1 / 27

Nursing Informatics Curriculum Development for Entry-Level Nurses

Join us for a conference on building informatics content for nursing students. Address workforce needs with standardized curriculum and partnerships. Analyze, integrate, and sequence informatics content for undergraduate programs. Explore gaps in competencies and implement a regional master plan for informatics education. Improve documentation and data utilization.

leroyperry
Download Presentation

Nursing Informatics Curriculum Development for Entry-Level Nurses

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Community Academic / Practice Partnership for the Development of Informatics Educational Tools and Resources for Entry to Practice Nurses QSEN Conference May 30 – June 1, 2017

  2. Conflict of Interest Disclosure • Kathleen Guiney, MN, MS, RN • Richard MacIntyre, PhD, RN, FAAN • Katherine Kelly, RN, DNP, FNP-C All of the speakers have no real or apparent conflicts of interest to report.

  3. Objectives 1) Outline educational strategies needed to build community based informatics content for pre-licensure nursing students.2) Analyze standardized informatics content for appropriateness to student level.3) Integrate informatics content into undergraduate nursing programs4) Determine sequencing for informatics content

  4. Addressing Workforce Educational Needs • Significant gaps in meeting nationally established informatics competencies (TIGER, QSEN, and Baccalaureate Essentials) • Gaps exist with current and emerging workforce • Build a standard informatics curriculum for school of nursing and hospital agencies in the Sacramento-Capital region.

  5. Healthy Community Forum • Long standing academic-practice partnership (2002-present) • Expand educational capacity • Funding opportunities • Student placements • Standardize educational processes • Transform health care through nursing education and leadership

  6. Hospitals and Schools Legend: Hospital School

  7. Hospital Partners Kaiser Permanente (809 beds) • Roseville (340 beds) • Sacramento (288 beds) • South Sacramento (181 beds) Sutter Health Systems (877 beds) • Sutter Auburn Faith Hospital (86 beds) • Sutter Davis Hospital (48 beds) • Sutter Roseville (328 beds) • Sutter Medical Center, Sacramento • Anderson – Lucchettti Women’s & Children's Center (346 beds) • Center for Psychiatry (69 beds) Shriners Hospital for Children Northern California (70 beds) Dignity Health (1209 beds) • Mercy General (342 beds) • Methodist Hospital of Sacramento (162 beds) • Mercy of Folsom (85 beds) • Mercy San Juan Medical Center (370 beds) • Sierra Nevada Memorial Hospital (121 beds) • Woodland Healthcare (129 beds) University of California Davis (619 beds) Total beds:3,584

  8. Schools of NursingRepresents 724 students sitting for NCLEX / year Associate Degree Programs Bachelor’s / Master’s Entry Degree Programs Bachelor’s / Master’s Entry Degree Programs Betty Irene Moore Samuel Merritt University California State University, Sacramento University of California, Davis Pacific Union College University of San Francisco • American River College • Carrington College • Sacramento City College • Sierra College • Yuba College

  9. Sacramento-Capitol Region Master Plan for Nursing Informatics • Assess Practice Against Informatics Standards • Standardize Regional Informatics Curriculum

  10. School of Nursing Faculty Retreat

  11. Sacramento-Capitol Region Master Plan for Nursing Informatics • Continuous Re-Assessment of Practice • Ongoing Curriculum Modification to:  Meaningful use of Data  Practice Variation

  12. Rollout Process

  13. Purpose Identify gaps in meeting nationally established informatics competencies (TIGER, QSEN, and Baccalaureate Essentials) Process • Obtain buy in from schools of nursing and practice partners • Developed matching student and preceptor survey instrument • Secured multiple IRB approvals Sample • Senior precepted students from 4 major schools of nursing • Nurse preceptors from participating hospitals

  14. Summary of Findings

  15. Implications for Nursing Education & Clinical Practice

  16. Curricular Development Integration of Informatics

  17. Curricular Goals • Diminish gaps between standards and practice • Collaborate to develop standardized regional curriculum • Ground curriculum in data • Reflect priorities of region • Promotes meaningful use of data • Apply data and information to populations • Develop workforce to meet needs of clinical agencies • Significance of clear and comprehensive documentation

  18. Curricular Development • Develop 5 modules focusing on specific content areas in informatics • Design modules to be used independently • Modules can be used in any order

  19. Module Formatting • Programmed learning • Learning activities • Analysis of case scenarios • Data analysis • Data presentation • Evaluation of websites • Synthesis of concepts

  20. Novice Content • Social Media and the Nursing Student • Concepts relative to patient confidentiality • 8 vignettes requiring the students to analyze situation that could compromise patient confidentiality • Introduction to Informatics • Promise of Technology • Basic Computer Technology • Meaningful use • Data, Information, Knowledge, Wisdom

  21. Early Intermediate Content • Documentation in an electronic environment • Legal aspects of documentation • Critical analysis of patient situations with focus on the documentation • Appropriate utilization of the EMR • Clinical information systems • Clinical alerts

  22. Intermediate • Information Literacy • Use of databases • MeSH terms • Clinical questions • Analysis of websites for authoritative / valid information • Case studies requiring students to answer clinical questions

  23. Transition to Practice • Data, Information, Knowledge, Wisdom • Assessment of quality management data • Benchmarking of core measures • Utilization of data to guide quality improvement measures • Evaluation of quality improvement measures

  24. Looking Forward • Using DIKW to • apply clinical decisions to individual patients • apply knowledge and wisdom to populations of patients • Expands the clinical decision processes from the usual nursing process

  25. Culminating Experience • Final module is focused on the quality management piece • Students will use the Plan, Do, Study, Act cyclical model to propose QM activities • Synthesize information management concepts to promote evidence based approaches

  26. Final Thoughts • Technology has revolutionized the way nurses practice • Patient outcomes depend on our ability to use the data created with patient encounters daily in a meaningful way • Associate degree as well as baccalaureate degree nurses will need to be proficient in managing data

  27. Seeing the light Variation in Teaching  Variation in Learning Outcomes

More Related