nursing (2013), an information-literate individual can demonstrate the following: o Determine the extent of information needed ▪ What do I need to know about this assignment? ▪ Defines and articulates the need for information ▪ Identifies a variety of types and formats of sources of information ▪ Has a working knowledge of the literature in nursing related fields and how it is produced ▪ Considers the costs and benefits of acquiring the needed information ▪ Reevaluates the nature and extent of the information needed o Access the needed information effectively and efficiently ▪ How to utilize databases? ▪ Selects the most appropriate investigative methods or information retrieval systems for accessing the needed information ▪ Recognizes the efficient search strategies ▪ Retrieves information online or in person using a variety of methods ▪ Refines the search strategy if necessary ▪ Extracts, records, and manages the information and its sources o Critically evaluate the procured information and its sources, and as a result, decides whether or not to modify the initial query and/or seek additional sources and whether to develop a new research process

▪ Is this database working for me? Am I getting the results I need? ▪ Summarizes the main ideas to be extracted from the information gathered ▪ Critically evaluates researched material

national infrastructure that would support an EHR for every American and provide information via Meaningful Use core criteria that could be used to collect information that could be used to improve population health. Providers that comply with Meaningful Use requirements qualify for additional reimbursement monies over a period of several years. Penalties will be imposed for providers that do not use approved technology to comply with Meaningful Use requirements. Providers have some latitude on the core criteria that are met from a prescribed set. Funds allocated by HITECH also support regional centers that guide providers as they adopt EHRs and offer technical support. o

  • TIGER-based Nursing Informatics Competencies Model
    • The TIGER ( 2007 ) initiative identified steps toward a 10-year vision and stated a key purpose: “to create a vision for the future of nursing that bridges the quality chasm with information technology, enabling nurses to use informatics in practice and education to provide safer, higher-quality patient care” The pillars of the TIGER vision include the following:
  • Management and Leadership: Revolutionary leadership that drives, empowers, and executes the transformation of health care.
  • Education: Collaborative learning communities that maximize the possibilities of technology toward knowledge development and dissemination, driving rapid deployment and implementation of best practices.
  • Communication and Collaboration: Standardized, person-centered, technology- enabled processes to facilitate teamwork and relationships across the continuum of care.
  • Informatics Design: Evidence-based, interoperable intelligence systems that support education and practice to foster quality care and safety.
  • Information Technology: Smart, people-centered, affordable technologies that are universal, useable, useful, and standards based.
  • Policy: Consistent, incentives-based initiatives (organizational and governmental) that support advocacy and coalition-building, achieving and resourcing an ethical culture of safety.
  • Culture: A respectful, open system that leverages technology and informatics across multiple disciplines in an environment where all stakeholders trust each other to work together toward the goal of high quality and safety (p. 4).
  • Technology Informatics Guiding Education Reform (TIGER) initiative established specific recommendations for schools of nursing to prepare nursing students and practicing nurses to engage fully in digital healthcare.
  • TIGER initiative identified three components for the TIGER nursing informatics competencies model: (a) basic computer competencies, (b) information literacy, and (c) information management. o