Module 5
What are contained in this module?
Competency
Development
in the Use of
Nursing
Informatics
and
Technology
Name of Learner: Year & Section: Instructor:
2 NCM110: NURSING INFORMATICS 2ND Semester SY 2021-2022
X: Competency Development in the Use of Nursing Informatics and Technology
INTRODUCTION AND PRESENTATION OF LEARNING OUTCOMES
Advanced practice nurses manage information. Information comes in
many shapes and forms. One form revolves about initiatives aimed at
improving health and healthcare through nursing. Much of informatics
involves reflection. Reflection helps people adapt to technology as it
influences the acceptance of scientific information (van Prooijen & Sparks,
2014).
This chapter will focus on the competency development in the use of Nursing Informatics
and Technology. The topics covered by this chapter include Five Core Competencies for
Healthcare Professionals, Areas of Competencies in Nursing Informatics and Training and
Development in e-Learning and Nursing Informatics.
LEARNING OUTCOMES:
At the end of the lesson, the learners must have:
1. Understood the Five Core Competencies important for Healthcare professionals;
2. Explained the four phases of the Quality and Safety Education for Nurses (QSEN);
3. Identified the different areas of competencies in Nursing Informatics Scope and Standard of
Practice;
4. Determined the difference between an Informatics Nurse Specialist and Informatics Nurses;
and
5. Understood why Nurses are the most suitable in the role as health informatics.
WARM-UP ACTIVITY
Show & Tell: Look for a meaningful object that is in relation to competency development
in nursing informatics. Take a picture, share and tell a related story about it in the forum section
created for this activity at the MVLE.
LEARNING INPUTS
Reflection helps people create advances in health information technology. The number,
kind, and design of self-management apps require hours of individual and group reflection.
Reflection on professional practice deepens when routine practice benchmarks are available for
review (McKay, Coombs, & Duerden, 2014). Reflection is central whenever change is anticipated,
created, required to improve practice or adjust to technological change (Boulus & Bjorn, 2010). It
produces structuring of information. An increased awareness of patient safety and the use of HIT
in healthcare called for changes in the nursing curriculum.
A. Five Core Competencies For Healthcare Professionals (Committee On Quality Of Health Care In
America & Institute of Medicine, 2001; Institute of Medicine Committee on Health Education
Profession Summit, 2002)
o Provide patient-centered care – identify, respect and care about patients’ differences,
values, preferences, and expressed needs …. And continuously advocate disease
prevention, wellness, and promotion of healthy lifestyles, including a focus on population
health.
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3 NCM110: NURSING INFORMATICS 2ND Semester SY 2021-2022
o Work in interdisciplinary teams – cooperate, collaborate, communicate, and integrate
care in teams ….
o Employ evidence-based practice – integrate best research with clinical expertise and
patient values for optimum care, and participate in learning and research activities to the
extent feasible.
o Apply quality improvement – identify errors and hazards in care; understand and
implement basic safety design principles … design and test interventions to change
processes and systems of care, with the objective of improving quality.
o Utilize informatics – communicate, manage knowledge, mitigate error, and support
decision making using information technology.
B. Quality And Safety Education For Nurses (QSEN)
o Effort made by nursing professional organizations to revise the nursing curriculum to be
aligned with the IOM Competencies.
o Composed of 4 PHASES
Phase I
• Identified SIX COMPETENCIES that needed to be developed during pre-
licensure
Phase II
• Focused on competencies of graduate and advanced practice nurses
(APNs)
• The QSEN faculty members collaborated with APNs who practiced in
direct patient care and worked on the development of standards of
practice, accreditation of educational programs, and certification
(Cronenwett et al., 2009).
Phase III
• AACN worked on developing the capacity of faculty engaged in pre-
licensure nursing education to mentor their colleague faculty integration
of the evidence-based content on the six QSEN competencies (QSEN,
2012).
Phase IV
• supports Institute of Medicine’s recommendation increasing number of
nurses with advanced degree.
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4 NCM110: NURSING INFORMATICS 2ND Semester SY 2021-2022
C. Technology Informatics Guiding Educational Reform (Tiger) Initiative
o epitomizes nurses’ efforts to translate high-level initiatives on nursing education reform
to a practice level (Hebda & Calderone, 2010; TIGER, 2014a; TIGER, 2014b)
o AIM: to fully engage practicing nurses and nursing students in the electronic era of
healthcare
o GOAL: to create and disseminate action plans that can be duplicated within nursing and
other multi-disciplinary healthcare training and workplace settings.
D. Tiger Informatics Competencies Collaborative Recommendations (Ticc)
o The TIGER NI competencies model consists of the following THREE areas:
Basic computer competencies
Information literacy
Information management
E. Nursing Informatics Scope And Standard Of Practice (Ana, 2008)
1. COMPUTER LITERACY
Addresses competencies in the area of the psychomotor use of computers and
other technological equipment
2. INFORMATION LITERACY
Related to the ability to identify a need for information as well as the ability to
find, evaluate, organize and use the information effectively
3. PROFESSIONAL DEVELOPMENT/LEADERSHIP
Addresses ethical, procedural, safety and management issues for informatics
solutions in the nursing practice, education, research and administration.
o The competency framework includes all nurses with different levels of NI education (e.g.,
nurses with and without graduate-level NI specialty education) and different NI
functional areas (e.g., analysis, consultation).
o The ANA’s Nursing Informatics Scope and Standards Revision Workgroup is working on
the revision of the current Nursing Informatics Scope and Standard of Practice (ANA,
2014).
F. Nursing Informatics as a Specialty Program at the Graduate Level
o “a specialty that integrates nursing science, computer science, and information science
to manage and communicate data, information, knowledge and wisdom in nursing
practice. NI supports consumers, patients, nurses, and other providers in their decision-
making in all roles and settings. This support is accomplished through the use of
information structures, information processes, and information technology” (ANA,
2008).
o Informatics Nurse Specialists (INSs)
Nurses formally prepared at the graduate level in informatics (ANA, 2008)
With the national emphasis on HIT education, various types of informatics-
related educational programs are available at the graduate level, such as nursing
informatics, healthcare informatics, bio-medical informatics, etc.
o Informatics Nurses (INs)
Nurse generalists who have gained on-the-job training in the fiels but do not
have the educational preparation at the graduate level in an informatics-related
area (ANA, 2008)
Currently the American Nurses Credentialing Center (ANCC), an accredited
agency, offers the generalist nursing informatics certification (RN-BC) (ANCC,
2014b).
• minimum academic degree required to take the examination for this
certification is a bachelor’s or higher degree in nursing or a bachelor’s
degree in a relevant field
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5 NCM110: NURSING INFORMATICS 2ND Semester SY 2021-2022
• Each job or setting may require a different certificate, such as project
manager, information administrator.
o Nurses at every level now work with informatics through patient records and other
technology.
o However, some nurses choose to specifically focus their career on the intersection of
informatics and clinical practice. There are a number of career options available in this
lane, including the following:
Clinical informatics specialist These roles can be found at every
Nursing informatics specialist level and facet of healthcare
Clinical analyst organizations, including leadership
Clinical informatics manager and management, advocacy, risk
Clinical informatics coordinator analysis, compliance, consultation,
Nursing informatics analyst research, evaluation and education.
o Nurses are well-suited in the role as health
informatics because of their knowledge of clinical workflow, previous healthcare
education and experience with healthcare technology and information systems.
o Those considering the specialty of nurse informatics should, at a minimum, obtain a
bachelor's degree in nursing (BSN). While an advanced-practice degree is not always
required, it is highly recommended. Advanced-practice nurses are those who have
completed a master's program in nursing (MSN) or doctoral degree program (DNP).
To advance to a master's degree or doctoral in nursing, a student must complete
an accredited nursing program and obtain a BSN
BSN to MSN takes about two years
BSN to DNP takes three to four years
MSN to DNP takes one to two years
o several options for Education for careers in Health Informatics and some include:
Bachelor of Science in Health Informatics
Bachelor of Information Technology
Bachelor of Science Business—Information Technology Management
Master of Science in Health Informatics
Master of Information Systems
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Master of Health Informatics
Master of Nursing Informatics
o medical informatics degree programs can choose to specialize many areas of IT
including:
Bioinformatics
• specialize in all areas within the biomedical information system to
understand retrieval, sharing and use of information critical to problem
solve and make decisions in biomedical science. Included in this area of
study is specialization in chemical informatics, nursing informatics and
dental informatics
Public Health Informatics
• Specialize in the use of information technology and computer science
applicable to the methods of education of the public in health and
healthcare with a focus on providing access to the public of the most
current medical research
Organizational Informatics
• study of how the use of information technology and computer science
can bring an organization together and how to allow proper
communication within medical organizations.
Social Informatics
• method information technology will affect our social environment and
understand all components of computer science and information
technology.
Clinical Informatics
• involves using information technology in clinical research and patient
care using information technology as a part of medical education as well
as education of patients
WRAP-UP ACTIVITY
Based on the above learning inputs, give your general viewpoint on the relevance of
competency development of Nurses in the use of Nursing Informatics and Technology. When
finished, kindly take a picture of your output and post it in the discussion forum for this lesson.
ASSESSMENT (POST-ASSESSMENT)
A 20-item quiz will be used to assess your understanding of the leadership role of the
nurse in the management of nursing information system. You will take the exam as scheduled by
your Instructor.
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7 NCM110: NURSING INFORMATICS 2ND Semester SY 2021-2022
Laboratory Activity
Career Plan for Nurse Informaticist
1. Create a career plan for a Novice Nurse who wants to become a Nurse
Informaticist.
2. Make a diagram showing the career path and be able to discuss (in paragraph
form) after the diagram.
Note:
• This is a cluster output activity. Your instructor will assign you to a cluster
and you will be presenting your output in class.
• PROPERLY CITE your sources. Remember to place your references at the end of the
module/activity.
• Your output will be graded using the rubrics for written output.
• In sending the soft copy of your output, follow this format:
FILENAME: CLUSTER # CHAPTER X LAB ACTIVITY
References:
Calano, R. B., & Del Rio, F. (2010). Nursing Informatics (An Illustrative Approcah) Text-Workbook First
Edition. Malabon: Giuani Prints House .
Effken, J. A. (2003, November/December). An Organizing Framework for Nursing Informatics Research.
CIN: Computers, Informatics, Nursing, 21(6), 316–323.
Ford, S. (2010, June). Research Gate. doi:DOI: 10.13140/RG.2.1.2118.6162
Kamerer, J. L., & McDermott, D. (2020, January). Cybersecurity: Nurses on the Front Line. Journal of
Nursing Regulation, 10(4), 48-53. Retrieved March 2, 2020, from
www.journalofnursingregulation.com
McBride, S., & Tietze, M. (2016). Nursing Informatics for the Advanced Practice Nurse. New York:
Springer Publishing Company LLC.
Saba, V. K., & McCormick, K. A. (2015). Essentials of Nursing Informatics Sixth Edition. New York:
McGraw-Hill Education .
Sermeus, W., Procter, P. M., & Weber, P. (2016). Nursing Informatics 2016. Amsterdam: IOS Press BV.
Staggers, N., & Thompson, C. B. (2002, May/June). The Evolution of Definitions for Nursing
Informatics: A Critical Analysis and Revised Definition. Journal of the American Medical
Informatics Association, 9(3), 266-261. Retrieved March 23, 2020, from academic.oup.com:
https://academic.oup.com/jamia/article- abstract/9/3/255/748498
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