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Informatics: Integrating the Essentials Into Education and Practice Keywords Title: WORKSHOP 4: Informatics: Integrating the Essentials Into Education and Practice Keywords: education, essentials and informatics Description/Overview: The session will focus on two key concepts to informatics in nursing. The integration of the informatics essentials into education and the opportunities to use informatics based research to achieve the quad aim of improved outcomes, decreased cost, improved patient satisfaction and improved provider satisfaction. Abstract Text: Informatics happens at the intersection of people and technology. Embedded within the American Associations of Colleges of Nursing’s Essentials documents are clear, leveled objectives on achieving informatics competencies prior to graduating from a BSN, MSN or DNP program. These essentials are aimed at equipping students with advanced tools to implement in order to drive change. From the baccalaureate level, graduates must have basic competence using technologies that support patient care interventions as well as integrating clinical support systems that guide practice. The master’s level essentials then build upon this foundations and considerations are made for the evaluation of technology and data to improve health outcomes. At the doctoral level, graduates are prepared as leaders to use these systems to extract data and evaluate and monitor outcomes of care systems. This includes quality improvement aimed at the critical elements for patient care technology. As each degree level, there is an emphasis on effective communication and ethical behaviors in the use of technology in patient care. This session will focus on two key concepts to informatics in nursing. The first is the integration of the informatics essentials into education. The challenge in nursing education is how to effectively integrate informatics within the context of curriculum when there are competing interest for time, attention and clinical experiences. This session will start with a discussion of the strategies that are currently being used in education and develop into a conversation encompassing innovative methods for the integration of informatics competencies in curriculum. The second concept will explore the opportunities to use informatics based research to achieve the quad aim of improved outcomes, decreased cost, improved patient satisfaction and improved provider satisfaction. Informatics tools are frequently employed throughout the process of quality improvement projects however there is much to be said about the contributions to health care research that can be accomplished through informatics. References: 1. http://thetigerinitiative.org 2. http://www.nursing.umn.edu/continuing-professional-development/nnideepdive/ 3. http://www.nln.org/docs/default-source/professional-development-programs/preparing-the-next- generation-of-nurses.pdf?sfvrsn=6 4. http://www.aacnnursing.org/Education-Resources/AACN-Essentials 5. Axley, L. (2008) The Integration of Technology into Nursing Curricula: Supporting Faculty via the Technology Fellowship Program. The Online Journal of Issues in Nursing Vol. 13 No. 3. 6. Curran, C. R. (2008). Faculty development initiatives for the integration of informatics competencies and point-of-care technologies in undergraduate nursing education. Nursing Clinics of North America, 43(4), 523-533. 7. Demiris, G., & Zierler, B. (2010). Integrating problem-based learning in a nursing informatics curriculum. Nurse Education Today, 30(2), 175-179. doi:http://dx.doi.org.proxy.libraries.uc.edu/10.1016/j.nedt.2009.07.008 8. doi:http://dx.doi.org/10.1016/j.cnur.2008.06.001 9. Drummond-Young, M., Brown, B., Noesgaard, C., Lunyk-Child, O., Maich, N. M., Mines, C., & Linton, J. (2010). A comprehensive faculty development model for nursing education. Journal of Professional Nursing, 26(3), 152-161. 10. Frisch, N., & Borycki, E. (2013). A framework for leveling informatics content across four years of a bachelor of science in nursing (BSN) curriculum. Studies in Health Technology and Informatics, 183, 356. 11. Hunter, K., McGonigle, D., & Hebda, T. (2013). The integration of informatics content in baccalaureate and graduate nursing education: A status report. Nurse Educator, 38(3), 110-113. doi:10.1097/NNE.0b013e31828dc292 12. Hunter, K., McGonigle, D., & Hebda, T. (2013). The integration of informatics content in baccalaureate and graduate nursing education: A status report. Nurse Educator, 38(3), 110-113. doi:10.1097/NNE.0b013e31828dc292 13. Jensen, R., Meyer, L., & Sternberger, C. (2009). Three technological enhancements in nursing education: Informatics instruction, personal response systems, and human patient simulation. Nurse Education in Practice, 9(2), 86-90. doi:http://dx.doi.org.proxy.libraries.uc.edu/10.1016/j.nepr.2008.10.005 14. Lee, J. J., & Clarke, C. L. (2015). Nursing students' attitudes towards information and communication technology: An exploratory and confirmatory factor analytic approach. Journal of Advanced Nursing, 71(5), 1181-1193. doi:10.1111/jan.12611 15. Piercey, C. (2015). Embedding health informatics skills into an undergraduate curriculum. Australian Nursing and Midwifery Journal, 23(2), 41. 16. Spencer, Julie A, MSN,R.N., C.D.E. (2012). Integrating informatics in undergraduate nursing curricula: Using the QSEN framework as a guide. Journal of Nursing Education, 51(12), 697-701. Content Outline: 1. Describe the AACN informatics essentials for BSN, MSN and DNP students. 2. Conceptualize integration of the essentials into nursing curricula. 3. Understand the concepts of informatics tools and practice. 4. Evaluate informatics tools for use in practice related research. Moderator Machelle Fisher, PhD, RN Sigma Theta Tau International Education Programs Specialist Indianapolis IN USA Organizer Melissa A. Stec, DNP, CNM, APRN, FACNM, FANN SUNY Downstate College of Nursing Professor, Associate Dean of Evaluation and Educational Innovation Brooklyn NY Professional Experience: Dr. Stec is an Associate Professor at the University of Cincinnati College of Nursing. She was part of the team that earned the College of Nursing an award as an Apple Distinguished Program, in both 2014-2016 and 2016-2018. She is an Apple Distinguished Educator and holds an Apple teacher certification. She is a fellow in the American College of Nurse Midwives and the American Academy of Nursing. Her research on adaptation to iPad delivered curriculum has been widely published and presented. Dr. Stec is nationally known for her work on technology infusion in nursing education and the translation of teaching pedagogy using technology centric methods. Author Summary: Dr. Missi Stec is an Associate Professor of Nursing at the UC College of Nursing. She received her MSN and DNP from Vanderbilt. Her research focuses on technology integration in nursing education and her work on technology infused pedagogy has been published and presented both nationally and internationally. Dr. Stec teaches Informatics and Evidence Based Practice in the fully iPad integrated DNP program. .
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