Kemampuan Informatika Perawat Sebagai Modal Penerapan Pencatatan Keperawatan Elektronik di Rumah Sakit

The implementation of Information Technology in nursing improves the quality of care. Electronic nursing record is an innovation that enhances the efficiency of nursing care. The informatics skill is needed for nurses to adapt with the innovation of Information Technology. This paper aims to discuss the informatics skill of nurses at one public hospital in Pekanbaru, Riau, Indonesia. This study was analytical study with cross sectional approach. This study involved 237 nurses and used purposive sampling technique. The data was being taken by using self- assessed nursing informatics skill/ NICAT questionnaire which divides the informatics skill in to beginner, advance beginner, competent, proficient and expert. The result of the study showed that the majority of nurses’ informatics skill was competent (49.4%) and only 4.6% that is expert. Informatics skill of the nurses related to the sex, education level and length of work. The informatics training will help nurses to improve their informatics skill.

Pathology Informatics Education during the COVID-19 Pandemic at Memorial Sloan Kettering Cancer Center (MSKCC)

<p>This review details the development and structure of a four-week rotation in pathology informatics for a resident trainee at Memorial Sloan Kettering Cancer Center (MSKCC) in New York City so that other programs interested in such a rotation can refer to. The role of pathology informatics is exponentially increasing in research and clinical practice. With an ever-expanding role, training in pathology informatics is paramount as pathology training programs and training accreditation bodies recognize the need for pathology informatics in training future pathologists. However, due to its novelty, many training programs are unfamiliar with implementing pathology informatics training. The rotation incorporates educational resources for pathology informatics, guidance in the development, and general topics relevant to pathology informatics training. Informatics topics include anatomic pathology related aspects such as whole slide imaging, laboratory information systems, image analysis, and molecular pathology associated issues such as the bioinformatics pipeline and data processing. Additionally, we highlight how the rotation pivoted to meet the department’s informatics needs while still providing an educational experience during the onset of the COVID-19 pandemic.</p><p><strong>Conclusion</strong>. As pathology informatics continues to grow and integrate itself into practice, infor- matics education must also grow to meet the future needs of pathology. As informatics programs develop across institutions, such as the one detailed in this paper, these programs will better equip future pathologists with informatics to approach disease and pathology.</p>

Definition of a didactically expedient continuum in informatics for future primary school teachers

The article analyzes modern preconditions that determine specific features of a future primary school teacher's Informatics training, which is necessary for teaching Informatics to younger students. An approach to determining the content of a future primary school teacher's Informatics training, focused on understanding the socio-cultural significance of modern digital technologies for sustainable development of society and sufficient for the assimilation of Informatics concepts and procedures that are directly related to the content of the school Informatics course and its methodological support is substantiates in the article. The necessity of focusing the attention of future primary school teachers on information technologies that are widespread in everyday life and significantly simplify the achievement of program learning outcomes. The necessity of mastering by teachers the skills of handling algorithmic procedures, the use of block diagrams for the visual presentation of algorithmic procedures, the use of simple categorical syllogisms and inference rules in the construction of inferences, reference to evaluative procedures and legal norms of information interaction is argued.

Integrating health disparities content into health informatics courses: a cross-sectional survey study and recommendations (Preprint)

BACKGROUND Research suggests that while informatics solutions can help understand and address health disparities, there is potential for solutions to exacerbate existing or create new health disparities. To help future research and development of equitable solutions, we need to look upstream at how disparities are being integrated into informatics training programs. Doing so provides understanding and informs development of curricula that provide a foundation for future informaticists to build solutions that are ethical and equitable. OBJECTIVE To examine how the topic of health disparities is integrated into informatics courses. METHODS This cross-sectional, descriptive study took place April-October 2019 in the United States. Individuals teaching courses in informatics programs were recruited via listservs and email to complete an online survey. Instructors were eligible if they integrated disparities content into their informatics courses. Survey questions examined administrative aspects of the course (e.g., class size, mode of teaching, discipline of enrolled students) and disparities content integrated into the course (e.g., social determinants of health [SDOH] covered, how students were assessed on disparities related content). Participants also reported challenges they faced integrating disparities content into their courses. Quantitative data were analyzed using descriptive statistics; qualitative data were analyzed using inductive coding. RESULTS Invitations were sent to 141 individuals, including contacts for the National Library of Medicine (NLM) biomedical informatics training programs, and 11 listservs. We obtained data for 24 informatics courses that contained health disparities content. Courses were taught primarily in graduate programs (n=21, 87.5%) in informatics (n=9, 33.3%), nursing (n=7, 25.9%), and information science (n=6, 22.2%). Of the 24 courses, six (25.0%) were taught in an NLM training program. The most frequently covered SDOHs were socioeconomic status and race/ethnicity (both n=21, 87.5%); the least frequently covered were body type (n=0), low resource areas (n=2, 8.3%), and urban residences (n=3, 12.5%). Instructors noted three main types of challenges when integrating disparities related content into their courses: the need for additional resources, student-related challenges, and topic sensitivity. CONCLUSIONS Our sample included 24 informatics courses -- fewer than we had hoped -- that integrated disparities content; these courses spanned disciplines and varied in terms of the topics covered. Based on our findings, we provide recommendations for the intentional development of informatics programs to support the training of future generations of informaticians with foundational and transnational knowledge in health disparities so they are well-equipped to develop equitable informatics solutions. CLINICALTRIAL This study was not a clinical trial.

The emerging role of clinical informatics fellows in service learning during the COVID-19 pandemic

Objective The study sought to describe the contributions of clinical informatics (CI) fellows to their institutions’ coronavirus disease 2019 (COVID-19) response. Materials and Methods We designed a survey to capture key domains of health informatics and perceptions regarding fellows’ application of their CI skills. We also conducted detailed interviews with select fellows and described their specific projects in a brief case series. Results Forty-one of the 99 CI fellows responded to our survey. Seventy-five percent agreed that they were “able to apply clinical informatics training and interest to the COVID-19 response.” The most common project types were telemedicine (63%), reporting and analytics (49%), and electronic health record builds and governance (32%). Telehealth projects included training providers on existing telehealth tools, building entirely new virtual clinics for video triage of COVID-19 patients, and pioneering workflows and implementation of brand-new emergency department and inpatient video visit types. Analytics projects included reports and dashboards for institutional leadership, as well as developing digital contact tracing tools. For electronic health record builds, fellows directly contributed to note templates with embedded screening and testing guidance, adding COVID-19 tests to order sets, and validating clinical triage workflows. Discussion Fellows were engaged in projects that span the breadth of the CI specialty and were able to make system-wide contributions in line with their educational milestones. Conclusions CI fellows contributed meaningfully and rapidly to their institutions’ response to the COVID-19 pandemic.

Informatics competences of registered nurses – does the graduation year matter?

Background Digital services have become an essential part of nurse's work and nursing informatics competence a prerequisite for nurses to carry out their professional roles. Urgent investments are needed in informatics competence development and integrating informatics into nursing curricula. However, this has shown to be a challenge in many countries. In 2015, Finnish eHealth strategies emphasised the importance of investing more in informatics education for health professionals. This study evaluated whether these strategies have succeeded in increasing the informatics competences of registered nurses. Methods The data were collected in Finland with an electronic survey (end of 2018). The sample comprised 1639 nurses who were categorised in eight groups based on their graduation year. Analysis of covariance was used to examine whether the graduation year was associated with nurses' overall informatics competence and four specific competences (terminology based documentation; patient-related digital work; general IT competency; e-documentation according to structured national headings). Models were adjusted for age, gender, work setting and geographical area. Results Graduation year was associated with the nurses' overall informatics competence (F = 4.91 p &lt; 0.001) and specific competences related to terminology based documentation (F = 5.27 p &lt; 0.001), patient-related digital work (F = 4.00 p &lt; 0.001) and general IT competency (F = 3.63 p = 0.001). Nurses graduated after the 2015 strategies (between 2016 and 2018) had the highest competence. The earlier the nurses' graduation year was the lower the nursing informatics competences. Conclusions Existing eHealth strategies may have urged Finnish nursing programs to add more informatics training in their curricula. Nurses' informatics competence affects the quality of health care, thus, more training should be provided especially for nurses with earlier graduation years who have not had formal nursing informatics education. Key messages Results highlight the importance of having eHealth strategies with educational initiatives stating the directions and objectives of education programs. Healthcare organisations should invest in providing more in-service education in nursing informatics especially for those nurses who have not had informatics included in their undergraduate studies.

THE STRUCTURE AND THE CONTENT OF DIGITAL COMPETENCIES FORMED IN PRE-VOCATIONAL TRAINING

The article proposes an approach to the structure and the content of digital competencies formed as a result of mastering an advanced informatics course in pre-vocational information technology and engineering classes. Two levels of concretization of digital special competencies are proposed: 1) for the description of the planned subject results of informatics training in the main educational program of secondary general education and 2) for the description of thematic learning objectives for one of the modules in the teacher's work program.