Alignment of American Association of Colleges of Nursing Graduate-Level Nursing Informatics Competencies With American Medical Informatics Association Health Informatics Core Competencies.

This study yielded a map of the alignment of American Association of Colleges of Nursing Graduate-Level Nursing Informatics Competencies with American Medical Informatics Association Health Informatics Core Competencies in an effort to understand graduate-level accreditation and certification opportunities in nursing informatics. Nursing Informatics Program Directors from the American Medical Informatics Association and a health informatics expert independently mapped the American Association of Colleges of Nursing competencies to the American Medical Informatics Association Health Informatics knowledge, skills, and attitudes. The Nursing Informatics Program Directors' map connected an average of 4.0 American Medical Informatics Association Core Competencies per American Association of Colleges of Nursing competency, whereas the health informatics expert's map connected an average of 5.0 American Medical Informatics Association Core Competencies per American Association of Colleges of Nursing competency. Agreement across the two maps ranged from 14% to 60% per American Association of Colleges of Nursing competency, revealing alignment between the two groups' competencies according to knowledge, skills, and attitudes. These findings suggest that graduates of master's degree programs in nursing, especially those specializing in nursing informatics, will likely be prepared to sit for the proposed Advanced Health Informatics Certification in addition to the American Nurses Credentialing Center bachelor's-level Informatics Nursing Certification. This preliminary map sets the stage for further in-depth mapping of nursing informatics curricula with American Medical Informatics Association Core Competencies and will enable interprofessional conversations around nursing informatics specialty program accreditation, nursing workforce preparation, and nursing informatics advanced certification. Nursing informaticists should examine their need for credentials as key contributors who will address critical health informatics needs.

Technology Informatics Guiding Education Reform (TIGER). The Future of Interprofessional Education Is Here!

This session will describe the TIGER Initiative journey, its evolution and accomplishments nationally and internationally. A powerful demonstration of the TIGER Virtual Learning Environment (VLE) will be highlighted along with case studies from around the world, with emphasis on global competencies and opportunities for engagement in all current TIGER activities and future plans.

How Health Information Tools Help Nursing: International Perspectives from Five Countries.

This presentation will be in a workshop format with a panel of presenters representing five countries. All speakers will address the question of how are health information tools helping the profession of nursing, thereby giving an international perspective, before inviting the audience to discuss and share their views. Health information tools are numerous, yet little consideration is sometimes given as to how these tools help nursing. Nursing, in this context includes the nurses at the bedside or nurses who work directly with individuals, families or communities, as well as nursing administration, management, research and education. The panel will describe how health information tools help nursing using numerous examples and the following five point framework: Access to evidence-based resources; improved communication; monitoring of patients; improved safety and increased efficiency.

Health Information Technology Scholars Program: From Implementation to Outcomes.

AIM: This article reports the development, implementation, and outcomes of the Health Information Technology Scholars (HITS) program. BACKGROUND: HITS is one of nine faculty development collaborative projects funded by the Health Resource Service Administration to integrate information and other technologies in nursing education and practice. METHOD: In addition to evaluating the content and context of the program, the evaluation includes descriptive statistics, goal attainment scaling, diffusion of innovation index, utilization of knowledge survey, and exemplars from scholars. RESULTS: The HITS program developed 265 faculty across 132 nursing programs in 43 states over 5 years. HITS scholars impacted more than 59,000 students and 9,000 other faculty. These technology leaders have numerous presentations, publications, and awards. CONCLUSION: Success of the HITS program is attributed to the strength of the faculty development collaborative partnership, the applicant selection process, and the program design.

Nursing Informatics Education: From Automation to Connected Care.

The use of health information technologies has evolved over the last 50 years. These technologies have moved from the automation of data and data processing to connected care tools that are part of a health care ecosystem that provides the best care at the point of care. To correspondence with the evolution of technologies and their disruptions within the health care delivery system, there is a need to re-examine the necessary competencies of health care professionals.

Nursing Informatics Competencies for Entry to Practice: The Perspective of Six Countries.

Internationally, countries are challenged to prepare nurses for a future that has ever increasing use of technology and where information management is a central part of professional nursing practice. There has been a growing trend to move nursing to competency-based education, especially for those students undertaking their first nursing qualification. This first nursing qualification may be linked to pre-registration, pre-licensure or undergraduate education; the term used depending on the country. The authors are drawn from the International Medical Informatics Association special interest group, Nursing Informatics (IMIA-NI) Education Working Group and represent New Zealand, the United States of America, England, Australia, Finland and Canada.