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A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

Published on: February 13, 2020

Technology and informatics competencies.

Carole A Gassert¹

¹University of Utah, College of Nursing, 10 South 2000 East, Salt Lake City, Utah 84112, USA. carole.gassert@nurs.utah.edu

The Nursing Clinics of North America

|October 23, 2008

Summary

This study outlines essential informatics competencies for nurses at all career stages. Integrating these skills into nursing education is crucial for leveraging health care information technology and driving clinical transformation.

Area of Science:

Nursing Informatics
Health Care Information Technology
Clinical Transformation

Background:

Health care information technology (HIT) offers significant potential for clinical transformation.
Effective utilization of HIT requires nurses to possess specific informatics competencies.
Nursing students and faculty need proficiency in data and knowledge management for practice.

Purpose of the Study:

To define informatics competencies for four distinct levels of nursing professionals.
To examine recent efforts in integrating informatics competencies into nursing program outcomes.
To align informatics competencies with essential documents for advanced nursing roles.

Main Methods:

Competency analysis across four nursing levels: beginning, experienced, specialist, and innovator.

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A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

Published on: February 13, 2020

Review of current educational standards and accreditation documents.

Description of activities to embed informatics competencies into nursing curricula.

Main Results:

A framework detailing informatics competencies tailored to different nursing roles was developed.
Informatics competencies are being incorporated into program outcomes for various nursing degrees.
Alignment with Clinical Nurse Leader, Doctorate of Nursing Practice, and Baccalaureate Essentials is progressing.

Conclusions:

Establishing clear informatics competencies is vital for nurses to effectively utilize health care technology.
Integrating these competencies into nursing education supports the advancement of clinical practice.
Standardized informatics competencies will enhance the role of nurses in the digital health era.