Evaluation of Doctor of Nursing Practice Students' Competencies in an Online Informatics Course

Kupferschmid, Barbara; Creech, Constance; Lesley, Marsha; Filter, Marilyn; Aplin-Kalisz, Christina

doi:10.3928/01484834-20170518-09

Cited by 6 publications

(17 citation statements)

References 8 publications

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“…To date, NI societies, organizations and associations are centered in Australia, Canada, England, Ireland, Korea, New Zealand, Singapore, Taiwan and the United States (US) [25]. Formal NI education ranges from post-baccalaureate certificates to Master and Doctorate degrees; however, education in NI-related competencies are often inadequate for the newly graduated nurse [26] and evidence by postgraduate students show a need for improved training in NI skills [27,28]. Formal NI certification only appears to be available in the US [25] while nurses receive degrees and certifications in related fields across the globe (e.g.…”

Section: Introductionmentioning

confidence: 99%

The current state of Nursing Informatics – An international cross-sectional survey

et al. 2019

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An international survey to explore current and future trends in Nursing Informatics (NI) was done in 2015. This article explores responses to questions about: what should be done to further develop NI as an independent discipline; existing policies and standards influencing NI; perceived support towards NI as a discipline; and advice from NI specialists to students and emerging professionals.Nurse and allied health professionals in academia and practice were reached with snowball sampling. Open-ended questions were analysed with thematic content analysis and the mean and standard deviation is reported for the perceived support towards NI (scale ranging from 1 (not at all supportive) to 10 (very supportive)).A total of 507 respondents from 46 countries responded to the survey. Respondents reported mediocre support towards NI from the environment (M 5.79, SD 2.60). Results showed that NI education needs development to better meet practice demands, that current NI resources seem insufficient, that NI expertise is not used to its full potential in health institutions and the community, and that NI needs to show its value through research and increase visibility to be recognised among stakeholders worldwide.In conclusion, there is a need to clarify NI as a discipline and a need for strong leadership to impact policy making. An increase in NI teaching at undergraduate level in nursing as well as an increase in postgraduate NI programmes worldwide would better support practice demands. National policies and international white papers in NI are needed to guide resource distribution to better support practice.

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Section: Introductionmentioning

confidence: 99%

The current state of Nursing Informatics – An international cross-sectional survey

et al. 2019

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“…Informatics competency requirements are set for different roles and all levels of nurses (nurse administrators, nurse researchers, nurse teachers and practicing nurses) (Collins et al 2017;Egbert et al 2018;Grobe 1989;Kannry et al 2016;Skiba 2016;Strudwick et al 2019) and across different levels in health systems, ranging from service providers to national-level strategic decision makers (Whittaker et al 2015). However, a systematic and formal approach to the implementation of NI in nursing education is still lacking in some countries (Cummings et al 2015;Egbert et al 2018), and research has shown that graduate nurses are inadequately prepared in NI when entering practice (Shin et al 2018) and that more NI training is needed at postgraduate levels in nursing (Choi et al 2013;Kupferschmid et al 2017). NI education started at the graduate level in the 1980s and at the postgraduate level in 2003 in the United States (Hannah et al 2006), and NI certification is available in the United States (Cummings et al 2016).…”

Section: Introductionmentioning

confidence: 99%

Emerging Professionals’ Observations of Opportunities and Challenges in Nursing Informatics

Peltonen¹,

Nibber²,

Lewis³

et al. 2019

cjnl

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The importance of nursing informatics (NI) is highlighted because of changing healthcare landscapes in response to rising digital health and technology integration and use. However, NI education, competency requirements and roles are not standardized across the world, and the potential of NI is modestly understood internationally. This paper explores opportunities and challenges in NI discussed in a panel at the 14th International Congress on Nursing and Allied Health Informatics. The panel was organized by the International Medical Informatics Association's-Nursing Informatics Working Group's Student and Emerging Professionals group. Discussions during the panel session were synthesized and analyzed using content analysis. Results indicate that challenges in NI education, career opportunities and roles continue to exist across healthcare settings and regions. Findings suggest that the following issues need attention: (1) collaboration to build stronger infrastructure to guide NI education, research and practice; (2) improved visibility and SPECIAL FOCUS ON NURSING AND DIGITAL HEALTH 8 9 Emerging Professionals' Observations of Opportunities and Challenges in Nursing Informatics appreciation of NI; and (3) greater dissemination of evidence of NI in various health settings. This paper offers recommendations for nurse leaders on strategies to address these issues in NI at the local, regional and global levels.

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“…Nurses are expected to possess a range of primary and advanced NI competencies. [6][7][8][9] Rajalahti et al 9 described basic informatics competency as the ability to perform simple tasks with computers, such as connecting and browsing the Internet, managing emails, and using basic software applications, such as text processing. This description is equivalent to what Choi and Zucker 7 referred to as basic desktop software skills.…”

Section: Nursing Informatics Competenciesmentioning

confidence: 99%

“…8 Informatics skills are further divided into working with datasets (data entry, analysis, and display of results) and databases (exploration of public health databases), whereas informatics concepts are included in the application of Internet resources to the learning needs of a vulnerable patient and the analysis of the challenges in meeting the Meaningful Use Program's metrics set by the Centers for Medicare & Medicaid Services. 8 In the Self-Assessment of Nursing Informatics Competencies Scale (SANICS), NI competencies are categorized into five areas: (1) basic computer knowledge and skills, (2) applied computer skills, (3) clinical informatics role, (4) clinical informatics attitude, and (5) wireless device skills. 6,10 A later revision of SANICS led to the re-classification of NI competencies into basic computer skills, roles in informatics, and advanced computer skills and clinical informatics.…”

Section: Nursing Informatics Competenciesmentioning

confidence: 99%

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Expanding the Informatics Competencies of Nurse Practitioners Through Online Learning

Galacio¹

2022

CIN: Computers, Informatics, Nursing

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Nurse practitioners' informatics competencies are not well-understood. Limited evidence alludes to the potential need to improve the informatics competencies of nurse practitioners. The primary purpose of this study was to analyze the informatics competencies of nurse practitioners, including nurses training to become nurse practitioners, before and after completing an online learning module in nursing informatics. Six topics were covered in the investigator-developed learning module. A pretest-posttest, one-group, quasi-experimental design was used in the study. The link to the study was emailed to members of a local nurse practitioners' association in California and graduate nursing students at a public university in Missouri. The study was also shared on a professional networking Web site, LinkedIn. Data were collected from 15 nurse practitioners and two nurse practitioner students, using a demographic questionnaire and an 18-item self-assessment of informatics competency scale. A related-samples Sign test was conducted to compare the pretest and posttest scores. Statistically significant median increases (P = .001 to <.001) were found in five areas. Findings suggest that the online learning module expanded the participants' competencies in specific areas of informatics. The results also provide an initial understanding of nurse practitioners' informatics competencies and inform future iterations of the study.

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Evaluation of Doctor of Nursing Practice Students' Competencies in an Online Informatics Course

Abstract: Different educational strategies may need to be created to meet the varying needs of postbaccalaureate and post-master's students in DNP programs. [J Nurs Educ. 2017;56(6):364-367.].

Cited by 6 publications

References 8 publications

The current state of Nursing Informatics – An international cross-sectional survey

The current state of Nursing Informatics – An international cross-sectional survey

Emerging Professionals’ Observations of Opportunities and Challenges in Nursing Informatics

Expanding the Informatics Competencies of Nurse Practitioners Through Online Learning

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