Informatics Midterm Review Sheet
1. General principles of Nursing Informatics:
2. Knowledge
o Awareness and understanding of a set of information
and ways that information can be made useful to support a
specific ta
...
Informatics Midterm Review Sheet
1. General principles of Nursing Informatics:
2. Knowledge
o Awareness and understanding of a set of information
and ways that information can be made useful to support a
specific task or arrive at a decision. This knowledge
building is an ongoing process engaged in while a person is
conscious and going about his or her normal daily
activities.
3. Wisdom:
Knowledge applied in a practical way or translated
into actions; the use of knowledge and experience to
heighten common sense and insight so as to exercise
sound judgment in practical matters. Sometimes thought
of as the highest form of common sense, resulting
from accumulated knowledge or erudition (deep, thorough
learning) or enlightenment (education that results in
understanding and the dissemination of knowledge).
Wisdom is the ability to apply valuable and viable
knowledge, experience, understanding, and insight while
being prudent and sensible. It is focused on our own minds;
it is the synthesis of our experience, insight,
understanding, and knowledge. Wisdom is the appropriate
use of knowledge to solve human problems. It is knowing
when and how to apply knowledge.
4. Scientific Underpinning:
The scientific underpinnings of practice provide the
basis of knowledge for advanced nursing practice.
These scientific underpinnings include sciences such as
biology, physiology, psychology, ethics, and nursing.
Nursing science, information science, and computer
science
5. The Foundation of Knowledge Model
The Foundation of Knowledge model is also introduced as
the organizing conceptual framework of this text, and the
model is tied to nursing science and the practice of nursing
informatics.
6. Computer science:
o Branch of engineering (application of science) that
studies the theoretical foundations of information
and computation and their implementation and
application in computer systems. The study of
storage/memory, conversion and transformation, and
transfer or transmission of information in machines— that
is, computers—through both algorithms and practical
implementation problems. Algorithms are detailed,
unambiguous action sequences in the design, efficiency,
and application of computer systems, whereas practical
implementation problems deal with the software and
hardware.
7. Cognitive science:
o Interdisciplinary field that studies the mind, intelligence,
and behavior from an information processing perspective.
8. Information science
o Information science enables the processing of information.
This processing links people and technology. Humans are
organic ISs, constantly acquiring, processing, and
generating information or knowledge in their professional
and personal lives. This high degree of knowledge, in fact,
characterizes humans as extremely intelligent organic
machines. The premise of this text revolves around this
concept, and the text is organized on the basis of the
Foundation of Knowledge model: knowledge acquisition,
knowledge processing, knowledge generation, and
knowledge dissemination.
9. Standard Terminology:
o Standardized terminologies (STs) contribute to the
development of knowledge because they ensure that all
professionals share the same understanding or
meaning of a given concept, to clarify communication,
facilitate research, and provide structure for decision
support tools and EHRs. As you look at the Foundation of
Knowledge model, STs support knowledge acquisition,
dissemination, generation, and processing.
o STs are structured, controlled languages developed
to represent concepts in a given domain in a clear,
unambiguous fashion that conveys the exact same
meaning for data, information, and knowledge
across settings, regions, and even different
countries. This consistency affords access to information
and knowledge when it is needed without regard to the
current model or period of care. STs are key to the
development of an EHR in order to represent,
communicate, exchange, reuse, and report data,
information, and knowledge, including Meaningful
Use criteria (Matney & Lundberg, 2013).
10.Informatics Competencies:
A set of essential skills related to informatics deemed
appropriate for various levels of nursing practice.
One challenge that has been identified in the literature and
continues to plague health care is the vast differences in
computer literacy and information management skills that
healthcare workers possess (Gassert, 2008; McNeil,
Elfrink, Beyea, Pierce, & Bickford, 2006; Topkaya &
Kaya, 2014). Gassert (2008) felt that new graduates were
not adequately literate. Barton (2005) believed that new
nurses should have the following critical skills: use e-mail,
operate Windows applications, search databases, and know
how to work with the institution-specific nursing software
used for charting and medication administration. These
skills should not be limited to just new nurses, but instead
should be required of all nurses and healthcare workers.
Staggers, Gassert, and Curran (2001) advocated that
nursing students and practicing nurses should be educated
on core NI competencies. Although information technology
and informatics concepts certainly need to be incorporated
into nursing school curricula, progress in this area has been
slow. In the 1980s, a nursing group of the International
Medical Informatics Association convened to develop the
first level of nursing competencies. While developing these
competencies, the nursing group found that nurses
fell in to one of the following three categories: (1)
user, (2) developer, or (3) expert. These categories
have since been expanded.
Staggers and colleagues (2001) decided that the NI
competencies developed in the 1980s were inadequate
and needed to be updated. These authors reviewed 35 NI
competency articles and 14 job descriptions, which
resulted in 1,159 items that were sorted into three broad
categories: (1) computer skills, (2) informatics knowledge,
and (3) informatics skills. These items were then placed in
a database, where redundant items were removed. When
this process was completed, 313 items remained.
When these items were then further subdivided, Staggers
and colleagues, along with the American Medical
Informatics Association (AMIA) work group, realized that
these competencies were not universal to all nurses; thus,
before it could be determined if the competency was an NI
competency, nursing skill levels needed to be defined. The
group determined that practicing nurses could be classified
into four categories: (1) beginning nurse, (2) experienced
nurse, (3) informatics nurse specialist, and
(4) informatics innovator. Each of these skill levels
needed to be defined before Staggers and colleagues
(2001) could determine which level was the most
appropriate for that skill set. Table 7-1 provides the
definition criteria for each skill level. Once the levels were
defined, the group determined that 305 items were NI
competencies and placed them into appropriate
categories.
11.Information literacy:
Ability to identify when information is needed as well
as the skills to find, evaluate, and effectively use the same.
Evaluation of online resources for quality
Ability to search literature databases effectively
12.Health literacy:
The acquisition of knowledge that promotes the ability
to understand and to manage one’s health.
13. Meaningful Use
The American Recovery and Reinvestment Act of 2009
specifies three main components of meaningful use: (1)
the use of a certified electronic health record (EHR) in a
meaningful manner, such as e-prescribing; (2) the use of
certified EHR technology for electronic exchange of health
information to improve quality of health care; and (3) the
use of certified EHR technology to submit clinical quality
and other measures. The criteria for meaningful use will be
staged in three steps. Stage 1 (2011–2012) set the
baseline for electronic data capture and information
sharing. Stage 2 (2013) and Stage 3 (expected to be
implemented in 2015) continue to expand on this baseline
and be developed through future rule making.
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