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von Gerich H, Peltonen LM. Information Management in Hospital Unit Daily Operations: A Descriptive Study With Nurses and Physicians. Comput Inform Nurs 2024; 42:557-566. [PMID: 38787735 DOI: 10.1097/cin.0000000000001142] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/26/2024]
Abstract
Operations management of a hospital unit is a shared activity involving nursing and medical professionals, characterized by suddenly changing situations, constant interruptions, and ad hoc decision-making. Previous studies have explored the informational needs affecting decision-making, but only limited information has been collected regarding factors affecting information management related to the daily operations of hospital units. The aim of this study was to describe the experiences of nursing and medical professionals of information management in the daily operations of hospital units. This qualitative study consists of interviews following the critical incidence technique. Twenty-six nurses and eight physicians working in operational leadership roles in hospital units were interviewed, and the data were subjected to thematic analysis. The data analysis showed that strengths of current systems were organizational operational procedures, general instruments supporting information management, and a digital operations dashboard, whereas opportunities for improvement included the information architecture, quality of information, and technology use. The study findings highlight that despite several decades of efforts to provide solutions to support information management in hospital daily operations, further measures need to be taken in developing and implementing information systems with user-centered strategies and systematic approaches to better support healthcare professionals.
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Affiliation(s)
- Hanna von Gerich
- Author Affiliations: Department of Nursing Science (Ms von Gerich and Dr Peltonen), University of Turku, and Turku University Hospital (Dr Peltonen), Finland
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2
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Sarac E, Yildiz E. Development and Validation of Information Technology Scale in Nursing. Appl Clin Inform 2024; 15:220-229. [PMID: 38508655 PMCID: PMC10954377 DOI: 10.1055/s-0044-1782229] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/10/2023] [Accepted: 02/01/2024] [Indexed: 03/22/2024] Open
Abstract
BACKGROUND The implementation of information technology (IT) in patient care is on the rise. The nursing workforce should be prepared for using such technology to support the delivery of patient-centered care. The integration of informatics into nursing practice has been progressing at a slower rate than the development of advancements and in which areas nurses use IT is still not clear. OBJECTIVE Our objective was to develop a new instrument to determine the usage of IT in nursing practice. METHODS A methodological study was conducted with factor analyses. A total of 498 registered nurses in a university hospital (n = 374) and primary care centers (n = 124) participated in the study. A questionnaire consisting demographic characteristics and an item pool with 50 statements were used to collect data. The validity and reliability of the instrument were statistically tested by computing the Keiser-Meier-Olkin (KMO) and Bartlett tests, an exploratory factor analysis, descriptive statistics, Cronbach's α, and a confirmatory factor analysis. RESULTS The instrument extracted eight factors comprising 39 items that explained 55% of the variance: professional autonomy(α = 0.82), data sharing/communication(α = 0.80), data management (α = 0.79), professional development (α = 0.71), administration (α = 0.76), research (α = 0.76), informing (α = 0.68), and classification of interventions (α = 0.75). Total reliability was 0.936. KMO index and a measure of sampling adequacy were high (0.936); the Bartlett test of sphericity was significant (p < 0.005). CONCLUSION Study provided the evidence for the factor structure, internal consistency, reliability, and responsiveness of the 39-item "The Information Technology Scale in Nursing." Further testing of the developed instrument with a larger number of nurses from various backgrounds and different settings is recommended.
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Affiliation(s)
- Elif Sarac
- The Ministry of National Defense, The Directorate of Management Services, Ankara, Turkey
| | - Esra Yildiz
- Public Health Nursing Department, Nursing Faculty, Ataturk University, Erzurum, Turkey
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3
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González Aguña A, Santamaría García JM. COVID-19 Pandemic: From Population Need to Professional Nursing Competence. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2024; 1458:101-123. [PMID: 39102193 DOI: 10.1007/978-3-031-61943-4_8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/06/2024]
Abstract
Nursing has proven to be an essential healthcare profession, especially in the face of the COVID-19 pandemic crisis. In this chapter, it shows the essential aspects of the discipline of care and its application in the face of the pandemic from an Informatics Nursing approach. The conceptual bases include the conception of care and its historical evolution. Thus, the Personal Care Knowledge Model, the clinical care sequence and its standardized languages allow Taxonomic Triangulation to be developed. Taxonomic Triangulation is a technique created by nurses that allows managing information and that served to extract knowledge from documents and clinical experiences. The application of this vision of care and its knowledge management models have been tested in different situations: from the identification of care diagnoses in a World Health Organization clinical guide to the design of a care plan manual in a hospital. On the other hand, a secondary result is the resilience shown by the nurses. A resilience based on theoretical models centered on the person and on a language that can represent life from care. In addition, nursing includes a comprehensive perspective that addresses the emotional and spiritual area. In conclusion, nurses and their specialization with skills in knowledge management allow giving visibility to care. A professional care whose purpose is to improve health systems through solutions based on care so that people can achieve their best health situation.
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Affiliation(s)
- Alexandra González Aguña
- Santa Cristina University Hospital, Community of Madrid Health Service (SERMAS), 28009, Madrid, Spain.
| | - José María Santamaría García
- Research Group MISKC, Department of Computer Science, University of Alcala, Polytechnic Building, University Campus, Barcelona Road Km. 33.6, 28805, Alcalá de Henares Madrid, Spain
- Meco Health Centre, Community of Madrid Health Service (SERMAS), 28880, Madrid, Spain
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Austin RR, Alexander S, Jantraporn R, Rajamani S, Potter T. Planetary Health and Nursing Informatics: Time for Action. Comput Inform Nurs 2023; 41:931-936. [PMID: 38062545 DOI: 10.1097/cin.0000000000001085] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2023]
Affiliation(s)
- Robin R Austin
- Author Affiliations: School of Nursing, University of Minnesota (Drs Austin, Alexander, Rajamani, and Potter, and Ms Jantraporn), Minneapolis; and College of Nursing, University of Alabama (Dr Alexander), Tuscaloosa
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Woods L, Janssen A, Robertson S, Morgan C, Butler-Henderson K, Burton-Jones A, Sullivan C. The typing is on the wall: Australia's healthcare future needs a digitally capable workforce. AUST HEALTH REV 2023; 47:553-558. [PMID: 37743100 DOI: 10.1071/ah23142] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2023] [Accepted: 09/04/2023] [Indexed: 09/26/2023]
Abstract
Digital health technologies are a proposed solution to improve healthcare delivery and reduce pressures on the healthcare system, but these technologies are new to much of the health workforce. This perspective paper highlights lessons learned from the global experience of rapid digital transformation of health workforces, including fostering a culture of learning, ensuring accreditation and recognition, and adopting a transdisciplinary approach. Evidence-based actions are proposed to address recommendations to (1) ensure foundational workforce digital health capability and (2) build specialist digital health career pathways. Australia must take a national approach and strategically leverage strong collaborations across sectors including healthcare, education and government to ensure a consistent, regulated and sustainable digital workforce capability.
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Affiliation(s)
- Leanna Woods
- Centre for Health Services Research, The University of Queensland, Level 5, Health Sciences Building, Royal Brisbane and Women's Hospital Campus, Herston, Qld 4006, Australia; and Queensland Digital Health Centre, The University of Queensland, Herston, Qld, Australia; and Digital Health Cooperative Research Centre, Sydney, NSW, Australia
| | - Anna Janssen
- Research Implementation Science and eHealth Group, The University of Sydney, Sydney, NSW, Australia
| | - Samantha Robertson
- Centre for Health Services Research, The University of Queensland, Level 5, Health Sciences Building, Royal Brisbane and Women's Hospital Campus, Herston, Qld 4006, Australia; and Queensland Digital Health Centre, The University of Queensland, Herston, Qld, Australia
| | - Clare Morgan
- Digital Health Cooperative Research Centre, Sydney, NSW, Australia
| | | | | | - Clair Sullivan
- Centre for Health Services Research, The University of Queensland, Level 5, Health Sciences Building, Royal Brisbane and Women's Hospital Campus, Herston, Qld 4006, Australia; and Queensland Digital Health Centre, The University of Queensland, Herston, Qld, Australia; and Digital Metro North, Metro North Hospital and Health Service, Brisbane, Qld, Australia
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6
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Bichel-Findlay J, Koch S, Mantas J, Abdul SS, Al-Shorbaji N, Ammenwerth E, Baum A, Borycki EM, Demiris G, Hasman A, Hersh W, Hovenga E, Huebner UH, Huesing ES, Kushniruk A, Hwa Lee K, Lehmann CU, Lillehaug SI, Marin HF, Marschollek M, Martin-Sanchez F, Merolli M, Nishimwe A, Saranto K, Sent D, Shachak A, Udayasankaran JG, Were MC, Wright G. Recommendations of the International Medical Informatics Association (IMIA) on Education in Biomedical and Health Informatics: Second Revision. Int J Med Inform 2023; 170:104908. [PMID: 36502741 DOI: 10.1016/j.ijmedinf.2022.104908] [Citation(s) in RCA: 14] [Impact Index Per Article: 14.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2022] [Accepted: 10/23/2022] [Indexed: 11/06/2022]
Abstract
BACKGROUND The purpose of educational recommendations is to assist in establishing courses and programs in a discipline, to further develop existing educational activities in the various nations, and to support international initiatives for collaboration and sharing of courseware. The International Medical Informatics Association (IMIA) has published two versions of its international recommendations in biomedical and health informatics (BMHI) education, initially in 2000 and revised in 2010. Given the recent changes to the science, technology, the needs of the healthcare systems, and the workforce of BMHI, a revision of the recommendations is necessary. OBJECTIVE The aim of these updated recommendations is to support educators in developing BMHI curricula at different education levels, to identify essential skills and competencies for certification of healthcare professionals and those working in the field of BMHI, to provide a tool for evaluators of academic BMHI programs to compare and accredit the quality of delivered programs, and to motivate universities, organizations, and health authorities to recognize the need for establishing and further developing BMHI educational programs. METHOD An IMIA taskforce, established in 2017, updated the recommendations. The taskforce included representatives from all IMIA regions, with several having been involved in the development of the previous version. Workshops were held at different IMIA conferences, and an international Delphi study was performed to collect expert input on new and revised competencies. RESULTS Recommendations are provided for courses/course tracks in BMHI as part of educational programs in biomedical and health sciences, health information management, and informatics/computer science, as well as for dedicated programs in BMHI (leading to bachelor's, master's, or doctoral degree). The educational needs are described for the roles of BMHI user, BMHI generalist, and BMHI specialist across six domain areas - BMHI core principles; health sciences and services; computer, data and information sciences; social and behavioral sciences; management science; and BMHI specialization. Furthermore, recommendations are provided for dedicated educational programs in BMHI at the level of bachelor's, master's, and doctoral degrees. These are the mainstream academic programs in BMHI. In addition, recommendations for continuing education, certification, and accreditation procedures are provided. CONCLUSION The IMIA recommendations reflect societal changes related to globalization, digitalization, and digital transformation in general and in healthcare specifically, and center on educational needs for the healthcare workforce, computer scientists, and decision makers to acquire BMHI knowledge and skills at various levels. To support education in BMHI, IMIA offers accreditation of quality BMHI education programs. It supports information exchange on programs and courses in BMHI through its Working Group on Health and Medical Informatics Education.
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Affiliation(s)
| | - Sabine Koch
- Health Informatics Centre, Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Sweden
| | - John Mantas
- Health Informatics Lab, School of Health Sciences, National and Kapodistrian University of Athens, Greece
| | - Shabbir S Abdul
- Graduate Institute of Biomedical Informatics, Taipei Medical University, Taiwan
| | | | - Elske Ammenwerth
- UMIT - Private University for Health Sciences, Medical Informatics and Technology, Hall in Tirol, Austria
| | - Analia Baum
- Hospital Italiano de Buenos Aires, Health Informatics Department, Argentina
| | | | - George Demiris
- Department of Biostatistics, Epidemiology and Informatics, Perelman School of Medicine, University of Pennsylvania, United States
| | - Arie Hasman
- Department of Medical Informatics Amsterdam UMC, location AMC, The Netherlands
| | - William Hersh
- Department of Medical Informatics & Clinical Epidemiology, School of Medicine, Oregon Health & Science University, United States
| | - Evelyn Hovenga
- Digital Health, Australian Catholic University, Australia
| | - Ursula H Huebner
- Hochschule Osnabrueck - University AS Osnabrueck, Department of Business Management and Social Sciences, Germany
| | | | - Andre Kushniruk
- School of Health Information Science, University of Victoria, Canada
| | - Kye Hwa Lee
- Department of Information Medicine, Asan Medical Center and University of Ulsan College of Medicine, South Korea
| | - Christoph U Lehmann
- Clinical Informatics Center, University of Texas Southwestern Medical Center, United States
| | | | | | - Michael Marschollek
- Peter L. Reichertz Institute for Medical Informatics of TU Braunschweig and Hannover Medical School, Germany
| | | | - Mark Merolli
- Department of Physiotherapy, School of Health Sciences, Centre for Health, Exercise and Sports Medicine, Centre for Digital Transformation of Health, The University of Melbourne, Australia
| | - Aurore Nishimwe
- Health Informatics Program, College of Medicine and Health Sciences, University of Rwanda, Rwanda
| | - Kaija Saranto
- Health and Human Services Informatics, University of Eastern Finland, Finland
| | - Danielle Sent
- Department of Medical Informatics Amsterdam UMC, location AMC, The Netherlands
| | - Aviv Shachak
- Institute of Health Policy, Management and Evaluation (Dalla Lana School of Public Health), University of Toronto, Canada
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7
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What unique knowledge and experiences do healthcare professionals have working in clinical informatics? INFORMATICS IN MEDICINE UNLOCKED 2022. [DOI: 10.1016/j.imu.2022.101014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
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Martikainen S, Salovaara S, Ylönen K, Tynkkynen E, Viitanen J, Tyllinen M, Lääveri T. Social welfare professionals willing to participate in client information system development - Results from a large cross-sectional survey. Inform Health Soc Care 2021; 47:389-402. [PMID: 34877899 DOI: 10.1080/17538157.2021.2010736] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
Human-centered design methods should be implemented throughout the client information system (CIS) development process to understand social welfare professionals' needs, tasks, and contexts of use. The aim of this study was to examine Finnish social welfare professionals' experiences of participating in CIS development.A national cross-sectional web-based survey on the CIS experiences of social welfare professionals (1145 respondents) was conducted in Finland in spring 2019. This study focused on statements concerning the experiences of end users with CIS development and participation. The results are reported by professional and age groups.Half (50%) of the 1145 respondents had participated in CIS development. Half (56%) knew to whom and how to send feedback to software developers, but most (87%) indicated that changes and corrections were not made according to suggestions and quickly enough. The most preferred methods of participation were telling a person in charge of information systems development about usage problems (53%) and showing developers on site how professionals work (34%); 19% were not interested in participating.Social welfare professionals are willing to participate in CIS development, but vendors and social welfare provider organizations are underutilizing this resource. Social welfare informaticists are needed to interpret the needs of end users to software developers.
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Affiliation(s)
- Susanna Martikainen
- Department of Health and Social Management, University of Eastern Finland, Kuopio, Finland
| | - Samuel Salovaara
- Department of social work, University of Lapland, Rovaniemi, Finland
| | - Katri Ylönen
- Department of Social Sciences and Philosophy, University of Jyväskylä, Jyväskylä, Finland
| | - Elina Tynkkynen
- Department of Information System, University of Jyväskylä, Jyväskylä, Finland
| | - Johanna Viitanen
- Department of Computer Science, Aalto University, Espoo, Finland
| | - Mari Tyllinen
- Department of Computer Science, Aalto University, Espoo, Finland
| | - Tinja Lääveri
- Inflammation Center, Infectious Diseases and Meilahti Vaccine Research Center MeiVac, University of Helsinki and Helsinki University Hospital, Helsinki, Finland
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Harerimana A, Wicking K, Biedermann N, Yates K. Nursing informatics in undergraduate nursing education in Australia prior to COVID-19: A scoping review. Collegian 2021; 29:527-539. [PMID: 34867065 PMCID: PMC8626237 DOI: 10.1016/j.colegn.2021.11.004] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2021] [Revised: 11/01/2021] [Accepted: 11/21/2021] [Indexed: 12/03/2022]
Abstract
Background Technology can support transformational outcomes of high quality and evidenced-based care and education. Embedding nursing informatics into the undergraduate nursing curriculum enhances nursing students’ digital health literacy, whilst preparing them to use health information systems and technological innovations to support their learning both at university and in the clinical environment. Aim This scoping review aimed to provide an overview of the published literature on how nursing informatics was embedded and integrated into the undergraduate nursing curriculum in Australia before coronavirus disease (COVID-19). Methodology A scoping review approach guided this study using the Levac, Colquhoun, and O'Brien framework, and the following databases were searched: CINAHL Plus, EMCARE, MEDLINE Ovid, Scopus, ERIC ProQuest, and Web of Science. A total of 26 articles were included: Five quantitative studies, eight qualitative studies and 13 mixed-methods studies. Findings Few studies focused on the concept of nursing informatics itself, and only two studies described the process of developing curricula that contain nursing informatics competencies and their implementation: the educational scaffolding and modular development approach and a Community of Inquiry Framework (COI). Most studies centred on nursing informatics tools to facilitate teaching and learning in classrooms and skills laboratories. The reported pedagogical strategies were online learning, blended learning, and technology-enabled simulations. Hindrances to nursing informatics being integrated into undergraduate curricula were disparities of the informatics content, a lack of guidelines and/or frameworks, and poor digital literacy. Conclusion This study provided a baseline perspective of how nursing informatics was embedded and integrated into nursing education in Australia before COVID-19. Overwhelmingly, the focus of research to date was found to be mainly on the utilisation of technological tools to support learning and teaching.
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Affiliation(s)
- Alexis Harerimana
- Division of Tropical Health and Medicine, Nursing and Midwifery, College of Healthcare Sciences, James Cook University, Townsville, Queensland, Australia
| | - Kristin Wicking
- Division of Tropical Health and Medicine, Nursing and Midwifery, College of Healthcare Sciences, James Cook University, Townsville, Queensland, Australia
| | - Narelle Biedermann
- Division of Tropical Health and Medicine, Nursing and Midwifery, College of Healthcare Sciences, James Cook University, Townsville, Queensland, Australia
| | - Karen Yates
- Division of Tropical Health and Medicine, Nursing and Midwifery, College of Healthcare Sciences, James Cook University, Townsville, Queensland, Australia
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10
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Ronquillo CE, Peltonen LM, Pruinelli L, Chu CH, Bakken S, Beduschi A, Cato K, Hardiker N, Junger A, Michalowski M, Nyrup R, Rahimi S, Reed DN, Salakoski T, Salanterä S, Walton N, Weber P, Wiegand T, Topaz M. Artificial intelligence in nursing: Priorities and opportunities from an international invitational think-tank of the Nursing and Artificial Intelligence Leadership Collaborative. J Adv Nurs 2021; 77:3707-3717. [PMID: 34003504 PMCID: PMC7612744 DOI: 10.1111/jan.14855] [Citation(s) in RCA: 59] [Impact Index Per Article: 19.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/04/2021] [Accepted: 03/21/2021] [Indexed: 01/23/2023]
Abstract
Aim To develop a consensus paper on the central points of an international invitational think‐tank on nursing and artificial intelligence (AI). Methods We established the Nursing and Artificial Intelligence Leadership (NAIL) Collaborative, comprising interdisciplinary experts in AI development, biomedical ethics, AI in primary care, AI legal aspects, philosophy of AI in health, nursing practice, implementation science, leaders in health informatics practice and international health informatics groups, a representative of patients and the public, and the Chair of the ITU/WHO Focus Group on Artificial Intelligence for Health. The NAIL Collaborative convened at a 3‐day invitational think tank in autumn 2019. Activities included a pre‐event survey, expert presentations and working sessions to identify priority areas for action, opportunities and recommendations to address these. In this paper, we summarize the key discussion points and notes from the aforementioned activities. Implications for nursing Nursing's limited current engagement with discourses on AI and health posts a risk that the profession is not part of the conversations that have potentially significant impacts on nursing practice. Conclusion There are numerous gaps and a timely need for the nursing profession to be among the leaders and drivers of conversations around AI in health systems. Impact We outline crucial gaps where focused effort is required for nursing to take a leadership role in shaping AI use in health systems. Three priorities were identified that need to be addressed in the near future: (a) Nurses must understand the relationship between the data they collect and AI technologies they use; (b) Nurses need to be meaningfully involved in all stages of AI: from development to implementation; and (c) There is a substantial untapped and an unexplored potential for nursing to contribute to the development of AI technologies for global health and humanitarian efforts.
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Affiliation(s)
- Charlene Esteban Ronquillo
- Daphne Cockwell School of Nursing, Faculty of Community Services, Ryerson University, Toronto, ON, Canada.,School of Nursing, Faculty of Health and Social Development, University of British Columbia Okanagan, Kelowna, BC, Canada.,International Medical Informatics Association, Student and Emerging Professionals Special Interest Group
| | - Laura-Maria Peltonen
- International Medical Informatics Association, Student and Emerging Professionals Special Interest Group.,Department of Nursing Science, University of Turku, Turku, Finland
| | | | - Charlene H Chu
- Lawrence S. Bloomberg Faculty of Nursing, University of Toronto, Toronto, ON, Canada
| | - Suzanne Bakken
- School of Nursing, Department of Biomedical Informatics, Data Science Institute, Columbia University, New York, NY, USA.,Precision in Symptom Self-Management (PriSSM) Center, Reducing Health Disparities Through Informatics Training Program (RHeaDI), Columbia University, New York, NY, USA
| | | | - Kenrick Cato
- School of Nursing, Department of Biomedical Informatics, Data Science Institute, Columbia University, New York, NY, USA
| | - Nicholas Hardiker
- School of Human & Health Sciences, University of Huddersfield, Huddersfield, UK
| | - Alain Junger
- Nursing Direction, Nursing Information System Unit, Centre Hospitalier Universitaire Vaudois (CHUV) Lausanne, Lausanne, Switzerland
| | | | - Rune Nyrup
- Leverhulme Centre for the Future of Intelligence, University of Cambridge, Cambridge, UK
| | - Samira Rahimi
- Department of Family Medicine, McGill University, Lady Davis Institute for Medical Research of Jewish General Hospital, Mila Quebec Artificial Intelligence Institute, Montreal, QC, Canada
| | | | - Tapio Salakoski
- Department of Mathematics and Statistics, University of Turku, Turku, Finland
| | - Sanna Salanterä
- Department of Nursing Science, University of Turku and Turku University Hospital, Turku, Finland
| | - Nancy Walton
- Daphne Cockwell School of Nursing, Faculty of Community Services, Ryerson University, Toronto, ON, Canada.,Research Ethics Board, Women's College Hospital, Toronto, ON, Canada.,Health Canada and Public Health Agency of Canada's Research Ethics Board, Toronto, ON, Canada
| | - Patrick Weber
- NICE Computing SA, Lausanne, Switzerland.,European Federation for Medical Informatics (EFMI)
| | - Thomas Wiegand
- ITU/WHO Focus Group on Artificial Intelligence for Health (FG-AI4H).,Fraunhofer Heinrich Hertz Institute, Berlin, Germany.,Berlin Institute of Technology, Berlin, Germany
| | - Maxim Topaz
- International Medical Informatics Association, Student and Emerging Professionals Special Interest Group.,School of Nursing, Department of Biomedical Informatics, Data Science Institute, Columbia University, New York, NY, USA
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11
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McLane TM, Hoyt R, Hodge C, Weinfurter E, Reardon EE, Monsen KA. What Industry Wants: An Empirical Analysis of Health Informatics Job Postings. Appl Clin Inform 2021; 12:285-292. [PMID: 33792008 DOI: 10.1055/s-0041-1726423] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022] Open
Abstract
OBJECTIVES To describe the education, experience, skills, and knowledge required for health informatics jobs in the United States. METHODS Health informatics job postings (n = 206) from Indeed.com on April 14, 2020 were analyzed in an empirical analysis, with the abstraction of attributes relating to requirements for average years and types of experience, minimum and desired education, licensure, certification, and informatics skills. RESULTS A large percentage (76.2%) of posts were for clinical informaticians, with 62.1% of posts requiring a minimum of a bachelor's education. Registered nurse (RN) licensure was required for 40.8% of posts, and only 7.3% required formal education in health informatics. The average experience overall was 1.6 years (standard deviation = 2.2), with bachelor's and master's education levels increasing mean experience to 3.5 and 5.8 years, respectively. Electronic health record support, training, and other clinical systems were the most sought-after skills. CONCLUSION This cross-sectional study revealed the importance of a clinical background as an entree into health informatics positions, with RN licensure and clinical experience as common requirements. The finding that informatics-specific graduate education was rarely required may indicate that there is a lack of alignment between academia and industry, with practical experience preferred over specific curricular components. Clarity and shared understanding of terms across academia and industry are needed for defining and advancing the preparation for and practice of health informatics.
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Affiliation(s)
- Tara M McLane
- Institute for Health Informatics, University of Minnesota, Minneapolis, Minnesota, United States
| | - Robert Hoyt
- Department of Internal Medicine, Virginia Commonwealth University School of Medicine, Richmond, Virginia, United States
| | - Chad Hodge
- Department of Health Sciences and Administration, University of West Florida, Pensacola, Florida, United States
| | - Elizabeth Weinfurter
- Health Sciences Library, University of Minnesota, Minneapolis, Minnesota, United States
| | - Erin E Reardon
- Health Sciences Library, University of Minnesota, Minneapolis, Minnesota, United States
| | - Karen A Monsen
- Institute for Health Informatics, University of Minnesota, Minneapolis, Minnesota, United States.,School of Nursing, University of Minnesota, Minneapolis, Minnesota, United States
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Stickley L, Gibbs D. Physical Therapy and Health Information Management Students: Perceptions of an Online Interprofessional Education Experience. PERSPECTIVES IN HEALTH INFORMATION MANAGEMENT 2020; 18:1f. [PMID: 33633516 PMCID: PMC7883362] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
This study described the results of online interprofessional education (IPE) between physical therapy and health information management students. Using the published Student Perceptions of Interprofessional Clinical Education - Revised, version 2 (SPICE-R2) survey, this study measured changes in perception about IPE before and after three online interactions. Survey results included an overall score and three factors: Interprofessional Teamwork and Team-Based Practice (T), Roles/Responsibilities for Collaborative Practice (R), and Patient Outcomes from Collaborative Practice (O). Data were analyzed using two-way analysis of variance tests using time and program as factors. The overall scores improved significantly for time (ρ=.019). The T factor demonstrated a significant change for program (ρ=.006) and the R factor improved significantly over time (ρ=.005) and by program (ρ=.022). Narrative student comments focused on role and responsibility clarification, communication and coordination, and participation in a realistic experience involving multiple professions. The students believed that the experience was beneficial and important.
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Affiliation(s)
- Lois Stickley
- is an associate professor at Texas State University College of Health Professions in the Department of Physical Therapy
| | - David Gibbs
- is an assistant professor at Texas State University College of Health Professions in the Department of Health Information Management
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13
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Martikainen S, Kaipio J, Lääveri T. End-user participation in health information systems (HIS) development: Physicians' and nurses’ experiences. Int J Med Inform 2020; 137:104117. [DOI: 10.1016/j.ijmedinf.2020.104117] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2019] [Revised: 02/12/2020] [Accepted: 03/03/2020] [Indexed: 11/30/2022]
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Hübner U, Shaw T, Thye J, Egbert N, Marin HDF, Chang P, O’Connor S, Day K, Honey M, Blake R, Hovenga E, Skiba D, Ball MJ. Technology Informatics Guiding Education Reform - TIGER. Methods Inf Med 2018; 57:e30-e42. [PMID: 29956297 PMCID: PMC6193400 DOI: 10.3414/me17-01-0155] [Citation(s) in RCA: 26] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Background:
While health informatics recommendations on competencies and education serve as highly desirable corridors for designing curricula and courses, they cannot show how the content should be situated in a specific and local context. Therefore, global and local perspectives need to be reconciled in a common framework.
Objectives:
The primary aim of this study is therefore to empirically define and validate a framework of globally accepted core competency areas in health informatics and to enrich this framework with exemplar information derived from local educational settings.
Methods:
To this end, (i) a survey was deployed and yielded insights from 43 nursing experts from 21 countries worldwide to measure the relevance of the core competency areas, (ii) a workshop at the International Nursing Informatics Conference (NI2016) held in June 2016 to provide information about the validation and clustering of these areas and (iii) exemplar case studies were compiled to match these findings with the practice. The survey was designed based on a comprehensive compilation of competencies from the international literature in medical and health informatics.
Results:
The resulting recommendation framework consists of 24 core competency areas in health informatics defined for five major nursing roles. These areas were clustered in the domains “data, information, knowledge”, “information exchange and information sharing”, “ethical and legal issues”, “systems life cycle management”, “management” and “biostatistics and medical technology”, all of which showed high reliability values. The core competency areas were ranked by relevance and validated by a different group of experts. Exemplar case studies from Brazil, Germany, New Zealand, Taiwan/China, United Kingdom (Scotland) and the United States of America expanded on the competencies described in the core competency areas.
Conclusions:
This international recommendation framework for competencies in health informatics directed at nurses provides a grid of knowledge for teachers and learner alike that is instantiated with knowledge about informatics competencies, professional roles, priorities and practical, local experience. It also provides a methodology for developing frameworks for other professions/disciplines. Finally, this framework lays the foundation of cross-country learning in health informatics education for nurses and other health professionals.
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Affiliation(s)
- Ursula Hübner
- Health Informatics Research Group, University of Applied Sciences Osnabrück, Osnabrück, Germany
- Correspondence to: Ursula Hübner University Applied Sciences OsnabrückHealth Informatics Research GroupCaprivistraße 30AD-49076 OsnabrückGermany
| | - Toria Shaw
- Clinical Informatics, HIMSS North America, Chicago, IL, USA
| | - Johannes Thye
- Health Informatics Research Group, University of Applied Sciences Osnabrück, Osnabrück, Germany
| | - Nicole Egbert
- Health Informatics Research Group, University of Applied Sciences Osnabrück, Osnabrück, Germany
| | | | - Polun Chang
- National Yang-Ming University, Taipei, Taiwan/ROC
| | - Siobhán O’Connor
- School of Health and Social Care, Edinburgh Napier University, Edinburgh, UK
| | - Karen Day
- School of Population Health, The University of Auckland, Auckland, New Zealand
| | - Michelle Honey
- School of Nursing, The University of Auckland, Auckland, New Zealand
| | - Rachelle Blake
- Omni Micro Systems, Omni Med Solutions GmbH, Hamburg, Germany
| | - Evelyn Hovenga
- eHealth Education Pty Ltd and Global eHealth Collaborative, East Melbourne, Australia
| | - Diane Skiba
- University of Colorado College of Nursing, Aurora, CO, USA
| | - Marion J. Ball
- Healthcare Informatics, Center for Computational Health, IBM Research, USA
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Lehmann CU, Gundlapalli AV, Williamson JJ, Fridsma DB, Hersh WR, Krousel-Wood M, Ondrula CJ, Munger B. Five Years of Clinical Informatics Board Certification for Physicians in the United States of America. Yearb Med Inform 2018; 27:237-242. [PMID: 29681038 PMCID: PMC6115224 DOI: 10.1055/s-0038-1641198] [Citation(s) in RCA: 25] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/02/2022] Open
Abstract
Objectives:
To review the highlights of the new Clinical Informatics subspecialty including its history, certification requirements, development of and performance on the certification examination in the United States.
Methods:
We reviewed processes for the development of a subspecialty. Data from board certification examinations were collated and analyzed. We discussed eligibility requirements in the fellowship as well as practice pathways.
Results:
Lessons learned from the development of the Clinical Informatics subspecialty, opportunities, challenges, and future directions for the field are discussed.
Conclusions:
There remains a need for fellowship programs and creation and maintenance of a professional home for the subspecialty with the American Medical Informatics Association. Ongoing attention to the currency of the core content is required to maintain an examination designed to test the key concepts within the field of Clinical Informatics.
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Affiliation(s)
| | - Adi V Gundlapalli
- University of Utah School of Medicine and VA Salt Lake City Health Care System, Salt Lake City, UT, USA
| | | | | | | | - Marie Krousel-Wood
- Tulane University School of Medicine and School Public Health and Tropical Medicine, New Orleans, LA, USA.,American Board of Preventive Medicine, Chicago, IL, USA
| | | | - Benson Munger
- American Board of Preventive Medicine, Chicago, IL, USA
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