Informatics In Nursing Education What are Informatics?
Informatics is the scholarly study of computer science, involving the collection, classification, storage, retrieval, and dissemination of recorded knowledge (Campbell, 2013). In the context of healthcare, nursing informatics (NI) integrates nursing science, information science, and computer science to manage and communicate data, information, knowledge, and wisdom into nursing practice (McGonigle & Mastrain, 2012).
As technology has advanced, the definition of NI has evolved. Initially, it was viewed as the application of computer technology to nursing (Scholes & Barber, 1980). Later, it expanded to include managing and processing data to support patient care (Graves & Corcoran, 1989). By the 1990s, the growth of internet applications, personal data assistants (PDAs), and laptops contributed to NI’s recognition as a specialized field (Zytkowski, 2003). The American Nurses Association (ANA) redefined NI in 2008 as a specialty that combines nursing, computer, and information sciences to manage and communicate data, knowledge, and wisdom in nursing practice (Hart, 2008).
In 2009, the International Medical Informatics Association (IMIA) refined this definition further: “the science and practice that integrates nursing, its information and knowledge, and their management with information and communication technologies to promote the health of people, families, and communities worldwide” (Murphy, 2010).
Implementation of Informatics in Nursing Education
Preparing nursing students for practice requires understanding the role of informatics in healthcare. Two primary roles for NI in nursing are:
- Clinical Nurses Using Informatics: Nurses utilize informatics in everyday practice, such as electronic health records (EHRs), communication tools, and patient care technologies.
- Nursing Informatics Specialists: These are highly skilled nurses with extensive training in informatics. They often hold advanced degrees and are involved in developing, guiding, and implementing informatics in various healthcare settings. Their roles extend beyond EHRs to include administration, information technology, analysis, quality management, consulting, development, and education (American Nurses Credentialing Center [ANCC], 2014).
The ANCC offers a certification examination for NI specialists, which requires an active registered nurse (RN) license, a minimum of a bachelor’s degree, two years of practice experience, 30 hours of continuing education in informatics, and additional criteria listed on the ANCC website (ANCC, 2014).
The Technology Informatics Guiding Education Reform (TIGER) initiative, launched in 2004, emphasizes the integration of informatics into nursing education. It includes three core components: competencies, information literacy, and information management. Phase III of the TIGER initiative focuses on making tools like EHRs, computerized physician order entry (CPOE) systems, and virtual learning environments more accessible to nurses, faculty, and nursing students (TIGER Initiative, 2014).
Nursing informatics also involves knowledge and trends in bedside technologies, such as handheld devices, EHRs, and point-of-care laboratory testing tools, which are crucial for improving and individualizing patient care (Schmitt, 2013). For example, mobile devices can reduce computer shortages, ease congestion at nurses’ stations, and enhance patient-provider connections, although cost, FDA approval, and training remain challenges (Schmitt, 2013).
Use of Informatics in Nursing Education
Informatics plays a critical role in enhancing nursing education and practice through various platforms and technologies:
- Learning Management Systems (LMS): These systems offer new ways to educate, engage, and track student learning. Nurse educators can implement innovative teaching strategies, such as using tools like GoAnimate to simulate and animate nursing scenarios (Lilly & Hunt, 2013).
- Integration of NI Competencies: Nursing education must adopt and universally implement NI competencies and a standard definition for NI (Flood, Gasiewicz, & Delpier, 2010). The growth of informatics requires a high-level understanding and application of technology in both nursing practice and education.
- Compliance with Legal and Ethical Standards: Nurses must understand the legal, ethical, and moral implications of using technology in healthcare. For example, the Health Insurance Portability and Accountability Act (HIPAA) establishes guidelines for the electronic transmission and protection of patient health information (US Department of Health and Human Services, 2013). The Health Information Technology for Economic and Clinical Health (HITECH) Act further updates HIPAA by mandating the universal implementation of EHRs to improve healthcare outcomes.
- Enhancing Patient Care: Informatics enhances patient care by promoting the meaningful use of EHRs. Nurses’ data input contributes to evidence-based care analysis, improving the consistency, access, and accuracy of health information. This, in turn, enhances patient care quality (Schmitt, 2013).
- New Learning Technologies: Nursing education increasingly relies on new technologies to keep up with tech-savvy learners. By incorporating tools like virtual simulations and Web 2.0 technologies, educators can provide dynamic and interactive learning experiences that prepare students for real-world challenges.
Key Areas for Development in Nursing Informatics Education
To fully integrate informatics into nursing education, several key areas need focus and further development:
- Universal Integration of Informatics Competencies: Nursing curricula should include NI competencies to enhance professional practice and patient outcomes.
- Evaluation of NI Skills: Establishing specific competencies for evaluating informatics skills among nurses and students is crucial.
- Understanding Legislation: Nurses need to be well-versed in the laws guiding technology use in healthcare.
- Use of Technology in Education: Research on the impact of various technologies on learning outcomes can help identify best practices for teaching informatics at all levels of nursing education.
Conclusion
As technology continues to drive changes in healthcare and education, nursing informatics is becoming an essential part of nursing practice and education. EHRs and other informatics tools are at the core of delivering high-quality patient care. Therefore, it is vital that nurses across all levels are fully equipped with the necessary competencies to embrace these technologies now and in the future. Adopting a standardized approach to informatics education will ensure that future nurses are prepared to navigate the evolving healthcare landscape effectively.