Informatics and Nursing Opportunities and Challenges
Information and Management Systems Society (HIMSS) TIGER Initiative, and two United States nursing accrediting bodies provide direction for incorporating nursing informatics as a core com- petency into all levels of education programs.
ORGANIZATION AND STRUCTURE In this fifth edition, the six units were redesigned to improve the organization and flow of the content. Informatics and Nursing Opportunities and Challenges
Unit I, Informatics Basics, introduces readers to new guidelines for use of electronic communi- cation with social and professional networking. Chapter 1 (Introduction to Nursing Informatics: Managing Healthcare Information) provides an overview of nursing informatics, including the differences between computers and informatics, the rationale for having basic informatics skills, and the need to be computer fluent and infor- mation literate. Chapters 2 (Essential Computer and Software Concepts) and 3 (Basic Computer
Networking Concepts) cover essential computer and software concepts, as well as information related to how computers network and communi- cate. Nurses often use computers without know- ing the terminology and the possibilities and limitations of information technology. Chapter 4 (Social and Professional Networking) examines guidelines for use of social and professional net- working media. Ethical and legal implications for use of social networking sites are discussed. Informatics and Nursing Opportunities and Challenges
Unit II, Computer Applications for Your Profes- sional Career, provides information on the recent versions of office software, including Google Drive, Apache OpenOffice.org, and Microsoft Office. The chapters include additional information to assist the growing number of Mac users. Chapter 5 (Authoring Scholarly Word Documents) demonstrates how to use word processing software to format papers using American Psychological Association writing style. It also addresses the differences between writing a paper for a class assignment and writing for publication. Chapter 6 (Authoring Scholarly Slide Presentations) emphasizes best practices for presentation design. Chapter 7 (Mastering Spreadsheet Software to Assess Quality Outcomes Using Numbers) addresses best practices for designing worksheets and charts. Chapter 8 (Databases: Creating Information from Data) provides an explanation of how databases work, including a short tutorial to assist students in designing a simple database that addresses a nurs- ing care issue. The database concepts discussed are relative to any database, such as the digital library or Internet search engines. Informatics and Nursing Opportunities and Challenges
Unit III, Information Competency, includes updated information on this topic. Chapter 9 (Information Literacy: A Road to Evidence-Based Practice) includes information on use of the PICO (patient/problem—intervention—comparison— outcome) research approach, and it includes how to evaluate health information found on the Internet and how to analyze scholarly articles. Chapter 10 (Finding Knowledge in the Digital Library Haystack) reviews how to search digi- tal libraries and use filters from PubMed, the free National Library of Medicine digital library. Chapter 11 (Mobile Computing) covers the latest mobile computing devices and resources.
In Unit IV, The Evolving Healthcare Paradigm, Chapters 12 (Informatics Benefits for the Informatics and Nursing Opportunities and Challenges
xii Preface
Consumer) and 13 (The Empowered Consumer) address information for empowering healthcare consumers, the importance of personal health records, and challenges consumers face access- ing and understanding health information. Chapters 14 (Interoperability at the National and the International Levels) and 15 (Nursing Documentation in the Age of the Electronic Health Record) discuss standards and terminology neces- sary for interoperability and data abstraction from electronic records using standardized terminology for documenting the electronic health record. Informatics and Nursing Opportunities and Challenges
Unit V, Healthcare Informatics, focuses on use of informatics in the healthcare setting. Chapter 16 (Nursing Informatics: Theoretical Basis, Education Program, and Profession) explores informatics as a nursing specialty, including information on the theory base for nursing infor- matics, educational programs, and professional organizations. Chapter 17 (Electronic Healthcare Information Systems, Electronic Health Records, and Meaningful Use) reviews the progress toward implementation of the electronic health record (EHR), as well as “meaningful use” and the implications for improving healthcare delivery. Chapter 18 (Design Considerations for Healthcare Information Systems) provides an overview of healthcare information systems, systems selec- tion, and the systems life cycle, a process used to plan and implement a computer system. Chapter 19 (Quality Measures and Specialized Electronic Healthcare Information Systems) reviews infor- mation on specialized electronic healthcare infor- mation systems and quality measures to improve care outcomes. Chapter 20 (Electronic Healthcare System Issues) covers issues associated with the use of information systems. When documenta- tion moved from paper to electronic systems, new problems emerged that nurses need to understand in order to mitigate. Finally, Chapter 21 (Evolving Trends in Telehealth) addresses exciting new developments in telehealth, which allows supple- mentation of face-to-face care with technology that supports care delivery in the patient’s home, emergency departments, and intensive care units. Informatics and Nursing Opportunities and Challenges
Unit VI, Computer Uses in Healthcare Beyond Clinical Informatics, includes the use of infor- matics in other nursing settings. Chapter 22
(Educational Informatics: e-Learning) describes the use of informatics in nursing education. Chapter 23 (Informatics in Management and Quality Improvement) covers management infor- mation technology tools. Chapter 24 (Informatics and Research) discusses the use of informatics for nursing research. Chapter 25 (Legal and Ethical Issues) addresses the legal and ethical challenges that informatics introduces, encompassing data breaches and copyright issues. Informatics and Nursing Opportunities and Challenges
Information on the newest computer and soft- ware features is included in the textbook appen- dix. This overview may serve as a course lesson, depending on the computer knowledge of the stu- dents. Key terms in each of the book’s chapters are defined in the glossary. Because nursing students often identify information technology terminol- ogy as new and challenging, the glossary terms provide learning support.
In summary, the topics in this textbook address informatics competencies and applications needed by all nurses, now and in the near future. Nurses with communication skills enhanced with the use of technology, computer fluency, information lit- eracy skills, and knowledge of informatics termi- nology and clinical information systems can assist in shaping nursing practice to improve patient outcomes and to contribute to the scholarship of nursing.
ADDITIONAL RESOURCES Informatics and Nursing includes additional resources for both instructors and students that are available on the book’s companion website at http://thepoint.lww.com/sewell5e.
Instructors Approved adopting instructors will be given access to the following additional resources: JJ Ebook: Allows access to the book’s full text and Informatics and Nursing Opportunities and Challenges
images online. JJ PowerPoint Slides: Provide an easy way for you
to integrate the textbook with your students’ classroom experience through either slide shows or handouts.
Preface xiii
JJ Case Studies: Bring the content to life through real-world situations with these scenarios, which can be used as class activities or group assignments.
JJ Test Generator: Lets you put together exclusive new tests from a bank to help you assess your students’ understanding of the material. These questions are formatted to match the NCLEX (National Council Licensure Examination), so that your students can have practice with the question types covered in this important examination. Informatics and Nursing Opportunities and Challenges
JJ Suggested answers to the QSEN scenarios found in the book.
JJ QSEN Map: Shows how the book content inte- grates QSEN competencies.
JJ BSN Essentials Competencies Map: Shows how the book content integrates American Association of Colleges of Nursing (AACN) Essentials of Baccalaureate Education for Professional Nursing Practice competencies.
JJ TIGER Competencies Map: Shows how the book content integrates Technology Informatics Guiding Educational Reform (TIGER) competencies.
JJ Image Bank: Contains all the illustrations and tables from the book in formats suitable for printing and incorporating into PowerPoint presentations and Internet sites.
JJ Strategies for Effective Teaching: Offer cre- ative approaches for engaging students.
JJ Learning Management System Cartridges. Informatics and Nursing Opportunities and Challenges
Students Students who have purchased Informatics and Nursing, fifth edition, have access to the following additional resources: JJ Journal Articles: One article per chapter offers
access to current research available in Wolters Kluwer journals.
JJ Weblinks: These URLs point readers to helpful online resources for each chapter.
JJ Acronyms: This list of abbreviations and their spell outs demystifies the alphabet soup of the informatics field.
JJ Additional Information and Examples: Users can download digital versions of examples used for the office software chapters, among others, from thePoint.
JJ Plus a Spanish-English Audio Glossary, Nursing Professional Roles and Responsibilities, and Learning Objectives. See the inside front cover of this text for more
details, including the passcode you will need to gain access to the website.
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REFERENCES American Association of Colleges of Nursing. (1996). The
essentials of master’s education for advanced practice nurs- ing. Retrieved from http://www.aacn.nche.edu/education- resources/MasEssentials96.pdf Informatics and Nursing Opportunities and Challenges
American Association of Colleges of Nursing. (2006). The essentials of doctoral education for advanced nursing practice. Retrieved from http://www.aacn.nche.edu/publications/position/DNP Essentials.pdf
American Association of Colleges of Nursing. (2008). The essentials of baccalaureate education for professional nursing practice. Retrieved from http://www.aacn.nche. edu/education-resources/BaccEssentials08.pdf
American Association of Colleges of Nursing. (2010). The research-focused doctoral program in nursing: Pathways to excellence. Retrieved from http://www.aacn.nche.edu/ education-resources/PhDPosition.pdf
American Association of Colleges of Nursing. (2011). The essentials of master’s education in nursing. Retrieved from http://www.aacn.nche.edu/education-resources/Masters Essentials11.pdf
Committee on the Robert Wood Johnson Foundation Initiative on the Future of Nursing at the Institute of Medicine, Robert Wood Johnson Foundation, & Institute of Medicine. (2011). The future of nursing: Leading change, advancing health. Washington, DC: National Academies Press.
National League for Nursing. (2008). Preparing the next genera- tion of nurses to practice in a technology-rich environment: An informatics agenda. New York: NLN Press.
National League for Nursing. (2015). A vision for the chang- ing faculty role: Preparing students for the technological world of health care. Retrieved from http://www.nln.org/ docs/default-source/about/nln-vision-series-%28position- statements%29/a-vision-for-the-changing-faculty-role- preparing-students-for-the-technological-world-of-health- care.pdf?sfvrsn=0 Informatics and Nursing Opportunities and Challenges
Technology Informatics Guiding Education Reform. (2014). The TIGER initiative. Retrieved from http://www.thetiger- initiative.org/
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Several colleagues contributed to this fifth textbook edition. Jeff Dowdy shared his librarian expertise for Chapter 10 edits on digital librar- ies. Linda Thede, who has expertise with nursing taxonomy, wrote the revisions for Chapter 15 on nursing documentation. Barry Lung, a nursing informatics expert and a recently retired infor- matics consultant, provided his expertise for Chapters 18, 19, and 20 edits on clinical informa- tion systems. Omega Finney, who is certified as an informatics nurse specialist and works as an infor- matics nurse specialist at Piedmont Healthcare, provided the updates for Chapter 16 on nursing informatics. She also wrote the section in that chapter titled A Day in the Life of an Informatics Nurse Specialist. Omega is a recipient of an Informatics Nurse of the Year award at Piedmont Healthcare. Karen Frith, who is board certified as Informatics and Nursing Opportunities and Challenges
an advanced nurse executive, wrote and updated Chapters 23 and 24 on research and administra- tive tools. Matthew Gaines, an information tech- nology specialist, provided his technical support expertise for the updated appendix on hardware and software. In addition, the feedback from peer reviewers, faculty, and students who have used the textbook helped to guide the changes and updates. Numerous others assisted in editing and rewrit- ing, including Meredith Brittain, a Supervisory Product Development Editor at Wolters Kluwer.
I appreciate the opportunity to have coauthored the third and fourth editions of the textbook with Linda Thede. Thanks also go to my husband, fac- ulty colleagues, and friends for their support while preparing this edition. Finally, I extend a special thanks to my mother, Daisy Penny, for fostering my love of nursing and nursing informatics Informatics and Nursing Opportunities and Challenges
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