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

 

 

 

 


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