1 OJNI Online Journal of Nursing Informatics, 13 (2), Summer 2009 Page 1 of 20 Course Development: Nursing Informatics Patricia E. PerryMSN, RN-BC, CNS, OCN and Major King PhD, RN, CCNS Citation: Perry, P. & King, M. (June, 2009). Course development: Nursing informatics. Online Journal of Nursing Informatics (OJNI), 13, (2). Available at Abstract In this information technology (IT) age, nurses need information literacy skills as part of their education to be able to evaluate and implement evidence-based practice. Technology advances have a profound effect on disease prevention and detection, and are a critical part of the healthcare delivery system. These changes drive healthcare and increased consumer demand for professional accountability in patient safety, quality and cost-effective service. Healthcare professionals should use IT in an efficient and effective manner to promote optimal outcomes for patients. Data suggest that most registered nurses felt that their classroom education did not prepare them to use IT required to provide patient care. Integration of informatics in nursing education continues to progress slowly in the United States. The purpose of this paper is to describe a course for implementing IT curriculum for novice nurses to create opportunities for competency before graduation. Key words: Information Technology, Informatics, Nursing, Education, Curriculum
2 OJNI Online Journal of Nursing Informatics, 13 (2), Summer 2009 Page 2 of 20 Introduction According to the Baccalaureate Essentials (AACN, 2008) baccalaureate graduates must possess competence in using both patient care technologies and information management systems (p. 18). Today s advanced healthcare technology offers built-in safeguards that the bedside nurse must recognize and utilize. Additionally, health information available to patients may be overwhelming and, at times, confusing. This can delay or alter treatment plans. Healthcare consumers seek the services of nurses to obtain reliable information in matters of health and illness (AACN). Nurses must be able to assist their patients in understanding what has been presented. Frequently, this requires library and Internet searches on research-related information. Today s Internet is saturated with both valid and misleading or incorrect information. In the value-driven and customer oriented healthcare world, the true test is to evaluate for reliable information. In this age of ever-increasing information technology (IT), nurses must be savvy in their searches to locate sound information for their patients and the profession. All bedside nurses must be able to manage the specific technologies used in the healthcare setting to ensure best outcomes. According to the AACN (2008), the role of the beginning professional nurse should include (but is not limited to):
3 OJNI Online Journal of Nursing Informatics, 13 (2), Summer 2009 Page 3 of 20 A solid base in liberal education. Knowledge and skills in leadership, quality improvement, and patient safety to provide high quality healthcare. Knowledge and skills in information management and patient care technology. Moreover, the Pew Health Professions Commission (Commission, 1998) and the Institute of Medicine (IOM) (2003) regard the effective and appropriate communication use and technologies as necessary skills for all health care professional. Furthermore, the IOM Committee on Quality of Health Care in America (2003) identified the critical role of IT in designing safe and effective health care. When combined with The Essentials of Baccalaureate Nursing Education, Essential IV (AACN, 2008) specifies one should see the structured impetus for change within current nursing curriculums. The collective movement suggests the need to add a required nursing informatics component to the undergraduate nursing program at a local Southern California private university. Background and Literature Review As we live in dynamic times, the future is here today. Technology advances have a profound effect on disease prevention and detection, and have become more embedded within healthcare. These changes drive healthcare and have increased consumer demand for professional accountability for both quality and cost-effective service. Healthcare professionals should be able to utilize IT in both an efficient and effective manner to promote optimal outcomes for both
4 OJNI Online Journal of Nursing Informatics, 13 (2), Summer 2009 Page 4 of 20 inpatient and outpatient patient populations, as well as to meet nursing sensitive outcomes. The Joint Commission on Accreditation of Healthcare Organizations (JCAHO) (2002) suggested that IT could play a significant role in the prevention of medical errors. Bakken, Cimino and Hripcsak (2004) and Desjardins, Cook, Jenkins and Bakken (2005) asserted that informatics competencies should be integrated into healthcare curricula within the context to promote patient safety while enabling evidence-based practice. Many healthcare professionals lack basic knowledge and technology skills as simple as familiarity with computers (Sweeney, Saarmann, Flagg, & Seidman, 2008). For these healthcare professionals to be able to mainstream with our fast-moving technology centered healthcare arena, basic skills must be taught, mastered and kept current. According to the National Council of State Boards of Nursing (2006) only 62 % of graduates of 280 registered nurse programs surveyed felt that their classroom education adequately prepared them to use Internet technology to enhance patient care. Recent literature (Infoway, 2007; Nagle, 2007; Nagle & Clarke, 2004) suggests that few Canadian schools of nursing have tackled the challenge of integrating informatics throughout their nursing curricula; moreover, relatively few nurse educators incorporate information and communication technology (ICTs) within courses in Canadian Nursing Schools. Canada is not alone in this dilemma. Integrating informatics continues to progress slowly in the United States (Staggers, Gassert, & Curran, 2001). Professional health associations and
5 OJNI Online Journal of Nursing Informatics, 13 (2), Summer 2009 Page 5 of 20 societies formulate scope and practice guidelines to develop criteria and competencies for clinicians (ANA, 2008). The growing mandate for electronic health information systems and the escalating complexity of healthcare services and practice have raised the bar for the nursing professional (ANA). While Nursing Informatics has exploded along with information technology advances, this article is more geared to the developing competency of a beginning nurse at a generalist level. In landmark nursing informatics research, Staggers and colleagues (2001) formulated four levels of practice competencies for nursing practice and informatics ranging from beginning nurse, experienced nurse, informatics nurse specialist, and informatics innovator. Recently numerous authors have contributed to the ANA Nursing Informatics: Scope and Standards resulting in an updated table of informatics competencies by nursing informatics functional areas. The current authors have adapted the table to show beginning nurse computer and information literacy competencies as shown in Table 1. Therefore, the purpose of this paper is to describe a computer literacy course, i.e., computer informatics, for beginning nurses at a local private school in Sothern California. We see a significant need for such a course, and we are in the process of putting many of our core master s courses online. Student feedback from pilot courses indicates that this teaching methodology is welcomed and that more courses are desired. However faculty spend much time teaching computer literacy before students feel comfortable with this technology. Nurses need information literacy skills as part of their education to be able evaluate and implement evidence-based practice. Reasons
6 OJNI Online Journal of Nursing Informatics, 13 (2), Summer 2009 Page 6 of 20 for acquiring such skills are apparent as evident by the increased emphasis on computerized medical records and search for best practice models by the health policy makers to decrease escalating health care costs. We believe one way to help decrease healthcare costs is better use of available information technology in proving better patient care. This course provides nurses with some of the basic computer informatics skills required to deliver evidence-based nursing care. Theoretical Foundation Bandura s (1986) Social Cognitive Theory (SCT) emphasizes that an individual s actions and cognitive functions affect future behavior. The SCT demonstrates that reciprocal determinism (cause and effect) is dynamic. Although learning and adopting computer literacy is not necessarily that simple. Instead, the adoption of the effective learned activity can be based on the interacting triad of the person, environment, and the resulting behavior. Once an individual learns successful approaches to computer literacy, literature searches, online classroom activities and electronic mail practices, he or she is more likely to continue to apply the learned strategies throughout his or her educational and professional career. According to Bandura (1986), outcome expectations are anticipatory aspects, called antecedent determinants of behavior. The individual must foresee a prospective benefit to the proposed activity. Outcome expectancies are incentives and are different from expectations. The individual must feel an intrinsic reward before adopting the behavior. The proposed web-enhanced
7 OJNI Online Journal of Nursing Informatics, 13 (2), Summer 2009 Page 7 of 20 nursing informatics course may present extrinsic forces through online class formats and face-toface settings to provide knowledge as information and support for the student. The student discovers through intrinsic processes that prescribed activities provide the needed skill acquisition that promotes successful electronic interactions, as well as increasing the student s knowledge base and competency that result in positive subjective experiences. Based on Bandura s principles, it can be theorized that once a student successfully learns basic computer literacy competencies, the student should continue to use the learned behavior based on intrinsic rewards. Repetition over time builds self-efficacy thereby leading to enhanced self-efficacy and individual practices to facilitate technology practices. Using principles from the SCT, the proposed nursing informatics course educator facilitates and optimizes the learning and self-efficacy of the healthcare professional students within a technological-driven environment by focusing on the intrinsic reward of increased individual satisfaction. Discussion Computers are an instructional resource in which once the basics are mastered one can move forward more confidently to searching for information needed on the Internet, navigating an online classroom, or corresponding via effectively. In the future, the role of computer enhanced learning will increasingly play a pivotal role in the education of nurses and other healthcare professionals at both the beginning and advanced levels. Many students now select their
8 OJNI Online Journal of Nursing Informatics, 13 (2), Summer 2009 Page 8 of 20 program of study based on the availability of on-line classes offered by a school. With an increased demand for and development of distance education, health professionals must be prepared to participate successfully. The changing nature of traditional nursing education coupled with the addition of fully online or enhanced classrooms requires nursing students to have basic computer literacy skills. To ensure that all students are able to use available tools, as well as participate optimally in the online classroom setting, a foundational computer course should be offered. For some individuals the most significant obstacle to using the Internet and technology is an irrational anxiety about the unknown, what these authors like to term afraid of pushing the buttons syndrome and the best solution is to have someone coach or navigate that person through the basics. Proposed Nursing Informatics Course Based on the preliminary discussion, the authors propose an introductory course in Nursing Informatics, i.e., Computer Competency for the Beginning Nurse. The proposed course is a two unit web-enhanced course and would be placed in the first semester slate of coursework. The nursing profession must be prepared for the demands associated with the rapid advancement of IT in healthcare settings. This may be facilitated by identifying minimum competency skills in information technology for nursing students in preparation for the future role as a
9 OJNI Online Journal of Nursing Informatics, 13 (2), Summer 2009 Page 9 of 20 registered nurse; and by developing standards for nursing curriculum that integrate content and application of information technology skills from admission through graduation. Course specifics are shown in Table 2. Course objectives are based on Baccalaureate Essential IV: Information Management and Application of Patient Care Technology (AACN, 2008) as listed in Table 3. Additionally, ethics will be a thread of this course especially related to accessing of private and personal information via technology. Students will be expected to integrate the Health Insurance Portability and Accountability Act (HIPAA) regulations throughout their student and professional careers. Furthermore, students will be expected to apply a professional nursing code of ethics and professional guidelines to clinical practices (ANA, 2001a; Essentials, 2008). Specific computer skills critical for nurses include (but are not limited to): word-processing, accessing and using the various hospital information systems, clinical information systems and applications, navigating the net, and ing. Additionally, nurses must also be aware of system security issues. The aforementioned and other current and relevant topics would be explored and cultivated within the proposed course. Detailed objectives have been formulated and are shown in Appendix A. Finally, examples of potential classroom and online-enhanced activities are shown in Appendix B.
10 OJNI Online Journal of Nursing Informatics, 13 (2), Summer 2009 Page 10 of 20 Conclusion The influence of technology on the organization, access, and rate of information exchange requires a health professional to be proficient at information management within an electronic environment. The pressure to adapt to the ever-increasing technological environment coupled with an individual drive for success based on Bandura s SCT will enhance student success within the proposed course. Efficient use of IT requires a basic understanding of applications. Providing safe and effective patient care is a driving force to develop and include an introductory informatics course at the undergraduate nursing curriculum level. The purpose of the proposed Nursing Informatics course NI-101 is four-fold and includes the following: 1) to provide a sound basis of fundamental knowledge in relation to navigating an online course, 2) searching sensibly on the World Wide Web, 3) participating proficiently and knowledgably within an online course community, and 4) understanding the importance and purpose of built-in safeguards within patient care technologies. Ultimately, this course will serve as a bridge to healthcare courses or programs in the student s future and enhance the drive for lifelong learning.
11 OJNI Online Journal of Nursing Informatics, 13 (2), Summer 2009 Page 11 of 20 References American Association of Colleges of Nursing (2008). The Essentials of Baccalaureate Education for Professional Nursing Practice. Author. American Nurses Association (2001a). Code of Ethics for Nurses with Interpretive Statements. Washington, DC: Author. American Nurses Association (2008). Nursing Informatics: Scope and Standards of Practice. Washington, DC: Author. American Nurses Association (1999). Nursing s Social Policy Statement. Washington, DC: Author. Bakken, S., Cimino, J. J., & Hripcsak, G. (2004). Promoting patient safety and enabling evidence-based practice through informatics. Medical Care 42,2 Supp., II Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall. Desjardins, K. S., Cooks, S. S., Jenkins, M., & Bakken, S. (2005). Effect of an informatics for evidence-based practice curriculum on nursing informatics competencies. International Journal of medical Informatics, 74, Infoway (2007). Results of surveys of Canadian schools of nursing and recent nursing graduates. Unpublished.
12 OJNI Online Journal of Nursing Informatics, 13 (2), Summer 2009 Page 12 of 20 Institute of Medicine. (2003). Health professions education: A bridge to quality. Washington, DC: Author. Joint Commission on Accreditation of Healthcare Organizations. (2002). Health care at the crossroads: Strategies for addressing the evolving nursing crisis. Retrieved March 20, 2008, from -B06E0309F36D/0/health_care_at_the_crossroads.pdf Nagle, L. M. (2007). Everything I know about informatics, I didn't learn in nursing school. Canadian Journal of Nursing Leadership, 20(3), Nagle, L.M., & Clarke, H.F. (2004). Assessing informatics in Canadian schools of nursing. Proceedings 11th World Congress on Medical Informatics, San Francisco, CA. National Council of State Boards of Nursing, Inc. (NCSBN) (2006) A national survey on elements of nursing education. NCSBN Research Brief, Vol 24. Pew Health Professions Commission. (1998). Creating health professional practice for a new century: The fourth report of the Pew Health Professions Commission. San Francisco: Author. Staggers, N., Gassert, C. A., & Curran, C. (2001). Informatics competencies for nurses at four levels of practice. Journal of Nursing Education, 40,7,
13 OJNI Online Journal of Nursing Informatics, 13 (2), Summer 2009 Page 13 of 20 Sweeney, N. M., Saarmann, L., Flagg, J., & Seidman, R. (2008) The keys to successful online continuing education programs for nurses. The Journal of Continuing Education in Nursing, 39(1),
14 OJNI Online Journal of Nursing Informatics, 13 (2), Summer 2009 Page 14 of 20 Appendix A NI-101 Course Objectives A. Utilize information and communication technologies to document and evaluate patient care, advance patient education, and enhance the accessibility of care. 1. Complete HIPAA training at your clinical facility as mandated. Supply verification. 2. Utilize facility documentation practices for required documentation and evaluation of patient care, patient teaching and coordination of patient care. a. While in Fundamentals Nursing Course, be able to document vital signs, basic care as given utilizing clinical facility documentation methods (clinical information systems, electronic, paper) B. Utilize information technologies to enhance one s own knowledge base. 1. Complete a literature search as per assignment guidelines. a. Demonstrate ability to perform search successfully. 2. Identify ways to supplement a mail message with additional information. a. Demonstrate ability to send an with an attachment or multiple attachments. 3. Participate in organizational, collegial and professional electronic communication. a. Demonstrate ability to reply to an individual, a group, send a blind carbon copy . b. Demonstrate ability to request a read receipt and respond to a read receipt request. c. Participate substantially in online chat forum as scheduled.
15 OJNI Online Journal of Nursing Informatics, 13 (2), Summer 2009 Page 15 of 20 C. Critical thinking skills will be enhanced along with writing skills to prepare thoughts, ideas, insights, discoveries and assignments effectively in oral and written form. 1. Substantive participation in online chat forums, threaded discussions, and collegial formats. 2. Demonstrate ability to retrieve and utilize research-based information to support best practice decisions. D. Apply clinical and theoretical expertise to the review of interactive health communication resources. 1. Critically analyze web-based health content for literacy level and accuracy of information for clinical populations. 2. Select appropriate materials for a target population s health information and education needs related to a specific topic.
16 OJNI Online Journal of Nursing Informatics, 13 (2), Summer 2009 Page 16 of 20 Appendix B Course Assignments Assignment #1: Create biographical sketch and save on your computer for later use. Assignment #2: Attend Library In-service as scheduled. a. Library assignment: Complete Literature Search utilizing CINAHL or PUBMED on topic of your choice (topic to be related to nursing practice) b. Save search on your computer, Print out hard copy for your records. c. Submit your saved search in Assignment #4. Assignment #3: Create patient education material. a. Locate appropriate and suitable patient education materials related to your topic from Assignment #2 from the internet. b. Post your creation (handout, document, brochure, PowerPoint) in online course in assigned thread. c. Print out hard copy for your records; make sure to cite your sources as per APA format. Assignment #4: Access online portion of this course and complete online assignments as instructed. a. Post your biographical sketch (from assignment #1) in assigned area. b. Participate in online threaded discussion as required. i. Occurs with three subtopics. c. Submit your Literature Search from Assignment #2 in the drop box as indicated in online class. d. Participate in online chat as instructed.
17 OJNI Online Journal of Nursing Informatics, 13 (2), Summer 2009 Page 17 of 20 i. Occurs with three different assigned chat times. Assignment #5: Access online portion of this course and send group with an attachment as instructed. a. Group must be exchanged twice a week at a minimum. b. Weekly with a relevant attachment (journal article, resource) Table 1. Beginning Level Nurse Competencies * Computer skills - Administration Computer skills - Communication Computer skills - Data access Computer skills - Documentation Computer skills - Education Computer skills - Monitoring Computer skills Basic Desktop Software Informatics Knowledge Impact Informatics Knowledge Privacy/Security Informatics Knowledge Systems Standards for Privacy & Security Adapting information technology as a primary means of patient safety *American Nurses Association. (2008). Nursing Informatics: Scope and Standards. Washington DC: Author. (Adapted from Informatics Competencies by Nursing Informatics Functional Areas, pp )
18 OJNI Online Journal of Nursing Informatics, 13 (2), Summer 2009 Page 18 of 20 Table 2. Nursing Informatics 101: Computer Competency for the Beginning Nurse Course Credit and Clock Hours: 2 units An additional (minimum) expected 1 hour per week online participation. Format: Lecture and discussion Placement in Curriculum: Sophomore Year Prerequisite course for Nursing Major Course goals: To introduce the nursing major to the basic concepts of IT applicable to personal and professional use. To use IT to locate nursing research and relate to patient care. To continue socialization into the professional role of the nurse. To introduce student to online classroom netiquette. To increase and diversify the forms of communication between instructors and students.
19 OJNI Online Journal of Nursing Informatics, 13 (2), Summer 2009 Page 19 of 20 Table 3 Baccalaureate Essential IV: Information Management and Application of Patient Care Technology * 1. Demonstrate skills in using patient care technologies, information systems, and communication devices that support safe nursing practice. 2. Use telecommunication technologies to assist in effective communication in a variety of healthcare settings. 3. Apply safeguards and decision making support tools embedded in patient care technologies and information systems to support a safe practice environment for both patients and healthcare workers. 4. Understand the use of CIS systems to document interventions related to achieving nurse sensitive outcomes. 5. Use standardized terminology in a care environment that reflects nursing s unique contribution to patient outcomes. 6. Evaluate data from all relevant sources, including technology, to inform the delivery of care. 7. Recognize the role of information technology in improving patient care outcomes and creating a safe care environment. 8. Uphold ethical standards related to data security, regulatory requirements, confidentiality, and clients right to privacy. 9. Apply patient-care technologies as appropriate to address the needs of a diverse patient population. 1. Advocate for the use of new patient care technologies for safe, quality care. 2. Recognize that redesign of workflow and care processes should precede implementation of care technology to facilitate nursing practice. 3. Participate in evaluation of information systems in practice settings through policy and procedure development. * American Association of Colleges of Nursing (2008). The Essentials of Baccalaureate Education for Professional Nursing Practice. Author.
20 OJNI Online Journal of Nursing Informatics, 13 (2), Summer 2009 Page 20 of 20 Author Bio Patricia E. Perry MSN, RN-BC, CNS, OCN Ms. Perry is a faculty member of Azusa Pacific University, Azusa, CA. Specialty areas include medical surgical nursing, pain management, medical oncology, gerontology, and informatics. Address correspondence to Patricia Perry MSN, RN-BC, CNS, OCN, Azusa Pacific University, School of Nursing, 901 E. Alosta Ave. P.O. Box 7000, Azusa, CA Major King PhD, RN, CCNS Dr. King is a Professor, and Interim Chair, Master Programs, Azusa Pacific University, Azusa, CA. Specialty areas include Physical fitness interventions for vulnerable populations, Physical activity assessment in the elderly, Exercise physiology and Information systems technology.
Integrating the Electronic Health Record in the Curriculum Judith J. Warren, PhD, RN, BC, FAAN, FACMI Christine A. Hartley Centennial Professor University of Kansas School of Nursing and Director of Nursing
OKLAHOMA BOARD OF NURSING 2915 North Classen Blvd., Suite 524 Oklahoma City, OK 73106 (405) 962-1800 NURSING COMPETENCIES BY EDUCATIONAL LEVEL: GUIDELINES FOR NURSING PRACTICE AND EDUCATION IN OKLAHOMA
Master of Science in Nursing Program Nurse Educator PRECEPTOR / FACULTY / STUDENT ORIENTATION HANDBOOK Angelo State University Revised Fall 2014 1 TABLE OF CONTENTS Master of Science in Nursing Program
Learning Outcomes Data for the Senate Committee on Instructional Program Priorities Program: Baccalaureate of Science in Nursing Registered Nurse to Baccalaureate of Science in Nursing (RN to BSN) Program
Competencies in Nursing Informatics among graduating Baccalaureate Nursing Students at San Francisco State University Introduction/Statement of Purpose Nursing Informatics is not a new specialty in nursing;
NURSING EDUCATION Purpose This program is designed for professional nurses who have earned a Master s or Doctoral Degree in Nursing and seek further education in advanced nursing practice. Concentrations
BELLARMINE UNIVERSITY in veritatis amore Donna and Allan Lansing School of Nursing & Health Sciences Master of Science in Nursing Education and Administration The purpose of the Master of Science in Nursing
Learning Outcomes Data for the Senate Committee on Instructional Program Priorities Program: Department: MS Nursing (with RN license) Master s of Science in Nursing (MSN) School of Nursing Number of students
Informatics Education: How to Package and Thread Content Betsy Weiner, PhD, RN-BC, FACMI, FAAN Senior Associate Dean for Informatics Centennial Independence Professor of Nursing Vanderbilt University Betsy.Weiner@vanderbilt.edu
MASTER OF SCIENCE IN NURSING Program Director Judith L. Papenhausen, Ph.D., RN Graduate Coordinator and Chairperson Denise M. Boren, Ph.D., RN The mission of the graduate program in nursing at California
Preparing the Workforce for HIT Diane J. Skiba, PhD, FACMI, FAAN Professor & Coordinator Healthcare Informatics University of Colorado College of Nursing DISCLAIMER: The views and opinions expressed in
Course Overview In this 8 hour course, ADN nursing students will be introduced to health information systems and informatics concepts that they will most likely experience in a clinical setting. Course
T.I.G.E.R. Getting Started: Adding Informatics to the Nursing Curriculum Education Collaborative November 19, 2008 Logistics Audio for participants Questions and Answers Session Goals Describe three models
American Association of Colleges of Nursing Working Statement Comparing the Clinical Nurse Leader sm and Clinical Nurse Specialist Roles: Similarities, Differences and Complementarities December 2004 Joan
IOSR Journal of Nursing and Health Science (IOSR-JNHS) e-issn: 2320 1959.p- ISSN: 2320 1940 Volume 5, Issue 1 Ver. IV (Jan. - Feb. 2016), PP 20-25 www.iosrjournals.org The Importance and Impact of Nursing
Doctor of Nursing Practice (DNP) Programs Frequently Asked Questions On October 25, 2004, the members of the American Association of Colleges of Nursing (AACN) endorsed the Position Statement on the Practice
CJNI, Volume 5 No. 3, Summer 2010, p. 43 49 (page 1 of 7) E-Learning: A Solution for Problematic Classroom Computer Training. Ping Zou, RN, MN(c), BScN Masters Student, Lawrence S. Bloomberg Faculty of
Department of Health Sciences Moss School of Nursing Doctor of Nursing Practice: Family Nurse Practitioner (DNP) DNP Program Information Packet The Doctor of Nursing Practice (DNP) degree is designed for
RN-MS PROGRAM RN-MS Program Purpose This accelerated program is designed for the experienced, practicing registered nurse who plans to continue nursing studies through the master's level and does not hold
PREPARING THE NEXT GENERATION OF NURSES TO PRACTICE IN A TECHNOLOGY-RICH ENVIRONMENT: AN INFORMATICS AGENDA Board of Governors May 9, 2008 Since the 1970s, several authors and organizations recommended
School of Nursing Program 18 Admisssion and Progression The Duke University School of Nursing Program MISSION The mission of the Duke University School of Nursing is to create a center of excellence for
LEADERSHIP, SERVICE, EXPERTISE MSN Master of Science in Nursing MSN 1 WALSH UNIVERSITY MASTER OF SCIENCE IN NURSING Walsh University s Master s Program in Nursing prepares post-baccalaureate Registered
ADULT-GERONTOLOGY PRIMARY CARE NURSE PRACTITIONER Nurse Practitioner Student Learning Outcomes Students in the Nurse Practitioner Program at Wilkes University will: 1. Synthesize theoretical, scientific,
An Invitation to Apply: San Francisco State University School of Nursing College Of Health And Human Services Assistant, Associate or Full Professor in Nursing / Tenure Track Area of Specialization: Leadership/Management,
COMPARATIVE ASSESSMENT OF INFORMATICS COMPETENCIES 1 Citation: Comparative Assessment of Informatics Competencies in Three Undergraduate Programs By Jeungok Choi, PhD, MPH, RN Choi, J. (June 2012). Comparative
An Invitation to Apply: Simmons College School of Nursing and Health Sciences: Department of Nursing Director of the Doctor of Nursing Practice (DNP) Program THE SEARCH Simmons College School of Nursing
School of Nursing Program 18 School of Nursing Program The Duke University School of Nursing Program Mission The mission of the Duke University School of Nursing is to create a center of excellence for
Learning Outcomes Associated with Group Assignments Carol Schmer Clinical Instructor firstname.lastname@example.org Peggy Ward-Smith Associate Professor email@example.com Jane Peterson Assistant Professor firstname.lastname@example.org
Canadian Journal of Nursing Informatics: Vol 3 No 4 Pages 3 to 15. Page 1 of 15 Nursing Informatics in Home Care: The Missing Link by Alison MacDonald, RN MN(c) Abstract The need for nursing informatics
Purdue University Purdue e-pubs School of Nursing Faculty Publications School of Nursing 2013 The Impact of Nursing Students Use of an Electronic Health Record in the Home Setting Carmen Jones Purdue University,
Title of Report: Nursing and medical technology Case Report Author: Najma Janjua, Ph.D., Professor Training Organization: Kagawa Prefectural University of Health Sciences 1 Kagawa, Japan Date of Publication:
Informatics Competencies across the Curriculum Data - basic elements & related standards BSN DNP PhD Resources Course Assignment Describe the value of using standardized terminologies and messaging standards
I WORK IN THE NEONATAL INTENSIVE CARE UNIT AT A MAJOR METROPOLITAN HOSPITAL. SO I KNOW SOMETHING ABOUT PROFESSIONALISM. ROBERT MORRIS UNIVERSITY HAS AN EXCELLENT ADVANCED DEGREE PROGRAM FOR NURSES THAT
Improving Technological Competency in Nursing Students: The Passport Project Julie Edwards, Saint Francis Medical Center College of Nursing Patricia A. O Connor, Saint Francis Medical Center College of
LEADERSHIP, SERVICE, EXPERTISE MSN Master of Science in Nursing 1 WALSH UNIVERSITY MSN Walsh University s Master s Program in Nursing prepares post-baccalaureate Registered Nurses for an advanced career
AACN Statement of Support for Clinical Nurse Specialists The American Association of Colleges of Nursing (AACN) is committed to advancing professional nursing roles and highlighting the connection between
Information Package RN to MSN TOC Table of Contents 1 2 6 7 Criteria for Admission Your Application Checklist MSN Courses & Tracks Frequently Asked Questions (FAQ s) Contact Information Criteria for Admission
An Invitation to Apply: Quinnipiac University School of Nursing Director, Nurse Anesthesia Program THE SEARCH The Quinnipiac University School of Nursing invites applications and nominations/recommendations
Mission Statement and Program Philosophy Missouri Valley School of Nursing Philosophy and Mission: The Philosophy of the Nursing Education Program is consistent with the mission and goals of Missouri Valley
Master of Science in Nursing Education and Administration The purpose of the Master of Science in Nursing is to prepare nurses to identify and address gaps in healthcare delivery and design through advanced
DEPARTMENT OF NURSING C.W.POST CAMPUS LONG ISLAND UNIVERSITY GRADUATE STUDENT HANDBOOK C.W. POST CAMPUS DEPARTMENT OF NURSING GRADUATE STUDENT HANDBOOK TABLE OF CONTENTS PAGE MISSION STATEMENT FOR C.W.
DOCTOR OF NURSING PRACTICE (DNP) Doctor of Nursing Practice (DNP) Purpose The distance education program leading to the Doctor of Nursing Practice degree at Wilkes University is linked to the mission statements
South Carolina Nursing Excellence Conference 2015 Sherlock Holmes: The case of the enigmatic nurse residency program. Linda F. Horton, MSN, RN Nurse Residency Program Coordinator MUSC Objective: 1. Explore
Running head: NURSE EDUCATOR ROLE CHALLENGES AND PLAN 1 Nurse Educator Role Challenges and Plan: Facilitation of Learning, Curriculum Design and Program Evaluation Elizabeth Cambier, Kristin Dejonge, Nathon
A VISION FOR Doctoral Preparation for Nurse Educators A Living Document from the National League for Nursing Mission Promote excellence in nursing education to build a strong and diverse nursing workforce
POST-GRADUATE CERTIFICATE Post Graduate/APRN Certificate Programs Purpose This distance education program is designed for the experienced registered nurse who has earned a master s or doctoral degree in
Graduate Faculty Committee Doc. No. 1130 Approved February 23, 2009 RECOMMENDATION OF THE SUBCOMMITTEE ON GRADUATE COURSE AND CURRICULUM AND THE FACULTY OF THE COLLEGE OF NURSING FOR GRADUATE SCHOOL BULLETIN
Master of Science in Nursing Nurse Educator Purpose of Methodist College Masters Degree Program In 2010, 56% of schools had nurse faculty vacancies. http://www.discovernursing.com The graduate academic
NEW YORK UNIVERSITY SCHOOL OF CONTINUING AND PROFESSIONAL STUDIES MASTER OF SCIENCE IN HUMAN RESOURCE MANAGEMENT AND DEVELOPMENT DIVISION OF PROGRAMS IN BUSINESS MASTER OF SCIENCE IN HUMAN RESOURCE MANAGEMENT
SCHOOL OF NURSING Baccalaureate Study in Nursing Goals and Assessment of Student Learning Outcomes The baccalaureate program prepares students for beginning professional nursing practice. The School of
Nurse Mentoring: Creating a Professional Legacy Experienced nurses everywhere have the opportunity to become mentors for other nurses. Mentoring another nurse is a professional means of passing along knowledge,
BOARD OF HIGHER EDUCATION REQUEST FOR COMMITTEE AND BOARD ACTION COMMITTEE: Assessment and Accountability NO.: AAC 08-01 BOARD DATE: October 19, 2007 MOVED: The Board of Higher Education hereby approves
Nursing Nursing (540) 568-6314 http://www.nursing.jmu.edu/ Department Head Dr. Merle Mast Graduate Program Coordinator Dr. Patty Hale Professors P. Hale, M. Mast, J. Rocchiccioli Associate Professors L.
Nursing Professional Development Scope and Standards of Practice Dora Bradley, PhD, RN-BC Vice President Nursing Professional Development Baylor Health Care System Dallas TX Objectives Discuss the critical
expertise, leadership, service DNP Doctorate of Nursing Practice 1 WALSH UNIVERSITY Walsh University s Doctorate of Nursing Practice (DNP) prepares nurses holding a masters degree to function in the real
http://www.bls.gov/oco/ocos014.htm Medical and Health Services Managers * Nature of the Work * Training, Other Qualifications, and Advancement * Employment * Job Outlook * Projections Data * Earnings *
Bachelor of Science Degree Completion Program RN-BS 2014-2016 RN-BS Degree Completion Program Program Prerequisites: English (3 credits); Life-span Human Development (3 credits); Introductory Psychology
The Study of Competencies for Informatics Nurse: Survey of Nursing Educators Perception 1 Mei-Hua Wang, *2 Yu-Wen Fang, 3 Ching-Hsiu Hsieh, 4 Pei-Ling Hsieh 1, Department of Nursing, Mackay Medical College,
Master of Science in Nursing 36-41 Hour Program The School of Health Sciences offers a graduate program of study leading to the Master of Science in Nursing which produces a nursing leader in the areas
Online Assessment Report Assessment Process Overview The Online Campus embraces a philosophy of continuous quality improvement and requires program administrators to use a variety of robust assessments
Association of California Nurse Leaders 1 2 Clinical Nurse Leader Informational Paper DRAFT 3 4 5 6 7 8 9 10 Background In 2006, the Professional Practice Committee and the Regional Taskforce South hosted
Graduate School take your career to the next level Nursing Master s Degrees: Community Health Family Nurse Practitioner Doctoral Degree: Nursing Practice (D.N.P.) Advanced Certificates: Family Nurse Practitioner
FERRIS STATE UNIVERSITY COLLEGE OF HEALTH PROFESSIONS SCHOOL OF NURSING HANDBOOK FOR GRADUATE NURSING STUDENTS Supplement to the Ferris State University Code of Student Community Standards JULY 2015 TABLE
Bachelor of Science Degree Completion Program RN-BS 2015-2017 RN-BS Degree Completion Program Program Prerequisites: English (3 credits); Life-span Human Development (3 credits); Introductory Psychology
Course Description Quality Management in Nursing & Health Care NURS 5305/6305 3 Credit Hours This course provides a multidisciplinary background in the science of health care quality management. The history
COLLEGE OF NURSING Anita G. Hufft, Ph.D., R.N., Dean Room 224, S. Walter Martin Hall The College of Nursing offers a program that leads to a Master of Science in Nursing (M.S.N.) degree. Master s nursing
VANGUARD UNIVERSITY SCHOOL FOR PROFESSIONAL STUDIES BACHELOR OF SCIENCE IN NURSING DEGREE PROGRAM NURS 310: INFORMATIONAL TECHNOLOGY IN NURSING (4 UNITS-8 WEEKS) Created: 06/09 Revised: 05/02/12 Posted:
University of Wisconsin-Green Bay 1 Master of Science in Nursing Leadership and Management in Health Systems The MSN Leadership and Management in Health Systems is intended for RNs holding a bachelor s
Library Information Literacy Instruction Service Guideline Implementation Date: June 2012 Replaces: June 2010 Table of Contents Section Description Page 1.0 Goal of Information Literacy Instruction Service
Master of Health Care Administration Program Strategic Plan 2008 2010 The faculty and staff of the MHA program met and developed the following document. Included are foundational statements that include:
Learning Outcomes Data for the Senate Committee on Instructional Program Priorities Program: Department : Traditional Baccalaureate of Science in Nursing (BSN) School of Nursing Number of students enrolled
Entry into Advanced 1 Running head: ENTRY INTO ADVANCED PRACTICE NURSING: THE PRACTICE Entry into Advanced Practice Nursing: The Practice Doctorate Carol A. Lamoureux-Lewallen Briar Cliff University Entry
Master of Science in Academic Programs of Study 2015 2016 MSN Contents ACCREDITATION AND EDUCATIONAL OUTCOMES... 3 OVERVIEW OF SPECIALTY TRACKS... 4 TRACKS... 6 MSN ADULT/GERONTOLOGICAL ACUTE CARE NURSE
GRADUATE FACULTY COMMITTEE DOC. NO. 1149 Approved November 16, 2009 RECOMMENDATION OF THE SUBCOMMITTEE ON GRADUATE COURSE AND CURRICULUM AND THE GRADUATE PROGRAM COMMITTEE AND THE FACULTY OF THE COLLEGE
Session 1609 A Novel Graduate Program in Healthcare Technologies Management Jay R. Goldberg, William R. Hendee Marquette University/Medical College of Wisconsin Steven R. Krogull Medical College of Wisconsin
COLLEGE OF NURSING Anita G. Hufft, Ph.D., R.N., Dean Room 224, S. Walter Martin Hall The College of Nursing offers a program that leads to a Master of Science in Nursing (M.S.N.) degree. Master s nursing
NURS 3415: FA 2015 1 THE UNIVERSITY OF TEXAS AT TYLER SCHOOL OF NURSING NURS 3415.060 WEB COURSE PROFESSIONAL DEVELOPMENT FOR THE RN Fall 2015 Dr. Pam Martin Office: BRB 2020 (903) 566-7043 email@example.com
Health Informatics, M.S. 1 Health Informatics, M.S. COLLEGE OF PUBLIC HEALTH (http://cph.temple.edu) About the Program The innovative, interdisciplinary, and state-of-the-art M.S. in Health Informatics
300 MASTER OF SCIENCE IN NURSING Clarke University offers a Master of Science in Nursing degree in Nurse Educator and Family Nurse Practitioner programs, a post-master s certificate program and a master
ORIGINAL RESEARCH Graduate nursing student self-assessment: Fundamental technology skills Thomas James Virgona Adelphi University, New York, United States Correspondence: Thomas James Virgona. Address:
RUNNING HEAD: Evaluation of nursing student s informatics competency Evaluation of Nursing Students Informatics Competency Using an Adapted Self-Assessment of Nursing Informatics Competency Scale (SANICS)
308 Doctor of Nursing Practice Clarke University offers a Doctor of Nursing degree in Family Nurse Practice to serve the needs of the working health care professionals seeking post baccalaureate study.
Your consent to our cookies if you continue to use this website.