Nursing Informatics Competencies for All Nurses
While exploring basic Nursing Informatics Competencies for All Nurses, this week’s assigned reading addresses the current state of competency evaluation for informatics. It examines potential strategies for the future that can align with recommended models for developing competencies committed to defining the future role of nursing to improve health care continuously.
McBride and Tietze (2018, p.558) provided Table 24.1, which outlines levels of NI competencies. Methods to evaluate competencies of these four levels of informatics competencies rely primarily on methods that self-report through survey instrumentation methods. Valid and reliable methods to evaluate informatics competencies measurably and objectively within simulation centers are not currently available. Basic competency recommendations for integration of informatics content into baccalaureate and graduate nursing programs have been addressed by Hunter, McGonigle, and Hebda (2013) and, more recently, by Hill, McGonigle, Hunter, Sipes, and Hebda (2014), who developed a method for self-evaluation of competencies for more advanced informatics competencies, including levels 3 and 4. Yet, methods to objectively evaluate these four levels of nursing informatics competencies in simulation centers that incorporate objective evaluation criteria are lacking.
In 2003, the IOM recommended, “All health professionals should be educated to deliver patient-centered care as members of an interdisciplinary team, emphasizing evidence-based practice (EBP), quality improvement (QI) approaches, and informatics” (IOM, 2003, p. 121). In 2008, the importance of adopting EHRs in clinical practice and developing competency standards for graduating and practicing nurses was initially identified by the Technology Informatics Guiding Education Reform (TIGER) initiative. The TIGER initiative identified three components for the TIGER nursing informatics competencies model: (a) basic computer competencies, (b) information literacy, and (c) information management. Below are examples of skills associated with the three competencies.
Additionally, collaborators for the TIGER initiative stressed health care providers must be able to determine what information is needed, utilize the appropriate resources to find the information, use valid resources to critique the information, provide evidence-based care based on this information, and evaluate the outcomes of the process. A timeline was established that recommended all graduating nursing students and practicing nurses be able to demonstrate the established competencies by January 2013. Work continues to determine what progress has been made and future forecasts.
The Role of the Advanced Practice Nurse in Adopting Technology and Informatics
The demands of the healthcare delivery system and ensuring that all nurses are adequately prepared with essential skills have implications for APNs. In addition to acquiring requisite profession-specific knowledge, skills, and abilities, all APNs must now demonstrate an acceptable informatics competency. The advanced practice nursing informatics role is an extension of the roles shared by any NI nurse working within interprofessional teams to address patient safety and quality through the deployment of successful HIT implementation. APNs may also play high-level roles in quality improvement, integrating evidence into practice, population health, and policy due to expertise and leadership responsibilities integral to APN scope and practice. Specific roles will be suggested later in this lesson.
The nature of the relationship between the patient and the team of health professionals is central to competency development for interprofessional collaborative practice. Without this kind of centeredness, interprofessional teamwork has little rationale. The other three core competencies, in the context of interprofessional teamwork, identify 21st-century technologies for teamwork communication and coordination (i.e., informatics), rely on the evidence base to inform teamwork processes and team-based care, and highlight the importance of continuous improvement efforts related to teamwork and team-based health care (Interprofessional Collaborative Expert Panel, 2011, p. 14).
As you progress in this course, in the program, and beyond, how might you expect your competencies to evolve? Provide a brief response (100 words or less)
