Recent Literature Review from Pat Hinton Walker
Numbered Informatics Competencies For TIGER .doc
Colleagues: Here is the (mostly) annotated literature review that we discussed on the
conference call.
I have numbered it, as requested for your review. Janet Baker may have a more complete list.
I do have other bibliographies developed on "Competency-Based Learning" that is broader than Informatics Competencies.
Hope this is helpful. Pat
Brian - 9/2/07
8 seems important to delve in to further. How did they build on the Staggers, Gassert Curren work. I assume WG3 is aware of this list, but just in case someone from our WG should let them know about it.
11 describes an effort that is highly aligned with TIGER. Someone from our WG who speaks Canadian should give them a call.
13 is thought provocing. What competencies are we talking about anyway? Basic computer knowledge and skill (and is this equivielent to computer literacy)? Information management? Information literacy?
15 "competencies cannot be prescriptive or stand still for too long, but the concepts do endure" yes. Obviously the way to go but I suspect far easier said than done.
18 "two main categories of IT skills identified, basic IT skills and work-related IT skills."
Susan 9/7/07
I agree with Brian, it's important to distinguish among informatics competencies and the more specific "computer literacy" and "information literacy." I also hear talk about 'media literacy.' To me, information literacy [aside from its formal definition] has to do with understanding the context of a piece of information in the larger scheme.
Brian 9/19/07
MANY thanks to Janet Baker, Ursuline College, Pepper Pike, Ohio who provided the folowing information to WG 2 and me:
Information Literacy
"... information literacy will be defined from the globally accepted definition of the American library Association which defines information literacy as: the ability to recognize the need for information, the skill to use technology to access information, the proficiency to critically evaluate information, and the aptitude to apply information in a clinical situation (ALA, 1998)." Janet Baker, 2007
Brian's 2 cents on the above definition of information literacy is that MAYBE our scope should be in regard to "the skill to use technology to access information" and we should leave the rest of the components of IL to other folks to help practicing nurses and nursing students with.
Computer Literacy
"Computer literacy is defined as knowledge about computers with the skill to use them effectively (Carty, 2000). More specifically, computer literacy is considered to be the ability to use computers to input, store, and retrieve data to analyze, plan and deliver nursing care. In order to perform these tasks efficiently, nurses need an understanding about how computers work, how to use software, and what to do if computers malfunction. Computer literacy includes using the internet to access information, using electronic mail, and using computer software to prepare professional documents and presentations. The Quality and Education for Nurses (QSEN) defines computer literacy as a competency in which a nurse can “use information and technology to communicate, mange knowledge, mitigate error and support decision making”(http://QSEN.org). " Janet Baker, 2007
Brian's 2 cents on the above definition/ discussion of computer literacy is that IMHO its all good for our purposes. Someone should just condense it, for our purposes.
Here is some late breaking important stuff from the American Association of Colleges of Nursing, again provided by Janet Baker:
1
DRAFT
2
Revision of The Essentials
3
of Baccalaureate Nursing Education
4
August 1, 2007
593 Essential IV: Nursing Informatics and Patient
Care Technology within the Practice
594
of the Baccalaureate Generalist
595
596
Rationale
597
598
This essential is important to baccalaureate nursing education because the knowledge and
599
skills in information and patient care technology are critical in preparing graduates to
600
deliver quality patient care in a variety of healthcare settings. Graduates manage
601
information, knowledge, and technology to communicate effectively in a healthcare team;
602
provide safe patient care; and use clinical evidence and research to base and validate
603
practice decisions. Graduates must have basic competence in the use of information
604
technology, including decision support systems, to gather evidence to guide practice.
605
Graduates must be aware that often new technology requires new workflow and changes
606
in practice approaches to patient care.
607
608
Course work and clinical experiences should provide the graduate with knowledge and
609
skills to deliver safe patient care within the context of technology as a tool to facilitate
610
care. In addition, graduates should have exposure to information systems that provide
611
data about quality improvement and required regulatory reporting through information
612
systems. Course work and clinical experiences should expose graduates to a range of
613
technologies that facilitate clinical care including patient monitoring systems, medication
614
administration systems, and other technologies to support patient care. Integral to the
615
basic skills is an attitude of openness to continual learning, as information systems and
616
patient care technologies are constantly changing.
617
618
End-of-Program Competencies
619
620
The baccalaureate program prepares the graduate to:
621
622
1. Use information technology and patient data for clinical decision making in
623
providing patient care.
624
625
2. Use a range of technologies that facilitate clinical care.
626
627
3. Evaluate technologies used in patient care.
628
629
4. Protect the privacy of patients in relation to the use of information technology.
630
631
5. Use safeguards embedded in technology and information systems to create a safe
632
patient environment.
633
634
6. Demonstrate knowledge of regulations that impact the use of technology in
635
patient care.
636
637
7. Demonstrate knowledge of regulatory data requirements through electronic data
638
monitoring systems.
15
639
640
8. Develop an awareness that new technology requires new workflow and changes
641
in practice approaches to patient care.
642
643
9. Use technologies to assist in effective communication in a variety of healthcare
644
settings.
645
646
Curricular Threads
647
• Communication
648
• Systems thinking
649
• Ethics
650
• Human interface
651
• Cultural awareness/competence
652
• Workflow
653
• Process improvement
654
655
Content
656
• Use of technology and information systems for clinical decision making,
657
including complementary and alternative therapies
658
• Computer skills, including but not limited to basic software, spreadsheet and
659
healthcare databases
660
• Informatics for patient safety
661
• Ethical and legal issues related to the use of information technology
662
• Privacy and confidentiality issues in the use of technology
663
• Retrieval information systems, including access, evaluation of data and
664
application of relevant data to patient care
665
• Technological resources for evidence-based practice
666
• Web-based learning; online literature searches
667
• Technology and information systems safeguards (e.g., patient monitoring)
668
equipment, patient identification systems, drug alerts and IV systems, bar-coding
669
• Regulatory requirements through electronic data monitoring systems
670
• Legislative issues related to informatics (e.g. copyright issues)
671
• Interstate practice regulations
672
• Laws that regulate information sharing (e.g., HIPAA)
673
• Telehealth
674
• Nursing workload measurement and information systems
675
676
Integrative Strategies for Learning
677
• Experiences in using information and patient care technology to communicate
678
effectively with members of the healthcare team
679
• Engage in using clinical evidence and research to base and validate practice
680
decisions
681
• Participate in quality improvement activities and required regulatory reporting
682
through information systems
16
•
Experiences 683 in a range of technologies that facilitate care, including electronic
684
health and medical records, patient monitoring systems, medication
685
administration systems, and other technologies that support patient care
686
687
References and Bibliography
688
689
American Association of Colleges of Nursing (1998). The essentials of baccalaureate
690
education for professional nursing practice. Washington, DC.
691
692
Anderson, J. & Goodman, K. (2002). Ethics and information technology: A case-
693
based approach to a healthcare in transition. New York: Springer.
694
695
Bates, D. & Gawande, A. (2003). Improving safety with information technology. New
696
England Journal of Medicine, 348 (25), 2526-2534.
697
698
Bates, D. et al (2001). Reducing the frequency of errors in medicine using
699
information technology. Journal of American Medical Informatics Association, 8,
700
299-308.
701
702
Hersh, W. (2004). Health care information technology: Progress and barriers. Journal
703
of American Medical Association, 292, 2273-2274.
704
705
Institute of Medicine (2003). Patient safety: Achieving a new standard for care.
706
Washington, DC: National Academies Press.
707
708
Institute of Medicine (2000). To err is human: Building a safer health system.
709
Washington, DC: National Academies Press.
710
711
Institute of Medicine (1994). Health data in the information age: Use, disclosure and
712
privacy. Washington, DC: National Academies Press.
713
714
QSEN, Quality and Safety Education for Nurses (2007), Competencies, knowledge,
715
skills and attitudes for pre-licensure nursing education for quality and safety. Access
716
at http:// www.qsen.org.
717
718
Rindfleisch, T. (1997). Privacy, information technology and healthcare. New York:
719
ACM Press.
720
Comments (0)
You don't have permission to comment on this page.