Nursing Informatics Competencies of Graduate Nurse Educator Students: Descriptive Study.

The advancement of technology and Artificial Intelligence applied health information systems demand high informatics competencies from nurses. To prepare nursing students to meet this demand, informatics courses are designed to increase informatics competencies. We offered an online informatics course to graduate students in a Nurse Educator program and assessed their informatics competency, including subdomains. Survey data were collected between Fall 2020 and Fall 2022 using an online Self-Assessment of Informatics Competency Scale for Health Professionals. We analyzed 109 responses and found that students were competent in overall informatics competency and the subdomains of "basic computer skills" and "applied computer skills (clinical informatics)." They were proficient in the 'role' subdomain. However, students reported less competency in managing data and incorporating standard terminology into practice. These findings provide detailed insights of the current nursing students' informatics competencies and can guide informatics faculty in improving their courses.

Informatics Competencies of Students in a Doctor of Nursing Practice Program: A Descriptive Study.

OBJECTIVES: Health systems that apply artificial intelligence (AI) are transforming the roles of healthcare providers, including those of Doctor of Nursing Practice (DNP) providers. These professionals are required to utilize informatics knowledge and skills to deliver quality care, necessitating a high level of informatics competencies, which should be developed through well-structured courses. The purpose of this study is to assess the informatics competency scale scores of DNP students and to provide recommendations for enhancing the informatics curriculum. METHODS: An online informatics course was offered to students enrolled in a Bachelor of Science in Nursing to DNP program, and their informatics competency, which includes three subscales, was evaluated. Online survey data were collected from Fall 2021 to Fall 2022 using the "Self-Assessment of Informatics Competency Scale for Health Professionals." RESULTS: An analysis of 127 student responses revealed that students demonstrated competence in overall informatics competency and in one subscale: "applied computer skills (clinical informatics)." They showed proficiency in the "basic computer skills" and the "role" subscales. However, they reported lower competency in managing data and integrating standard terminology into their practice. CONCLUSIONS: The findings offer detailed insights into the current informatics competencies of DNP students and can inform informatics educators on how to enhance their courses. As healthcare institutions increasingly depend on AI applications, it is imperative for informatics educators to include AI-related content in their curricula.

Nursing Informatics Competency After Experiencing Simulated Electronic Health Records: Descriptive Study.

Nursing has embraced flexible online advanced education as a means of increasing the supply of nurse professionals. Virtual simulation and other adaptive learning technologies enhance learning efficiency and student outcomes. A simulated electronic health record (DocuCare) was adopted in an online graduate nursing informatics course. An assignment using DocuCare to learn core concepts of nursing informatics was developed for graduate students enrolled in a nursing informatics course. A validated standard informatics survey instrument was used to measure three individual domains (basic computer skills, roles, and advanced computer skills (clinical informatics)) as well as the combined informatics competency level. Overall, the nursing informatics competency level was between competent and proficient; basic computer skills and roles were above proficient; and advanced computer skills (clinical informatics) fell between competence and proficient levels.

Impact of Simulated Electronic Health Records on Informatics Competency of Students in Informatics Course.

OBJECTIVES: Nursing has embraced online education to increase its workforce while providing flexible advanced education to nurse professionals. Faculty use virtual simulation and other adaptive learning technologies to enhance learning efficiency and student outcomes in online courses. The purpose of this study was to assess the impact of simulated Electronic Health Records (EHRs) on informatics competency in a graduate online informatics course. METHODS: A two-group independent measures study design was adopted to assess students' perception of a simulated EHR while comparing differences in informatics competencies between an intervention group and a control group. A simulated EHR assignment was provided to students in the intervention group, and a paper assignment was provided to those in the control group. The informatics competency of the students was measured using the Self-Assessment of Informatics Competency Scale for Health Professionals (SICS). RESULTS: Students who were enrolled in a family nurse practitioner program in fall of 2019 participated in this study (n = 39). The students expressed positive perceptions of a simulated EHR experience. The SICS results indicated that students in the intervention (simulated EHR) group showed higher informatics competency than those in the control group. CONCLUSIONS: The positive results of this study support incorporating simulated EHR exercises in online courses. Higher informatics competency in the intervention group implies that the use of simulated EHR facilitated learning of complicated informatics concepts.

Perceptions of Mobile Technology for Heart Failure Education and Self-Management Among Middle-Aged and Older Adults.

Mobile technology is a promising educational platform for chronic disease management. Patients with heart failure (HF) have high rates of hospitalization and complications. The goal of the current cross-sectional study was to determine if middle-aged and older adults were using or willing to use technology for HF education and self-management. A convenience sample of 37 patients with HF were recruited from an outpatient HF clinic. Participants were asked to complete a 23-item paper survey. Male participants comprised 59.5% of the sample and 54.1% of the sample reported being age ≥65. Most participants (60%) described using text messaging and Facebook®, 78.3% reported believing technology could help with HF management, and 70.3% of participants indicated willingness to use technology. Findings indicate that incorporating mobile technology into HF education and self-management is of interest to middle-aged and older adults. These findings have important implications for designing HF patient education programs. [Journal of Gerontological Nursing, 45(11), 30-38.].