CINAHL: Search for: informatics competencies.mp.

Repique RJ. (2007). Computers and information technologies in psychiatric nursing. Perspectives in Psychiatric Care. 43(2): 77-83. (35 ref)

CINAHL Subject Headings Clinical Nursing Research Computer Assisted Instruction Computer Literacy Computers and Computerization Computers, Hand-Held Internet *Nursing Informatics Nursing Records *Patient Record Systems *Psychiatric Nursing/ed [Education]Abstract TOPIC. There is an assumption that psychiatric nurses are late adopters of technology because psychiatric nursing has been traditionally viewed as a nontechnological nursing specialty. PURPOSE. This article will review current nursing literature to outline the value and significance of computers and information technologies to psychiatric nursing. SOURCES OF INFORMATION. Existing bodies of research literature related to computers and information technology for psychiatric nurses. CONCLUSION. Three areas of psychiatric nursing are identified and the specific advantages and benefits of computers and information technologies in each of these areas are discussed. In addition, the importance of informatics competencies for psychiatric nursing practice is reiterated in order to accelerate its acquisition.

Result <2>Connors H. Warren J. Weaver C. (2007). HIT plants SEEDS in healthcare education... Health information technology... Simulated E-hEalth Delivery System. Nursing Administration Quarterly. 31(2): 129-33. (1 ref)CINAHL Subject Headings *Clinical Information Systems Computerized Patient Record *Critical Thinking/ed [Education]

Curriculum Education, Allied Health Education, Medical *Education, Nursing, Baccalaureate Kansas Problem Solving/ed [Education] Schools, Nursing Teaching MethodsAbstract By incorporating a clinical information system in the education curriculum as a teaching platform, the University of Kansas School of Nursing teaches nurses and other health professional students how to assess, plan, document and manage care in an electronic medium that develops healthcare informatics competencies. The outcomes of this integrated technology curriculum brings hope for transforming health professional education for 21st century practice and graduating a workforce with the leadership and competencies for improving quality and safety in patient care. It results in IT savvy healthcare providers who will cross the quality chasm.

Result <3>Ornes LL. Gassert C. (2007). Computer competencies in a BSN program. Journal of Nursing Education. 46(2): 75-8. (18 ref)CINAHL Subject Headings *Computer Literacy *Computer Literacy/st [Standards] *Computers and Computerization/ut [Utilization] *Course Content/ev [Evaluation] Curriculum Development *Curriculum/ev [Evaluation] *Education, Nursing, Baccalaureate *Nursing Informatics/ed [Education] *Nursing Informatics/ev [Evaluation] *Nursing Informatics/ut [Utilization] *Professional Competence Program EvaluationAbstract Beginning nurses need informatics skills to work efficiently in an environment that increasingly relies on information technology to promote patient safety. In addition, a federal order mandates that all Americans have an electronic medical record by 2014.

Nursing programs must integrate informatics content into their curricula to prepare nurses to use information technology. This article describes a baccalaureate (BSN) curriculum evaluation of nursing informatics content. Results can inform faculty about strategies that can strengthen informatics competencies. A research-based tool, based on the informatics competence work of Staggers, Gassert, and Curran, was developed to evaluate course syllabi. Although evidence of learning experiences related to computer skills was present, students were not routinely exposed to computerized systems. No syllabi included evidence that addressed informatics knowledge competencies. We conclude that students received limited informatics exposure and may not be adequately prepared to use information technology. Recommendations for increasing nursing informatics experiences within a BSN curriculum are offered.

Result <4>McDowell DE. & Ma X. (2007). Computer literacy in baccalaureate nursing students during the last 8 years. CIN: Computers, Informatics, Nursing. 25(1): 30-8. (23 ref)CINAHL Subject Headings *Computer Literacy/ev [Evaluation] *Computer Literacy/td [Trends] Education, Continuing (Credit) *Education, Nursing, Baccalaureate/ev [Evaluation] *Education, Nursing, Baccalaureate/td [Trends] Maryland *Nursing Informatics/ed [Education] Outcomes of Education/ev [Evaluation] Paired T-Tests Pearson's Correlation Coefficient Questionnaires Scales Schools, Nursing Self Report *Students, Nursing, Baccalaureate/ev [Evaluation] Summated Rating Scaling Surveys T-Tests Time FactorsInstrumentation Gassert/McDowell Computer Literacy Survey.

Abstract With the rapid integration of information technology in the healthcare field, equipping nurses with skills to effectively use the technology is vital. Evaluations of nursing students' nursing informatics competencies are scarce in nursing programs as reported in the literature. The current study was implemented to evaluate the self-reported nursing informatics competence of undergraduate baccalaureate students upon admission and graduation in the years from 1997 to 2005 and to compare the differences between admission and graduation. The Gassert/McDowell Computer Literacy Survey was used to survey 411 students on admission and 429 students on graduation from a baccalaureate nursing program. Results showed a significant increase during the 8-year period, both on admission and graduation, for reported level of experience with word processing, electronic mail, and World Wide Web. Areas of less experience that did not increase significantly were spreadsheet experience, databas! e experience, and use of statistical programs. The nursing informatics competencies established for beginning nurses include databases, spreadsheets, word processing, presentation graphics, and keyboard skills. The results of this study indicate nursing education programs currently may not be providing beginning nurses with the tools needed to effectively and efficiently work in the technology-rich healthcare arena.

Result <5>Bickford CJ. Smith K. Ball MJ. Frantz G. Panniers TL. Newbold SK. Knecht KKL. Farish-Hunt H. & Cortes-Comerer N. (2005). Evaluation of a nursing informatics training program shows significant changes in nurses' perception of their knowledge of information technology. Health Informatics Journal. 11(3): 225-35. (12 ref)CINAHL Subject Headings Analysis of Variance Course Evaluation Descriptive Statistics Evaluation Research Internal Consistency Knowledge *Nursing Informatics/ed [Education] Paired T-Tests

Perception Pretest-Posttest Design Repeated Measures Summated Rating Scaling SurveysAbstract A survey of nurses attending a Weekend Immersion in Nursing Informatics (WINI) program showed a statistically significant change in the nurses' perception of information technology (IT) and of their ability to apply IT to affect the quality of patient care. Attendees first identified their level of expertise based on the Informatics Competencies for Nurses at Four Levels of Nursing Practice, and then completed surveys pre- and postprogram attendance to measure their personal assessments of their knowledge and abilities in specific areas of nursing informatics, information technology, and healthcare information systems. Such personal assessments are mandated in the professional standards of nursing informatics practice. (C) 2005 SAGE Publications Ltd.

Result <6>Jenkins ML. Hewitt C. Bakken S. (2006). Women's health nursing in the context of the National Health Information Infrastructure. JOGNN: Journal of Obstetric, Gynecologic, and Neonatal Nursing. 35(1): 141-50. (41 ref)CINAHL Subject Headings Acute Care Nurse Practitioners *Advanced Nursing Practice *Computerized Patient Record *Computers, Hand-Held *Decision Support Systems, Clinical Education, Clinical Goals and Objectives Nurse Practitioners/ed [Education] Nursing Informatics Nursing Practice, Evidence-Based/ed [Education] *Nursing Practice, Evidence-Based Pediatric Nurse Practitioners Student Role *Women's HealthAbstract

Nurses must be prepared to participate in the evolving National Health Information Infrastructure and the changes that will consequently occur in health care practice and documentation. Informatics technologies will be used to develop electronic health records with integrated decision support features that will likely lead to enhanced health care quality and safety. This paper provides a summary of the National Health Information Infrastructure and highlights electronic health records and decision support systems within the context of evidence-based practice. Activities at the Columbia University School of Nursing designed to prepare nurses with the necessary informatics competencies to practice in a National Health Information Infrastructure-enabled health care system are described. Data are presented from electronic (personal digital assistant) encounter logs used in our Women's Health Nurse Practitioner program to support evidence-based advanced practice nursing care. I! mplications for nursing practice, education, and research in the evolving National Health Information Infrastructure are discussed.

Result <7>Van Moorsel G. (2005). Library-sponsored instruction improves core informatics competencies among allied health students: a research-based case study. Journal of Allied Health. 2005 Fall; 34(3): 145-52. (19 ref)CINAHL Subject Headings Case Studies Coefficient Alpha Computer Literacy Computerized Literature Searching Construct Validity Content Validity Course Content *Education, Competency-Based/ev [Evaluation] Face Validity Health Sciences Librarians *Informatics/ed [Education] Information Literacy Integrated Curriculum *Library Services/ev [Evaluation] New York Nonparametric Statistics

Outcomes of Education Paired T-Tests Pretest-Posttest Design Prospective Studies Self Assessment Skill Retention *Students, Allied Health Summated Rating Scaling Wilcoxon Rank Sum TestAbstract Since 1999, a librarian-administered course entitled Computer Literacy for Healthcare Professionals has been required of all incoming occupational, physical, and respiratory therapy students at Stony Brook University. Outcome data from pretests/posttests and student self-assessments over a 3-year period from 2000 to 2002 demonstrate the effectiveness of the training program and of library-sponsored instruction. This study evaluated whether curriculum-integrated informatics training by librarians is effective in enabling allied health students to acquire and retain literature-searching skills. Pretests and posttests measured the impact of instructional intervention upon student acquisition of literature-searching skills; a second posttest ("post5-test") measured skill retention. The intervention group consisted of 179 subjects enrolled in baccalaureate occupational, physical, and respiratory therapy programs between 2000 and 2002; the control group consisted of 48 physician! assistant students who had no formal instruction in literature searching. Student self-assessments provided qualitative outcome measures. Paired t test analysis showed that the mean posttest score for the intervention group was considerably greater at the p < 0.01 level (t = 14.868; p < 0.001) than the mean pretest score. The change is statistically significant, and the null hypothesis can be rejected. The results of this study support the conclusion that library-sponsored informatics instruction is effective in improving student acquisition and retention of literature-searching skills.

Result <8>Barton AJ. (2005). Cultivating informatics competencies in a community of practice. Nursing Administration Quarterly. 2005 Oct-Dec; 29(4): 323-8. (12 ref)CINAHL Subject Headings

Curriculum *Education, Nursing Faculty Development Faculty, Nursing *Informatics *Information TechnologyAbstract To move the healthcare industry into the 21st century, nurses must become savvy in the use of informatics to provide optimal care to their patients. However, the relatively few formal nursing informatics programs that exist across the country are simply not adequate to meet the demands of both new and existing nurses. Informatics competencies must be incorporated into nursing curricula at entry-level and via staff development to provide a ready workforce. Creative faculty development strategies that capitalize on the concept of faculty as a community of practice are required to incorporate informatics competencies into nursing curricula.

Result <9>Banks MA. Cogdill KW. Selden CR. Cahn MA. (2005). Complementary competencies: public health and health sciences librarianship. Journal of the Medical Library Association. 93(3): 338-47. (42 ref)CINAHL Subject Headings Collaboration *Health Informatics *Health Personnel *Health Sciences Librarians Information Management Interprofessional Relations Professional Competence Professional Role *Public HealthAbstract OBJECTIVES: The authors sought to identify opportunities for partnership between the communities of public health workers and health sciences librarians. METHODS: The authors review competencies in public health and health sciences librarianship. They highlight previously identified public health informatics competencies and the Medical Library Association's essential areas of knowledge. Based on points of correspondence between

the two domains, the authors identify specific opportunities for partnership. RESULTS: The points of correspondence between public health and health sciences librarianship are reflected in several past projects involving both communities. These previous collaborations and the services provided by health sciences librarians at many public health organizations suggest that some health sciences librarians may be considered full members of the public health workforce. Opportunities remain for productive collaboration between public health workers and h! ealth sciences librarians. CONCLUSIONS: Drawing on historical and contemporary experience, this paper presents an initial framework for forming collaborations between health sciences librarians and members of the public health workforce. This framework may stimulate thinking about how to form additional partnerships between members of these two communities.

Result <10>Blumenthal JL. Mays BE. Weinfeld JM. Banks MA. Shaffer J. (2005). Informatics education. Defining and assessing medical informatics competencies. Medical Reference Services Quarterly. 24(2): 95-102. (9 ref)Editor Moore ME, Shaw-Kokot JCINAHL Subject Headings Competency Assessment Course Evaluation Curriculum *Education, Competency-Based/ev [Evaluation] Education, Medical *Health Informatics/ed [Education] Libraries, Health Sciences *Medical Practice, Evidence-Based/ed [Education] Students, MedicalAbstract As academic health sciences libraries assume larger roles in informatics instruction within medical school curricula, librarians are challenged to develop useful and accurate measures for assessing the effectiveness of instructional approaches. The need for this evaluation has intensified as medical schools increase their emphasis on integration of curriculum content and shift to competency-based education and assessment of medical students. This paper reports on a pilot project developed at

Dahlgren Memorial Library, Georgetown University Medical Center, for two courses using an instructional intervention and tailored assignment for assessing student competencies.

MedLine search Nursing Informatics Competencies

Result <1>Trangenstein P. Weiner E. (2006). Meeting the informatics needs of today's nursing students. Studies in Health Technology & Informatics. 122:205-10. MeSH Subject Headings *Education, Nursing Humans *Medical Informatics Professional Competence United States User-Computer InterfaceAbstract Today's nurses must be well prepared with informatics skills in order to work more efficiently and safely in this world of evidence-based practice and consumer health. Competency based education provides the mechanism to measure selected skills at various levels and provides a standardized framework from which educators can plan appropriate learning activities. Informatics competencies have been developed for various levels of nursing, but none have been developed that level the educational preparation of the students or are designed to meet a cluster of identified courses. This paper will describe informatics competencies for nursing students across academic levels. The proposed integration plan can be used to identify informatics competencies for faculty and contemporary strategies to meet the informatics needs of today's nurses.Publication Type Journal Article.

Result <2>Desjardins KS. Cook SS. Jenkins M. Bakken S. (2005). Effect of an informatics for evidence-based practice curriculum on nursing informatics competencies. International Journal of Medical Informatics. 74(11-12):1012-20.

MeSH Subject Headings *Clinical Competence/sn [Statistics & Numerical Data] *Curriculum *Education, Nursing/sn [Statistics & Numerical Data] Educational Measurement *Employee Performance Appraisal *Evidence-Based Medicine/mt [Methods] New York *Nursing Informatics/ed [Education] *Nursing Informatics/sn [Statistics & Numerical Data] Program Evaluation Teaching/mt [Methods]Abstract Effective and appropriate use of information and communication technologies is an essential competency for all health care professionals. The purpose of this paper is to describe the effect of an evolving informatics for evidence-based practice (IEBP) curriculum on nursing informatics competencies in three student cohorts in the combined BS/MS program for non-nurses at the Columbia University School of Nursing. A repeated-measures, non-equivalent comparison group design was used to determine differences in self-rated informatics competencies pre- and post-IEBP and between cohorts at the end of the BS year of the combined BS/MS program. The types of Computer Skill competencies on which the students rated themselves as competent (> or =3) on admission were generic in nature and reflective of basic computer literacy. Informatics competencies increased significantly from admission to BS graduation in all areas for the class of 2002 and in all, but three areas, for the class of! 2003. None of the three cohorts achieved competence in Computer Skills: Education despite curricular revisions. There were no significant differences between classes at the end of the BS year. Innovative educational approaches, such as the one described in this paper demonstrate promise as a method to achieve informatics competence. It is essential to integrate routine measurement of informatics competency into the curriculum so that approaches can be refined as needed to ensure informatics competent graduates.Publication Type Journal Article. Research Support, Non-U.S. Gov't.

Result <3>Smedley A. (2005). The importance of informatics competencies in nursing: an Australian perspective. [Review] [26 refs] CIN: Computers, Informatics, Nursing. 23(2):106-10.MeSH Subject Headings Attitude of Health Personnel Attitude to Computers Australia Benchmarking Computer Literacy *Computer User Training/st [Standards] Curriculum/st [Standards] *Education, Nursing/st [Standards] Health Knowledge, Attitudes, Practice Health Services Needs and Demand Humans *Nursing Informatics/ed [Education] Nursing Research/ed [Education] *Nursing Staff/ed [Education] Nursing Staff/px [Psychology] *Professional Competence/st [Standards]Abstract 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. [References: 26]Publication Type Journal Article. Research Support, Non-U.S. Gov't. Review.

Result <4>

Skiba DJ. (2004). Informatics competencies.[see comment]. Comment in: Nursing Education Perspectives. 25(6):312.MeSH Subject Headings Computer Literacy Computer User Training *Education, Nursing/og [Organization & Administration] Evidence-Based Medicine Humans Needs Assessment *Nursing Informatics/ed [Education] *Professional Competence/st [Standards] United States

Result <5>McNeil BJ. Elfrink VL. Pierce ST. (2004). Preparing student nurses, faculty and clinicians for 21st century informatics practice: findings from a national survey of nursing education programs in the United States. Medinfo. 11(Pt 2):903-7.MeSH Subject Headings Curriculum Data Collection *Education, Nursing/sn [Statistics & Numerical Data] *Nursing Informatics/ed [Education] Nursing Informatics/st [Standards] United StatesAbstract Because healthcare delivery increasingly mandates data-driven decision-making, it is imperative that informatics knowledge and skills are integrated into nursing education curricula for all future nurse clinicians and educators. A national online survey of deans/directors of 266 baccalaureate and higher nursing education programs in the U.S. identified perceived informatics competencies and knowledge of under-graduate and graduate nursing students; determined the preparedness of nurse faculty to teach and use informatics tools; and elicited perceptions of informatics requirements of local practicing nurses. Frequency data and qualitative responses were analyzed. Approximately half of the programs reported requiring word processing and email skills upon entry into the nursing major. The use of standardized languages and the nurse's role in the life cycle of an information system were the least visible informatics content at all levels. Half of program faculty, rated as "nov!

ice" or "advanced beginners", are teaching information literacy skills. Findings have major implications for nurse educators, staff developers, and program administrators who are planning faculty/staff development opportunities and designing nursing education curricula that prepare nurses for professional practice.

Result <6>Bakken S. Cook SS. Curtis L. Desjardins K. Hyun S. Jenkins M. John R. Klein WT. Paguntalan J. Roberts WD. Soupios M. (2004). Promoting patient safety through informatics-based nursing education. International Journal of Medical Informatics. 73(7-8):581-9.MeSH Subject Headings Curriculum Databases *Education, Nursing Humans Information Systems *Medical Informatics Applications Microcomputers *Patient Care/st [Standards] *Quality of Health Care Safety TerminologyAbstract The Institute of Medicine (IOM) Committee on Quality of Health Care in America identified the critical role of information technology in designing safe and effective health care. In addition to technical aspects such as regional or national health information infrastructures, to achieve this goal, healthcare professionals must receive the requisite training during basic and advanced educational programs. In this article, we describe a two-pronged strategy to promote patient safety through an informatics-based approach to nursing education at the Columbia University School of Nursing: (1) use of a personal digital assistant (PDA) to document clinical encounters and to retrieve patient safety-related information at the point of care, and (2) enhancement of informatics competencies of students and faculty. These approaches may be useful to others wishing to promote patient safety through using informatics methods and technologies in healthcare curricula.Publication Type

Comparative Study. Journal Article. Research Support, U.S. Gov't, Non-P.H.S..

Medline: Informatics Competencies.

Result <1>Bakken S. Cook SS. Curtis L. Desjardins K. Hyun S. Jenkins M. John R. Klein WT. Paguntalan J. Roberts WD. Soupios M. (2004). Promoting patient safety through informatics-based nursing education. International Journal of Medical Informatics. 73(7-8):581-9.MeSH Subject Headings Curriculum Databases *Education, Nursing Humans Information Systems *Medical Informatics Applications Microcomputers *Patient Care/st [Standards] *Quality of Health Care Safety TerminologyAbstract The Institute of Medicine (IOM) Committee on Quality of Health Care in America identified the critical role of information technology in designing safe and effective health care. In addition to technical aspects such as regional or national health information infrastructures, to achieve this goal, healthcare professionals must receive the requisite training during basic and advanced educational programs. In this article, we describe a two-pronged strategy to promote patient safety through an informatics-based approach to nursing education at the Columbia University School of Nursing: (1) use of a personal digital assistant (PDA) to document clinical encounters and to retrieve patient safety-related information at the point of care, and (2) enhancement of informatics competencies of students and faculty. These approaches may be useful to others wishing to

promote patient safety through using informatics methods and technologies in healthcare curricula.Publication Type Comparative Study. Journal Article. Research Support, U.S. Gov't, Non-P.H.S..

Result <2>Zimmerman JL. (2003). Defining biomedical informatics competency: the foundations of a profession. Advances in Dental Research. 17:25-8.MeSH Subject Headings *Computational Biology/ed [Education] Curriculum Humans *Medical Informatics/ed [Education] Models, Educational Occupations Professional Competence Societies, MedicalAbstract Is biomedical informatics a science or a profession? This question has been asked of many members in the biomedical informatics community, yet we still lack a response that galvanizes our community. We debate the issues over lunch. We create long, multi-threaded e-mail discussions, we write papers on the topic, and still we aren't able to convince ourselves-let alone the rest of the scientific community. In this paper, I will describe a curriculum model for biomedical informatics and research that is developing at Columbia University, Department of Biomedical Informatics (DBMI). We believe that a strong educational foundation creates competent professionals who, in turn, comprise a bioinformatics culture. The outcome of DBMI's curriculum design and competency project will be a set of biomedical informatics competencies which we believe will define the core knowledge and skills of the field.Publication Type Journal Article.

Result <3>

Morrison F. Malpas C. Kukafka R. (2003). Development of competency-based on-line public health informatics tutorials: accessing and using on-line public health data and information.AMIA ... Annual Symposium Proceedings/AMIA Symposium. :944.MeSH Subject Headings *Competency-Based Education *Computer-Assisted Instruction Databases Internet New York City Online Systems *Public Health Informatics/ed [Education]Abstract In response to training and information needs of the public health workforce, the New York City Department of Health and Mental Hygiene, in collaboration with the Department of Biomedical Informatics, Columbia University and the New York Academy of Medicine, is developing a series of on-line, interactive tutorials in public health informatics. The goal is to teach public health practitioners how to locate, use, and disseminate data and information on the Internet, while imparting basic informatics principles. Course content is based on Public Health Informatics Competencies, and evaluation will be performed by measuring changes in self-efficacy and knowledge as well as determining user satisfaction.Publication Type Journal Article.

Result <4>Bakken S. Sheets Cook S. Curtis L. Soupios M. Curran C. (2003). Informatics competencies pre-and post-implementation of a Palm-based student clinical log and informatics for evidence-based practice curriculum. AMIA ... Annual Symposium Proceedings/AMIA Symposium. :41-5.MeSH Subject Headings *Computer Literacy Computer Systems *Computer User Training *Computers, Handheld Confidentiality Curriculum Data Collection

Decision Support Systems, Clinical *Education, Nursing, Graduate Educational Measurement Evidence-Based Medicine Humans *Medical Informatics/ed [Education] New York City Nursing Records *Professional CompetenceAbstract The purpose of this paper is to describe the implementation and evaluation of a two-part approach to achieving informatics competencies: 1) Palm-based student clinical log for documentation of patient encounters; and 2) informatics for evidence-based practice curriculum. Using a repeated-measures, non-equivalent control group design, self-reported informatics competencies were rated using a survey instrument based upon published informatics competencies for beginning nurses. For the class of 2002, scores increased significantly in all competencies from admission to graduation. Using a minimum score of 3 on a scale of 1=not competent and 5=expert to indicate competence, the only area in which it was not achieved was Computer Skills: Education. For 2001 graduates, Computer Skills: Decision Support was also below 3. There were no significant differences in competency scores between 2001 and 2002 graduates. Computer Skills: Decision Support neared significance. Subsequently, t! he approaches were refined for implementation in the class of 2003.Publication Type Evaluation Studies. Journal Article. Research Support, Non-U.S. Gov't.

Result <5>Little DR. Zapp JA. Mullins HC. Zuckerman AE. Teasdale S. Johnson KB. (2003). Moving toward a United States strategic plan in primary care informatics: a White Paper of the Primary Care Informatics Working Group, American Medical Informatics Association. Informatics in Primary Care. 11(2):89-94.MeSH Subject Headings Humans *Medical Informatics

Needs Assessment/sn [Statistics & Numerical Data] *Primary Health Care/mt [Methods] Research *Societies, Medical United StatesAbstract The Primary Care Informatics Working Group (PCIWG) of the American Medical Informatics Association (AMIA) has identified the absence of a national strategy for primary care informatics. Under PCIWG leadership, major national and international societies have come together to create the National Alliance for Primary Care Informatics (NAPCI), to promote a connection between the informatics community and the organisations that support primary care. The PCIWG clinical practice subcommittee has recognised the necessity of a global needs assessment, and proposed work in point-of-care technology, clinical vocabularies, and ambulatory electronic medical record development. Educational needs include a consensus statement on informatics competencies, recommendations for curriculum and teaching methods, and methodologies to evaluate their effectiveness. The research subcommittee seeks to define a primary care informatics research agenda, and to support and disseminate informatics rese! arch throughout the primary care community. The AMIA board of directors has enthusiastically endorsed the conceptual basis for this White Paper.Publication Type Journal Article.

Result <6> Curran CR. (2003). Informatics competencies for nurse practitioners. AACN Clinical Issues. 14(3):320-30.MeSH Subject Headings *Clinical Competence *Computers *Evidence-Based Medicine/td [Trends] Humans *Medical Informatics/td [Trends] *Nurse PractitionersAbstract

Informatics knowledge and skills are essential if clinicians are to master the large volume of information generated in healthcare today. Thus, it is vital that informatics competencies be defined for nursing and incorporated into both curricula and practice. Staggers, Gassert, and Curran have defined informatics competencies for four general levels of nursing practice. However, informatics competencies by role (eg, those specific for advanced practice nursing) have not been defined and validated. This article presents an initial proposed list of informatics competencies essential for nurse practitioner education and practice. To this list, derived from the work of Staggers et al., 1 has been added informatics competencies related to evidence-based practice. Two nurse informaticists and six nurse practitioners, who are program directors, were involved in the development of the proposed competencies. The next step will be to validate these competencies via research.Publication Type Journal Article. Research Support, U.S. Gov't, P.H.S..