TO: Lisa Rabideau



TO: Lisa Rabideau

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Articles accompanying this research in PDF:

Enhance orientation through e-learning.

Huryk, Laurie A. RN, OCN

Nursing Management. 36(1):48-49, January 2005.

E-learning in an educational program provides advantages to an instructor-based approach.

Computer Use in an Urban University Hospital: Technology Ahead of Literacy

Wayne A. Wilbright, MD, MS; Daniel E. Haun, MT; Teresa Romano, RN, MN, CCNS, APRN, BC; Teresa Krutzfeldt, RN, MN; Cathi E. Fontenot, MD; Thomas E. Nolan, MD, MBA

Comput Inform Nurs.  2006;24(1):37-43.



The linkage of patient safety and care quality to the implementation of computerized information systems assumes that clinical staff are skilled with computers. Nurses and nursing support staff increasingly require computers to carry out their work. Minimum computer competencies for nurses have been identified. The determination of whether the current nursing workforce has acquired these competencies remains uncertain. We administered a self-assessment survey to nurses and nursing support staff to determine proficiency with computer skills they might perform at work. Respondents reported inadequacies in basic and work-related computer skills. More than 28% scored themselves as having fair or poor proficiency on all skills, and more than 50% as fair or poor on five of 11 skills. Respondents over age 50 and those graduating before 1984 tended to score proficiency lower. Our study suggests that many nurses and nursing support staff may not have the minimum computer competencies to effectively and efficiently perform their work.

Carlock, Danielle MLS, AHIP; Anderson, Jonna MSN, RN Teaching and Assessing the Database Searching Skills of Student Nurses. Nurse Educator. 32(6):251-255, November/December 2007

Critical appraisal and application of the evidence to practice cannot proceed without first finding the evidence. To teach evidence-based practice database searching skills to students, a nurse educator partnered with a librarian to design, conduct, and assess instruction. The authors describe the creation, administration, and findings from the assessments and the implications for instruction.

Brokel, Jane PhD, RN Creating Sustainability of Clinical Information Systems: The Chief Nurse Officer and Nurse Informatics Specialist Roles. Journal of Nursing Administration. 37(1):10-13, January 2007.

Pravikoff, Diane S. PhD, RN, FAAN; Tanner, Annelle B. EdD, RN; Pierce, Susan T. EdD, RN

Readiness of U.S. Nurses for Evidence-Based Practice: Many don't understand or value research and have had little or no training to help them find evidence on which to base their practice.

AJN, American Journal of Nursing. 105(9):40-51, September 2005.

ERDLEY, WILLIAM SCOTT DNS, RN

Concept Development of Nursing Information: A Study of Nurses Working in Critical Care.

CIN: Computers, Informatics, Nursing. 23(2):93-99, March/April 2005

This article proposes a definition of nursing information. Nurses use information to plan, implement, and evaluate patient care. They seek information from colleagues, books, electronic sources, and equipment, and give information to multiple audiences. Even with the pervasiveness of information in nursing practice, there has been little research aimed at developing a definition of nursing information. This study was undertaken to start filling that gap. The Hybrid Model of Concept Development served as the study design. This model consists of three phases: theoretical, fieldwork, and final analytical. In the theoretical phase, a working definition of nursing information was developed. The fieldwork phase involved observations and interviews of 13 expert nurses working in a critical care unit. The qualitative data obtained from the fieldwork phase were analyzed to refine and extend the working definition. Previously identified categories in the definition--context, form, communication, and value--were validated in the analysis. New categories--multidimensionality, intervening/doing, and power--emerged during the final analytical phase, and the definition was revised to include this new knowledge. The utility of the definition of nursing information and its impact on nursing practice, information technology, and theory development is discussed

MOODY, LINDA E. PhD, MPH, FAAN; SLOCUMB, ELAINE PhD, RN; BERG, BRUCE MD; JACKSON, DONNA MSN, RN, BC

Electronic Health Records Documentation in Nursing: Nurses' Perceptions, Attitudes, and Preferences.

CIN: Computers, Informatics, Nursing. 22(6):337-344, November/December 2004.

A descriptive study of 100 nursing personnel at a large Magnet hospital in Southwest Florida was conducted to assess their needs, preferences, and perceptions associated with Electronic Health Record (EHR) documentation methods. Nurses' attitudes about the use of EHRs and their perceived effects on patient care were assessed. The five-item, Likert-type attitude scale explained 54% of the variance in attitude scores and demonstrated sound construct validity and internal consistency (r = 0.77). More than one third, 36%, perceived that EHRs had resulted in a decreased workload. The majority of nurses, 64%, preferred bedside documentation but reported that environmental and system barriers often prevent EHR charting at the bedside. Overall, 75% of nurses thought EHRs had improved the quality of documentation and 76% believed electronic charting would lead to improved safety and patient care. Nurses with expertise in computer use, 80%, had a more favorable attitude toward EHRs than those with less expertise. Results have been used to implement clinical system changes.

Dickerson, Suzanne Steffan DNS, RN; Feitshans, Lisa A. MS, RN

Internet Users Becoming Immersed in the Virtual World: Implications for Nurses.

CIN: Computers, Informatics, Nursing. 21(6):300-308, November/December 2003

Worldwide, people are using the Internet for computer-mediated communication (CMC) in increasing numbers. Nurse researchers have begun to examine the use of this medium for communication, education, and support of their clients. Therefore, it is important to know the experiences and meanings of CMC if the Internet is to be used for nursing interventions. The purpose of this study was to examine the experiences and meaning of online communications for frequent Internet users and discuss implications for nursing practice. Four virtual focus groups consisting of a total of 32 individuals were included in this study. Their stories of everyday Internet use were analyzed by hermeneutic interpretation. Six related themes and 1 constitutive pattern emerged from the data: (1) Internet as a resource for communication, information, and entertainment; (2) Internet as appealing, drawing one into frequent use; (3) developing dependencies; (4) Internet as frustrating; (5) learning the rules; and (6) developing physical and psychosocial effects. The constitutive pattern is immersion into the virtual world. This knowledge can be used to identify the potential effects of integrating the Internet into nursing interventions. Nurses who plan Internet-based interventions need to understand the appeal of this medium as well as the limitations and barriers to use

Young, Kathleen M. MA, RN,BC

Where's the Evidence?: 'Evidence-based practice' is not a reality for most nurses.

AJN, American Journal of Nursing. 103(10):11, October 2003.

Pravikoff, Diane S. PhD, RN, FAAN; Pierce, Susan EdD, MSN, RN; Tanner, Annelle EdD, MSN, RN

Are Nurses Ready for Evidence-Based Practice?: A study suggests that greater support is needed.

AJN, American Journal of Nursing. 103(5):95-96, May 2003.

Evidence-based practice is characterized by using the best proven information when making clinical decisions, in lieu of intuition and unmethodical clinical experience. It is the new recommended standard in health care. Many agree that evidence-based practice has the potential to improve patient care and outcomes (even as the debate continues over what types of information constitute evidence), yet in order to be effective, information must be available and accessible, and practitioners must be skilled in using resources such as computers

ROSENFELD, PERI PhD; SALAZAR-RIERA, NORALIZA MSN, RN, CCRN, CCNS; VIEIRA, DORICE MLS, MA

Piloting an Information Literacy Program for Staff Nurses: Lessons Learned.

CIN: Computers, Informatics, Nursing. 20(6):236-241, November/December 2002.

Staggers, Nancy; Gassert, Carole A.; Curran, Christine

A Delphi Study to Determine Informatics Competencies for Nurses at Four Levels of Practice.

Nursing Research. 51(6):383-390, November/December 2002.

BACKGROUND: Despite its obvious need, a current, research-based list of informatics competencies for nurses is not available. OBJECTIVE: To produce a research-based master list of informatics competencies for nurses and differentiate these competencies by level of nursing practice. METHODS: After a comprehensive literature review and item consolidation, an expert panel defined initial competencies. Subsequently, a three round Delphi study was conducted to validate the items. Participants were expert informatics nurse specialists in the United States of America. RESULTS: Of the initial 305 competencies proposed, 281 competencies achieved an 80% or greater agreement for both importance as a competency and appropriateness for the correct practice level. Five competencies were rejected. Six competencies were considered valid competencies but the appropriate level of practice could not be agreed upon. Thirteen competencies did not reach any consensus after the three Delphi rounds. DISCUSSION: The Delphi study had a high rate of participation, demonstrating the great level of interest and need for a list of informatics competencies for nurses. Out of the initial 305 competencies, only 24 items were not validated. Respondents commented during each round about whether computer skills should be considered informatics competencies. The authors propose that computer skills, while not high level, are one set of tools within the larger category of informatics competencies. This sample of experts did not deem programming skills as necessary for informatics nurses. This research study is an initial effort to fill the void of valid and reliable informatics competencies. It is the first study to span four levels of nurses, create competencies for both entry-level and experienced informatics nurse specialists, and examine the categories of computer skills, informatics knowledge and informatics skills.

HOBBS, STEVEN D. MA, BSN, RN

Measuring Nurses' Computer Competency: An Analysis of Published Instruments.

CIN: Computers, Informatics, Nursing. 20(2):63-73, March/April 2002.

The rapid expansion of computer-driven technologies into multiple aspects of modern healthcare suggests that many of the important competencies of the 21st century nurse will encompass mastery of computer technology. This is a comprehensive review of the published measures of computer competence during the past 12 years. Essential knowledge, attitudes, and skills were identified and classified. Multiple competency assessment instruments of varying quality were examined. Little agreement was found regarding specific computer-focused competencies necessary for nurses. Taken as a whole, however, there is consensus that the computer-competent nurse possesses a general knowledge and understanding of computer technology, coupled with a positive attitude toward computers and software. In addition, such a nurse is skillful in computer hardware and software use and able to grasp how such technology benefits nursing and the overall healthcare environment

Ruland, Cornelia M. PhD, RN

Developing a Decision Support System to Meet Nurse Managers' Information Needs for Effective Resource Management.

Computers in Nursing. 19(5):187-193, September/October 2001.

This article describes the development of a decision support system called CLASSICA, which assists nurse managers in financial management, resource allocation, activity planning, and quality control. CLASSICA integrates information about patient flow and activity, staffing, and the cost of nursing care at the nursing-unit level. The system provides assistance in planning activities, balancing the budget, and identifying barriers to unsatisfactory resource management. In addition, CLASSICA contains forecasting and simulation options to analyze the influence of factors that affect nursing costs. This article describes the system's development process steps to tailor it to the needs of nurse managers and their existing work practices. Nurse managers actively participated in defining their tasks and responsibilities; identified barriers and difficulties in managing these tasks; defined information needs, data input, and output and interface requirements; and identified expected benefits. Clear communication of project goals, strong user involvement, and purposeful benefit planning was used to achieve the goals for CLASSICA: (1) to provide essential information and decision support for effective financial management, resource allocation, activity planning, and staffing; (2) to improve nurse managers' competence in financial management and decision making; (3) to improve cost containment; and (4) to provide a helpful and easy to use tool for decision support

SMEDLEY, ALISON BHSc (NURSING), RN, CM GRAD CERT CFH NURSING(TRES), GRAD DIP FET, MEd

The Importance of Informatics Competencies in Nursing: An Australian Perspective.

CIN: Computers, Informatics, Nursing. 23(2):106-110, March/April 2005

Over the past two decades, dramatic changes have occurred in the nature and extent of communication and information technology use in nursing worldwide. The need for student nurses to be well prepared for the use and application of information technology in nursing is arguably now paramount. This article details areas where information and communication technology is used in nursing in Australia and discusses why nurses must be diligent in maintaining skills in this area to facilitate the delivery of safe, quality care in any healthcare setting. It will then discuss the importance of information and communication technology (ICT) skills, knowledge and understanding as an integral aspect of nursing programs in tertiary institutions. The challenge for training providers to prepare nurses for ever-changing ICT technology and technological applications in their workplace is highlighted.

Tanner, Annelle EdD, RN; Pierce, Susan EdD, RN; Pravikoff, Diane PhD, RN, FAAN Moving the Nursing Information Agenda Forward.

CIN: Computers, Informatics, Nursing. 22(5):300-303, September/October 2004.

STATE OF THE PROFESSION

Ubiquitous reports from studies conducted by the Institute of Medicine that identified medical errors suggest resolution strategies that provide for implementation of evidence-based healthcare. National policies, especially those emerging from leaders addressing the National Health Information Infrastructure, Dr David Brailer, National Health Information Technology Coordinator, and Tommy Thompson, Secretary of Health and Human Services, acknowledge that the time is NOW for healthcare information to enter the electronic domain.

Consumer health groups are insisting that their healthcare providers offer care based on evidence, with consideration for the individual's unique healthcare assessment. Additionally, consumers are demanding guidance in finding resources for personal information seeking for decision making regarding health matters for themselves and their families.

With this increased demand for improved patient outcomes and accountability for healthcare provided, nurses must embrace a culture of evidence-based nursing. In this paradigm, best nursing practices are developed from the most current and best available information that fits the patient and environment. Such reports need to be made available expeditiously in an electronic format at a time and place most convenient for the nurse. The nurse must understand how to access and appraise the report for its applicability in the clinical environment. Recent studies indicate that nurses in the United States may not be prepared to engage in such a practice environment.

NURSING INFORMATION LITERACY

Smith, Kathleen MScEd, RN, BC; Bickford, Carol J. PhD, RN, BC

Lifelong Learning, Professional Development, and Informatics Certification. CIN: Computers, Informatics, Nursing. 22(3):172-178, May/June 2004.

Jane is a RN and has been working as a clinical systems analyst for 6 years. She serves as the liaison between her assigned clinical units and the Information Technology Department. She thoroughly enjoys her job and has learned a great deal from her experience, reading, and attendance at professional conferences. Now the time has come for Jane to consider becoming certified in nursing informatics. She has the application from the American Nurses Credentialing Center (ANCC) and knows she meets the minimum requirements to take the exam. But she wonders if she is ready to do so. There is also the matter of the application fee, which is several hundred dollars. Jane wonders about the investment of time and money to become certified and thinks, “What's in it for me?”

When deciding what is important in professional practice, examination of the Code of Ethics 1 and published standards provides significant insight and understanding about “What's in it for me?” Such a review strategy can assist the nurse to gain a better understanding and appreciation of the role of lifelong learning, professional development, and certification in nursing informatics practice.

Provision 5.2 of the Code of Ethics for Nurses With Interpretive Statements , 1 the profession's nonnegotiable ethical standard, identifies that “Continual professional growth, particularly in knowledge and skill, requires a commitment to lifelong learning.” 1 (p18) Similar references to attaining…

Davis Kirsch, Sallie E. PhD, RN, MN; Lewis, Frances M. PhD, RN, MN, FAAN

Using the World Wide Web in Health-related Intervention Research: A Review of Controlled Trials.

CIN: Computers, Informatics, Nursing. 22(1):8-18, January/February 2004.

A review of published controlled trials was conducted to evaluate components, utility, and efficacy of Web-based healthcare interventions. Nine studies met the established review criteria. Knowledge gains were the most commonly reported significant changes; rarely were there measures or significant changes on behavioral outcomes. Studies varied in format of personal contact with participants, in the structure or sequence of intervention content, and in design features. Dosage was inconsistently measured and process evaluation was relatively absent. Despite limitations, several studies reported significant effects. Based on best evidence-to-date, elements of technologically mediated interventions important to future research are summarized. Taken together, research suggests that Web-based interventions may be an efficacious delivery system, especially for those with chronic conditions amenable to self-management and to those with various limitations to accessing healthcare.

Husting, Pamela M. PhD, MPH, RN; Cintron, Lourdes BSN, RN

HEALTHCARE INFORMATION SYSTEMS: EDUCATION LESSONS LEARNED. Journal for Nurses in Staff Development - JNSD. 19(5):249-253, September/October 2003.

The educator is a key person during the implementation of a new healthcare computer system or a new software program. Computers require teamwork across departmental lines and flexibility in instructional approach. The authors share their experiences as educators at the San Francisco VA during the initiation of several new computer software packages. They examine the issues involved in this type of training and share the lessons learned.

How IT is shaping up: Susan Osborne looks at how advances in information technology will revolutionise the way nurses work.(CAREER DEVELOPMENT)(Information Technology).

Susan Osborne.

 Nursing Standard 21.12 (Nov 29, 2006): p62(2). 

Winters CA, Lee HJ, Besel J, Strand A, Echeverri R, Jorgensen KP, Dea JE.

Access to and use of research by rural nurses.

Rural Remote Health. 2007 Jul-Sep;7(3):758. Epub 2007 Aug 24.

PMID: 17892348 [PubMed - indexed for MEDLINE]

INTRODUCTION: The use of relevant research findings to inform clinical practice is important for nurses, regardless of setting. Although there have been studies addressing the use of research among various practitioners, little is known about how nurses in rural areas access health information (specifically research findings), nor how such findings are incorporated into daily practice. The purpose of this study was to explore rural nurses' access, use and perceived usefulness of research for rural practice. METHODS: The study was conducted in a sparsely populated state located in the western part of the USA. An ethnographic method was chosen to answer the research questions for this descriptive study. Semi-structured interviews were conducted with 29 rural nurses from nine communities by graduate nursing students enrolled in a rural nursing course following in-class instruction and practice. Field notes taken by the students supplemented the interview data. The students' notes included a windshield survey or description of the context and location within which the participants lived and/or practiced as well as the interviewers' observations, thoughts and impressions about the research project. Interviews were audiotaped and transcribed verbatim. Once transcribed, the interview narratives, windshield data and field notes were analyzed by the students for common themes; the students then wrote and submitted papers to the faculty addressing the themes that emerged from their interviews. The analysis conducted by the faculty members included four sources of data: transcriptions of interviews; field notes; windshield data; and students' papers. The process of identifying themes was facilitated by using the software program NUD*IST (QSR International; Melbourne, VIC, Australia). Demographic information was entered into the Statistical Package for Social Scientists (SPSS Inc; Chicago, IL, USA) to compile descriptive information about the sample. FINDINGS: Twenty-seven female and two male nurses participated in the study. The nurses' ages ranged from 31-72 years and their experience in nursing spanned 3-50 years with a range of 1 to 35 years in rural nursing. The interviews revealed that most of the nurses used the term 'research' to mean 'gathering information'. When asked how often they used 'research' the responses ranged from 2-3 times per day to 2-3 times per month. The preferred means of obtaining information was asking a colleague. Additional resources included work-place journals, books, in-services, conferences and the internet. Twenty-three of the nurses reported having internet access at work; 25 had internet access at home. Supportive supervisors and articles in general nursing journals were identified as helpful. Barriers to using research included: lack of knowledge of research methods; lack of time at work or at home to look up information; and the lack of computers and internet access on the nursing units. When computers were available, the nurses reported that poor computer literacy decreased their ability to quickly find and evaluate information. Additional barriers included diminishing financial support from employers and the long travel distances required to attend conferences. The nurses reported finding little clinical research specifically related to rural practice. CONCLUSIONS: Education and mentorship is needed about how to evaluate the types and strength of evidence, access research using the internet, interpret findings, and incorporate evidence in clinical practice. Interventions that foster the appreciation and use of research by staff nurses and managers are needed in order to build an evidence based culture. Research is needed, specifically as related to rural clinical practice.

An emerging giant: nursing informatics.

HIMSS Nursing Informatics Awareness Task Force –

Nurs Manage - 01-MAR-2007; 38(3): 38-42

Websites of Interest to this Search:

Resources for Nurses on Training and courses



BIBLIOGRAPHY

Comput Inform Nurs. 2006 Jan-Feb;24(1):37-43.

Computer use in an urban university hospital: technology ahead of literacy.

Wilbright WA, Haun DE, Romano T, Krutzfeldt T, Fontenot CE, Nolan TE.

Louisiana State University Healthcare Service Division, Medical Center of

Louisiana in New Orleans, New Orleans, LA 70112, USA. wwilbr@lsuhsc.edu

The linkage of patient safety and care quality to the implementation of

computerized information systems assumes that clinical staff are skilled with

computers. Nurses and nursing support staff increasingly require computers to

carry out their work. Minimum computer competencies for nurses have been

identified. The determination of whether the current nursing workforce has

acquired these competencies remains uncertain. We administered a self-assessment

survey to nurses and nursing support staff to determine proficiency with computer

skills they might perform at work. Respondents reported inadequacies in basic and

work-related computer skills. More than 28% scored themselves as having fair or

poor proficiency on all skills, and more than 50% as fair or poor on five of 11

skills. Respondents over age 50 and those graduating before 1984 tended to score

proficiency lower. Our study suggests that many nurses and nursing support staff

may not have the minimum computer competencies to effectively and efficiently

perform their work.

PMID: 16436911 [PubMed - indexed for MEDLINE]

|References | |

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2. Crossing the Quality Chasm: A New Health System for the 21st Century. Washington, DC: National Academies Press; 2001.

3. Patient Safety: Achieving a New Standard for Care. Washington, DC: National Academies Press; 2004.

4. 15th Annual HIMSS Leadership Survey. Health Information and Management Systems Society; 2004.

5. Yee CC. Identifying information technology competencies needed in Singapore nursing education. Comput Inform Nurs. 2002;20(5):209-214.

6. McCannon M, O'Neal PV. Results of a national survey indicating information technology skills needed by nurses at time of entry into the work force. J Nurs Educ. 2003;42(8):337-340.

7. Staggers N, Gassert CA, Curran C. Informatics competencies for nurses at four levels of practice. J Nurs Educ. 2001;40(7):303-316.

8. Hobbs SD. Measuring nurses' computer competency: an analysis of published instruments. Comput Inform Nurs. 2002;20(2):63-73.

9. Spratley E, Johnson A, Sochalski J, Fritz M, Spencer W. The Registered Nurse Population: Findings From the National Sample Survey of Registered Nurses. Rockville, MD: US Department of Health and Human Services-Health Resources and Service Administration; 2003.

10. Keeping Patients Safe: Transforming the Work Environment of Nurses. Washington, DC: National Academies Press; 2004.

11. Bryson DM. The computer-literate nurse. Comput Nurs. 1991;9(3):100-107.

J Prof Nurs. 2006 Jan-Feb;22(1):52-9.

Computer literacy study: report of qualitative findings.

McNeil BJ, Elfrink V, Beyea SC, Pierce ST, Bickford CJ.

Division of Nursing and Health Sciences, Lewis-Clark State College, Lewiston, ID

83501, USA. bmcneil@lcsc.edu

Computer literacy and information literacy are critical to the future of nursing.

The very nature of health care is being transformed in response to environmental

drivers such as the demands for cost-effective delivery of high quality services

and enhanced patient safety. Facilitating the quality transformation depends on

strategic changes such as implementing evidence-based practice (), promoting

outcome research (), initiating interdisciplinary care coordination [Zwarenstein,

M., Bryant, W. (2004). Interventions to promote collaboration between nurses and

doctors. The Cochrane Library(I)], and implementing electronic health records ().

Information management serves as a central premise of each of these strategies

and is an essential tool to facilitate change. This report of the analysis of

qualitative data from a national online survey of baccalaureate nursing education

programs describes the current level of integration of the computer literacy and

information literacy skills and competencies of nursing faculty, clinicians, and

students in the United States. The outcomes of the study are important to guide

curriculum development in meeting the changing health care environmental demands

for quality, cost-effectiveness, and safety.

PMID: 16459289 [PubMed - indexed for MEDLINE]

J Contin Educ Nurs. 2007 May-Jun;38(3):132-8.

Computer-assisted instruction for novice nurses in critical care.

Travale IL.

Hamilton Health Sciences, Cardiac and Vascular Program, Hamilton, Ontario,

Canada.

The current worldwide nursing shortage is having the greatest effect on the

critical care areas as novice nurses enter these specialty areas in unprecedented

numbers. Massive healthcare restructuring, a rapidly aging nursing work force,

and high nursing turnover and absenteeism rates have all contributed to a

healthcare environment that is struggling to care for critically ill patients.

Computer-assisted instruction in the form of interactive computer programs may be

used as an adjunct educational resource for these novice practitioners. These

programs have the potential to bridge the gap between theory and practice, which

may assist the novice nurse in achieving safe, competent clinical practice.

PMID: 17542172 [PubMed - indexed for MEDLINE]

Crit Care Nurs Q. 2006 Jul-Sep;29(3):218-30.

Implementing Essentials of Critical Care Orientation: one hospital's experience

with an online critical care course.

Peterson KJ, Van Buren K.

Methodist Hospital, Park Nicollet Health Services, St Louis Park, MN 55426, USA.

kristine.peterson@

Critical care is a specialty area that requires a significant investment of time

and money for clinical and classroom learning. One solution for learning that is

flexible and cost-effective is the American Association of Critical Care Nurses'

Essentials of Critical Care Orientation (ECCO). ECCO lays the theoretical

groundwork for nurses to practice safely in critical care. Utilization of ECCO in

one community hospital has been a 3-year process, which is continually refined by

the critical care education team. Advantages to using ECCO include that it is

self-paced, maintained by the American Association of Critical Care Nurses, and

allows learners to flex their time and location for learning. Obstacles

encountered include difficulties associated with computer learning, lack of hard

copy notes, lack of face-to-face time interaction between orientees and education

staff, increased work load for one education staff member, and keeping learners

on track with their time and orientation. This article describes one hospital's

experience with implementation of ECCO as the classroom portion of orientation to

several critical care units.

PMID: 16862023 [PubMed - indexed for MEDLINE]

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Comput Inform Nurs. 2006 Mar-Apr;24(2):105-12.

A survey study of pediatric nurses' use of information sources.

Secco ML, Woodgate RL, Hodgson A, Kowalski S, Plouffe J, Rothney PR,

Sawatzky-Dickson D, Suderman E.

St. Francis Xavier/Cape Breton Universities Joint Nursing Program, Cape Breton

University, Sydney, NS, Canada. Loretta.Secco@capebretonu.ca

This survey study explored use of different information sources among a

convenience sample of 113 bedside pediatric nurses. The study was guided by three

interrelated concepts: types of information sources, levels of evidence, and

computer skill. The Nursing Information Use Survey measured use of information

sources, impact of information sources on nursing care, barriers to information,

and expectations that a computerized clinical desktop or patient information

management system would improve patient care. Significant correlations between

use of interpersonal and non-computer-based information and non-computer- and

computer-based information supported the conceptual model. Use of traditional,

non-computer information sources such as textbooks and print-based journals was

higher among baccalaureate, compared with diploma, prepared nurses. Nurses with

greater computer and online searching skill used more computer-based information.

Findings suggested that strategies to improve nurses' computer and information

searching skills may promote use of higher-level evidence in planning nursing

care.

PMID: 16554694 [PubMed - indexed for MEDLINE]

References:

1. CNA. What is nursing informatics and why is it so important? Nursing now: issues and trends in Canadian nursing. Can Nurses Assoc. 2001;11:1-4.

2. Clarke H, Nagle L. Assessing the informatics education needs of Canadian, Educational Institution Component, OHIH Final Report. Canadian Nursing Informatics Association; 2003.

3. Thompson C, McCaughan D, Cullum N, Sheldon TA, Mulhall A, Thompson DR. Research information in nurses' clinical decision- making: what is useful? J Adv Nurs. 2001;36(3):376-388.

4. Erdley WS. Concept development of nursing information: a study of nurses working in critical care. Comput Inform Nurs. 2005;23(2):93-99.

5. Bakken S, McArther J. Evidence-based nursing practice: a call to action for nursing informatics. J Am Med Inform Assoc. 2001;8(3):289-290.

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7. Hobbs S. Measuring nurses' computer competency: an analysis of published instruments. Comput Inform Nurs. 2002;20(2):63-73.

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Nurses and computers. An international perspective on nurses' requirements.

Bond CS.

Institute of Health and Community Studies, Bournemouth University, England.

cbond@bournemouth

This paper reports the findings from a Florence Nightingale Foundation Travel

Scholarship undertaken by the author in the spring of 2006. The aim of the visit

was to explore nurses' attitudes towards, and experiences of, using computers in

their practice, and the requirements that they have to encourage, promote and

support them in using ICT. Nurses were found to be using computers mainly for

carrying out administrative tasks, such as updating records, rather than as

information tools to support evidence based practice, or patient information

needs. Nurses discussed the systems they used, the equipment provided, and their

skills, or more often their lack of skills. The need for support was a frequent

comment, most nurses feeling that it was essential that help was available at the

point of need, and that it was provided by someone, preferably a nurse, who

understood the work context. Three groups of nurses were identified. Engagers;

Worried Willing and Resisters. The report concludes that pre-registration

education has a responsibility to seek to ensure that newly qualified nurses

enter practice as engagers.

PMID: 17911712 [PubMed - in process]

J Nurs Res. 2007 Mar;15(1):54-66.

An exploration of nursing informatics competency and satisfaction related to

network education.

Lin JS, Lin KC, Jiang WW, Lee TT.

Department of Nursing, Shin Kong Wu Ho-Su Memorial Hospital.

The rapid development of computer technology has driven the growth of the

Internet, which has made access to daily services more timely and convenient.

Network education strategies for long-distance nursing education are increasingly

being implemented to overcome distance barriers and allow nurses to obtain more

knowledge. The purpose of this study was to investigate the relationship between

the informatics competency of nurses and their satisfaction regarding network

education as well as to explore related factors. A total of 218 nurses answered

an online questionnaire after completing 4 hours of network education at their

appropriate clinical level. Descriptive and inferential statistics were applied

to analyze data. Study results found that nurses who took computer training less

than 3 hours per week, were unable to connect to a network, or held an associate

degree as their highest level of education achieved a lower nursing informatics

competency than those who were older, were certified at an N4 clinical level, had

previous online training experience or attended 4 or more course hours each week.

Those who participated in the network education course more than 4 hours per week

and owned their own computers were more satisfied with network education. Nurses

who had higher nursing informatics competency were also more satisfied with

network education. Network education not only enhances learners' computer

competency but also improves learning satisfaction. By promoting network

education and improving nurses' hardware/software skills and knowledge, nurses

can use networks to access learning resources. Healthcare institutions should

also enhance their computer infrastructures, and increase the interest of nurses

to learn and apply network skills in clinical practice.

PMID: 17370233 [PubMed - indexed for MEDLINE]

|Computer literacy study: report of qualitative findings. - McNeil BJ - J Prof Nurs - 01-JAN-2006; 22(1): 52-9 (From NIH/NLM MEDLINE) |

Abstract:

Computer literacy and information literacy are critical to the future of nursing. The very nature of health care is being transformed in response to environmental drivers such as the demands for cost-effective delivery of high quality services and enhanced patient safety. Facilitating the quality transformation depends on strategic changes such as implementing evidence-based practice (), promoting outcome research (), initiating interdisciplinary care coordination [Zwarenstein, M., Bryant, W. (2004). Interventions to promote collaboration between nurses and doctors. The Cochrane Library(I)], and implementing electronic health records (). Information management serves as a central premise of each of these strategies and is an essential tool to facilitate change. This report of the analysis of qualitative data from a national online survey of baccalaureate nursing education programs describes the current level of integration of the computer literacy and information literacy skills and competencies of nursing faculty, clinicians, and students in the United States. The outcomes of the study are important to guide curriculum development in meeting the changing health care environmental demands for quality, cost-effectiveness, and safety.

Citation:

Computer literacy study: report of qualitative findings.

McNeil BJ - J Prof Nurs - 01-JAN-2006; 22(1): 52-9

From NIH/NLM MEDLINE

NLM Citation ID:

16459289 (PubMed ID)

Full Source Title:

Journal of professional nursing : official journal of the American Association of Colleges of Nursing

Publication Type:

Journal Article

Language:

English

Author Affiliation:

Division of Nursing and Health Sciences, Lewis-Clark State College, Lewiston, ID 83501, USA. bmcneil@lcsc.edu

Authors:

McNeil BJ; Elfrink V; Beyea SC; Pierce ST; Bickford CJ

Major Subjects:

• Attitude of Health Personnel

• Attitude to Computers

• Computer Literacy

• Computer User Training / * standards

• Education, Nursing, Baccalaureate / * standards

1: Nurse Educ. 2000 Sep-Oct;25(5):210-2.

Using computer technology to teach critical thinking.

Kowalski SD, Louis MA.

Department of Nursing, University of Nevada, Las Vegas, USA. kdocs@

Publication Types:

Controlled Clinical Trial

PMID: 16646193 [PubMed - indexed for MEDLINE]

2: J Nurses Staff Dev. 2006 May-Jun;22(3):150-6.

Preparing preceptors through online education.

Phillips JM.

Faculty and Nurse Planner, Center for Teaching and Lifelong Learning,

Environments for Health, Indiana University School of Nursing, Indianapolis,

Indiana, USA. janephil@iupui.edu

Preceptor education is vital to the success of healthcare institutions.

Preceptors' roles are complex and require up-to-the-minute programs reflecting

crucial mentoring responsibilities for orientees in multifaceted working

environments. Finding the time to properly educate preceptors while maintaining

quality bedside care is a challenge for staff development educators during the

nursing shortage. Offering a preceptor education program online can assist

preceptors in the adoption of role changes in a timely manner. The outcome can

provide excellent, competent, caring preceptors. In this article, the course

content and intended outcomes of online preceptor preparation programs are

discussed. The role of the staff development educator in assessing, planning,

implementing, and evaluating online preceptor programs is also discussed.

Publication Types:

Review

PMID: 16760776 [PubMed - indexed for MEDLINE]

3: Nurse Educ Today. 2007 May;27(4):341-7. Epub 2006 Jul 20.

The presence of mathematics and computer anxiety in nursing students and their

effects on medication dosage calculations.

Glaister K.

School of Nursing and Midwifery, Curtin University of Technology, Perth 6845, WA,

Australia. k.glaister@curtin.edu.au

AIM: To determine if the presence of mathematical and computer anxiety in nursing

students affects learning of dosage calculations. METHOD: The quasi-experimental

study compared learning outcomes at differing levels of mathematical and computer

anxiety when integrative and computer based learning approaches were used.

Participants involved a cohort of second year nursing students (n=97). RESULTS:

Mathematical anxiety exists in 20% (n=19) of the student nurse population, and

14% (n=13) experienced mathematical testing anxiety. Those students more anxious

about mathematics and the testing of mathematics benefited from integrative

learning to develop conditional knowledge (F(4,66)=2.52 at p ................
................

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