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There is a positive correlation between informatics literacy or competency and nursing evidence-based practice. Literacy has a significant impact on the quality of care provided (Abdekhoda & Khezri, 2021).  The skills necessary for competency in informatics should be taught in nursing school and be considered a necessary skill to improve throughout an individual's career in nursing. The foundation of information literacy is having the ability to research and access the latest quality evidenced-based practice to make informed process decisions. Many organizations face the challenge of insufficiently trained staff and an inadequate amount of technological resources during a time in which evidenced-based practice steers the activity in the majority of healthcare organizations (Abdekhoda & Khezri, 2021). Research has shown that health information technology (HIT) competency has more impact on the care provided than the technology itself (Khezri & Abdekhoda, 2019).

According to the American Nurses Association (ANA, 2015), advanced degree Nursing Informatics (NI) standards include the critical thinking process practiced across the nursing profession spectrum and combines assessment, diagnosis, outcomes identification, planning, implementation, evaluation of progress towards goals, ethics, education, evidence-based practice, quality practice, communication, leadership, collaboration, professional self-evaluation, utilizing appropriate resources, and environmental health. These competencies demonstrate the informaticist’s ability to apply nursing wisdom with data and analytical skills by employing the Data- Information- Wisdom- Knowledge model (ANA, 2015). NI assists in ensuring that patient data is managed and delivered in a way that meets end-user needs, which often includes the interprofessional healthcare team and patients (ANA, 2015).

The Institute of Medicine’s (IOM, 2010) Future of Nursing 2010 report states nurses are the largest profession utilizing technology in the medical domain and should be part of the design process to assist in the evolution of integrating technology and patient care. HIT has unquestioningly changed the way nurses interact with their patients while providing care and ensuring NI contributions are included in these changes will increase nurse satisfaction and improve patient outcomes. IOM’s report describes how making sure that nurses are empowered to utilize their training to maximum their scope and roles in any health-related field advances patient-centered care and increases evidence-based results.

Farzandipour et al. (2021) describes competence as being well qualified and obtaining the knowledge, skills, and ability to perform specific tasks, activities, or professional objectives. Competency in these areas also include having the values, critical thinking skill sets, attitudes, and clinical decision-making (Farzandipour et al., 2021). As a result, NI competencies are defined as having adequate knowledge, skills, and the ability to perform specific specialized technological tasks in that field (Farzandipour et al., 2021).  A primary goal of nursing education should be set to promote the evaluation and empowerment of NI competency assessments. Without the standardization of informatics and competencies, information technology could endanger the healthcare setting by imposing risks on patient quality and safety standards.

NI graduates experience barriers in obtaining informatics certificates due to implemented standards that a master’s degree in a health profession and in informatics must be obtained by a potential participant. Also, the informatics program must be recognized and credentialed by the Commission on Accreditation for Health Informatics and Information Management Education, which at the time of this study, no graduate-level nursing informatics programs had been identified as such (Monsen et al, 2019). A study performed by Monsen et al. (2019) determined if nursing informatics graduate-level accreditation and certification opportunities were correlated between American Medical Informatics Association’s (AMIA) Health Informatics Core Competencies and American Association of Colleges of Nursing-Graduate Level Nursing Informatics Competencies. Monsen et al.’s results found that NI programs are aligned with the guidelines set for health informatics and therefore should allow that NI advanced-degree graduates sit for certification. Also, it should be noted that per the AMIA site, membership includes nurses and students in advanced informatics degree programs (AMIA, 2022).

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American Nursing Informatics Association About Us

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American Nursing Informatics Association About Us

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ANIA Mission: To advance nursing informatics through education, research, and practice in all roles and settings.

ANIA Vision: To be the organization of choice to advance nursing informatics.

ANIA is an organization originally founded in 1982 as the Capital Area Roundtable on Informatics in Nursing (CARING). CARING was developed and organized by nurses in 1982 as a non-profit undertaking to provide a forum for the advancement of automated healthcare information systems.

In 1992 the American Nursing Informatics Association was formed in Southern California to provide networking, education and information resources that enrich and strengthen the roles of nurses in the field of informatics.

The idea of a merger between the two organizations (ANIA and CARING) began in 2005 with discussions between both Boards of Directors. In 2007 the organizations held their first joint annual conference and officially merged in 2010. After much thought and discussion, the Board of Directors proposed to change the official organization name to the "American Nursing Informatics Association" (ANIA) with a logo tagline of "where caring and technology meet." This name change retains the history of both organizations with an easily recognizable and intuitive national name for future growth. For more information on the background of ANIA, visit our History section.

Membership has broadened to include an estimated 3,000 nurses and other healthcare professionals in informatics practice and includes roles in: system design and implementation, education, research (analysis and evaluation), standards and policy development, quality improvement, as well as those in management and administration.

Today, membership is open to nurses and other professionals interested in informatics nursing. Corporations and individual corporate representatives are also welcomed as members.

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ANIA Mission: To advance nursing informatics through education, research, and practice in all roles and settings. ANIA Vision: To be the organization of choice to advance nursing informatics. ANIA is an organization originally founded in 1982 as the Capital Area Roundtable on Informatics in Nursing (CARING).

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Healthcare Information and Management Systems Society

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At HIMSS, we’re building a brighter future for the global health ecosystem so that everyone, everywhere, has access to care that works.

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Affiliations

¹ Department of Health Informatics, College of Public Health and Health Informatics, University of Ha'il, Ha'il, Saudi Arabia.

² School of Information, The University of Texas at Austin, Austin, USA.

³ School of Nursing, University of British Columbia, Vancouver, Canada.

⁴ School of Nursing, The University of Hong Kong, Pokfulam, Hong Kong.

⁵ Nursing Faculty, Benemérita Universidad Autónoma de Puebla, Puebla, Mexico.

⁶ School of Health in Social Science, The University of Edinburgh, Edinburgh, United Kingdom.

⁷ Department of Nursing Science, University of Turku, Turku, Finland.

⁸ Daphne Cockwell School of Nursing, Ryerson University, Toronto, Canada.

⁹ College of Nursing, Benguet State University, Benguet, Philippines.

¹⁰ Applied Research and Development in Nursing, Department of Health Professions, Bern University of Applied Sciences, Bern, Switzerland.

¹¹ School of Nursing and Data Science Institute, Columbia University, New York, USA.

Free PMC article

Free PMC article

Affiliations

¹ Department of Health Informatics, College of Public Health and Health Informatics, University of Ha'il, Ha'il, Saudi Arabia.

² School of Information, The University of Texas at Austin, Austin, USA.

³ School of Nursing, University of British Columbia, Vancouver, Canada.

⁴ School of Nursing, The University of Hong Kong, Pokfulam, Hong Kong.

⁵ Nursing Faculty, Benemérita Universidad Autónoma de Puebla, Puebla, Mexico.

⁶ School of Health in Social Science, The University of Edinburgh, Edinburgh, United Kingdom.

⁷ Department of Nursing Science, University of Turku, Turku, Finland.

⁸ Daphne Cockwell School of Nursing, Ryerson University, Toronto, Canada.

⁹ College of Nursing, Benguet State University, Benguet, Philippines.

¹⁰ Applied Research and Development in Nursing, Department of Health Professions, Bern University of Applied Sciences, Bern, Switzerland.

¹¹ School of Nursing and Data Science Institute, Columbia University, New York, USA.

Abstract

The 21st century has seen several infectious disease outbreaks that have turned into epidemics and pandemics including Severe Acute Respiratory Syndrome (SARS) which began in Asia in 2003 (Poon, Guan, Nicholls, Yuen, & Peiris, 2004), followed by H1N1 that emerged in Mexico and the United States in 2009 (Belongia et al., 2010). Next came the lesser known Middle East Respiratory Syndrome (MERS) originating in Saudi Arabia in 2012 (Assiri et al., 2013), after which the Ebola outbreak in West Africa took place from 2014 to 2016, with a more recent occurrence in the Democratic Republic of Congo from 2018 to 2019 (Malvy, McElroy, de Clerck, Günther, & van Griensven, 2019). To date, the coronavirus (COVID‐19) outbreak that started in Wuhan, in the Hubei province of China, in late December 2019 seems to be eclipsing all of these previous infectious diseases in terms of its global reach and impact (Wang, Horby, Hayden, & Gao, 2020). After being declared by the World Health Organization (WHO) as a public health emergency on 30 January 2020 (World Health Organization, 2020c), it was elevated to a pandemic status on 11 March 2020 (World Health Organization, 2020d). As of 28 April 2020, there are more than 2.9 million cases and 202,597 deaths reported worldwide (World Health Organization, 2020b).

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References

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national center for biotechnology information

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A nursing informatics response to COVID-19: Perspectives from five regions of the world - PubMed

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The 21st century has seen several infectious disease outbreaks that have turned into epidemics and pandemics including Severe Acute Respiratory Syndrome (SARS) which began in Asia in 2003 (Poon, Guan, Nicholls, Yuen, & Peiris, 2004), followed by H1N1 that emerged in Mexico and the United States ...

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American Medical Informatics Association About AMIA

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American Medical Informatics Association About AMIA

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AMIA - American Medical Informatics Association

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AMIA ® (American Medical Informatics Association ®) is a community committed to the vision of a world where informatics transforms people's care. Over the last 35 years, the use of informatics has grown exponentially to improve health and to make better healthcare decisions. Today, informatics is the key to accelerating the current goals of healthcare reform.

Every day millions of people benefit from informaticians' ability to accelerate healthcare's transformation by collecting, analyzing and applying data directly to care decisions. Data produced throughout health and healthcare is the driving force of informatics and its ability to innovate critical advancements that directly benefit people. AMIA's members are critical to discovering these insights, which is why AMIA is committed to being the professional home for the informaticians of today and the driver of informatics' future.

Changing the Way We Approach Health and Healthcare

Through education, training, accreditation and certification, AMIA supports the current and next generation of informatics professionals by:

Providing members opportunities to grow professionally, no matter what their career level or discipline.

Fostering collaboration and networking to support members' work to improve people's lives.

Expanding members' leadership opportunities within the association and in the field.

Mission and History

AMIA aims to lead the way in transforming health care through trusted science, education, and the practice of informatics. AMIA connects a broad community of professionals and students interested in informatics. AMIA is the bridge for knowledge and collaboration across a continuum, from basic and applied research to the consumer and public health arenas.

Frequently Asked Questions

AMIA's 5,600+ members are subject matter experts in the science and practice of informatics as it relates to clinical care, research, education, and policy. Individual members include:

Clinical and health informatics professionals -- physicians, nurses, dentists, pharmacists, and other clinicians

Translational and clinical informatics scientists, researchers and educators

Biomedical and health science librarians

Advanced students pursuing a career in informatics

Developers, computer, artificial intelligence and data scientists

Government officials and policymakers

Consultants and industry professionals

AMIA also welcomes Corporate Members, and academic institutions as members of its Academic Forum.

AMIA offers live educational programs, hosts annual conferences, and e-learning. These activities are designed by members and offered through the calendar year appealing to the spectrum of health professionals represented by AMIA.

AMIA meetings are widely regarded as the world's most comprehensive meetings on biomedical and health informatics, providing a broad range of sessions on timely topics of informatics. Additional information on meetings and events.

AMIA's Clinical Informatics Board Review Course is an examination preparation program to assist physicians in becoming certified in the subspecialty of clinical informatics.

AMIA's distance learning program, called ' AMIA 10 X 10' is geared towards training the next generation of informatics leaders. These online training courses are conducted in collaboration with key academic partners in the biomedical and health informatics education community. AMIA also offers webinars and collaborative activities with several professional associations.

Many activities come with continuing education credit. AMIA is accredited by the Accreditation Council for Continuing Medical Education (ACCME) and often provides credit for other professionals.

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AMIA ® (American Medical Informatics Association ®) is a community committed to the vision of a world where informatics transforms people's care. Over the last 35 years, the use of informatics has grown exponentially to improve health and to make better healthcare decisions. Today, informatics is the key to accelerating the current goals of healthcare reform.

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Abdekhoda, M. & Khezri, H. (2021). Investigating the impact of health informatics literacy on the evidence-based practice of nursing. Online Journal of Nursing Informatics (OJNI), 25(2). https://www.himss.org/resources/investigating-impact-health-informatics-literacy-evidence-based-practice-nursing

American Medical Informatics Association. (2022) About AMIA. https://amia.org/about-amia

American Nurses Association. (2015). Nursing informatics: Scopes & standards of practice (2nd ed.).

American Nursing Informatics Association. (2022). About us. https://www.ania.org/about-us

Farzandipour, M., Mohamadian, H., Akbari, H., Safari, S., & Sharif, R. (2021). Designing a national model for assessment of nursing informatics competency. BMC Medical Informatics & Decision Making, 21(1), 1–12. https://doi-org.ju.idm.oclc.org/10.1186/s12911-021-01405-0

Forman, T. M., Armor, D. A., & Miller, A. S. (2020). A review of clinical informatics competencies in nursing to inform best practices in education and nurse faculty development. Nursing Education Perspectives (Wolters Kluwer Health), 41(1), E3–E7. https://doiorg.ju.idm.oclc.org/10.1097/01.NEP.0000000000000588

Institute of Medicine. (2011). The future of nursing: Leading change, advancing health. National Academies Press. https://www.ncbi.nlm.nih.gov/books/NBK209871/

Khezri, H., & Abdekhoda, M. (2019). Assessing nurses' informatics competency and identifying its related factors. Journal of Research in Nursing: JRN, 24(7), 529–538.        https://doi.org/10.1177/1744987119839453

Kleib, M., Chauvette, A., Furlong, K. E., Nagle, L. M., Slater, L., & McCloskey, R. (2019). Approaches for defining and assessing nursing informatics competencies: A scoping     review protocol. JBI Database of Systematic Reviews & Implementation Reports, 17(6), 1071–1078. https://doi-org.ju.idm.oclc.org/10.11124/JBISRIR-2017-003889

Kleib, M., Simpson, N., Rhodes, B. (2016). Information and Communication Technology: Design, delivery, and outcomes from a Nursing Informatics Boot Camp. OJIN: The Online
Journal of Issues in Nursing, 21(2).            https://doi.org/10.3912/OJIN.Vol21No02Man05

Monsen, K. A., Bush, R. A., Jones, J., Manos, E. L., Skiba, D. J., & Johnson, S. B. (2019). Alignment of American
Association of Colleges of Nursing graduate-level nursing      informatics competencies with American Medical Informatics Association Health Informatics core competencies. CIN: Computers, Informatics, Nursing, 37(8), 396–404. https://doi-org.ju.idm.oclc.org/10.1097/CIN.0000000000000537

Nursing Informatics. (2020, November 12). Nursing Informatics Overview [Video]. YouTube.            https://www.youtube.com/watch?v=ub1ScYHH3GE&t=276s

Sewell, J. (2019). Informatics and nursing: Opportunities and challenges (6th ed.). Wolters Kluwer.

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The informatics skills required for nursing have significantly increased. This has led to a need for competency clarification to successfully prepare the nurses of today to educate, lead, and practice at the highest level possible (Forman et al., 2020). Nursing practice is significantly affected by the use of information. The acquisition of data, it’s measurement, analysis and interpretation are used to improve measures of care. A skill like the use of a computer can enhance the ability of a nurse to retrieve data to care for their patient, trend the indicators and look for a concern or issue that should be addressed. Advanced competencies in informatics would enable the user to take these skills to the next level and innovate and design solutions necessary to change the outcomes. There are many more options for advanced education available such as bootcamps, seminars and conferences. Healthcare organizations that utilize graduate level informatics nurses have better clinical outcomes and adherence to clinical processes (Kleib et al., 2016).

Standardization of informatics education is necessary to ensure comprehensive and consistent competency development. Schools do not provide the same education or method of provision. The need for this competency is supported but how it is to be completed is not quite clear. There are new innovative ways to provide education and competency in the field of informatics. They include but are not limited to the potential use of new tools such as E simulation and technology that utilizes the virtual realm in the form of Google glass (Forman et al., 2020).

Nurses make up the greatest portion of workers in the medical field and are considered the leading end-users of patient data platforms. NI competencies are important in order to improve patient safety in computerized environments and systems of clinical information (Farzandipour et al., 2021). Nursing professionals should utilize and advocate utilization of HIT to encourage NI skills within their organizations. Standardizing the informatics competencies can be helpful for educational program administrators and organizational leaders to train nurses including a specialized NI course in the training programs (Farzandipour et al., 2021). Standardization evaluation tools should also measure the NI proficiency level of working nurses and nursing students in the local programs and in their communities (Farzandipour et al., 2021).

In order to build a solid nursing foundation, leaders must provide a core learning platform that enables the new nurses to confront challenges in the various professional fields with the benefit of having available and acquired technical skills. In today’s healthcare system, nurses should be able to use data, information, knowledge, and technologies properly in order to improve nursing care. NI has a significant role in the areas of education, healthcare services, research, management, the storage of clinical care and the extension of research studies that are directly related to delivering quality and safe patient care (Farzandipour et al., 2021). In the review by Kleib et al. (2019), they included quantitative and qualitative studies to assess nurse informatics competencies, and to provide focus on gaps in knowledge and guide future studies. Kleib et al. explains that although there is not a global definition for NI, there is an international scholarly recognition for NI to encompass expertise, judgment, and perspective to utilize HIT effectively.

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Sewell (2019) states that informatics are internationally prevalent throughout all aspects of society, and nurses should be at the table when considering how HIT will be implemented for evidence-based practice. Although the NI field has developed considerably over the past few decades, there is still much room for improvement in standardizing education and recognizing competencies as equal to those in other informatics fields. Advanced-degree nurses promoting comprehensive skills in HIT will demonstrate to the global community what nursing brings to health outcomes through combining technology and caring. Nurses have the experience of meeting patients’ wants and needs, as well as working closely with the interprofessional team, and therefore can bring these viewpoints to process workflows or HIT design and implementation. Sewell explains that ensuring nurses have the competencies and mindset to properly incorporate HIT into their daily work routine improves critical thinking and helps pave the way for more favorable patient outcomes.

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Were you previously familiar with the Nursing Informatics competencies?

Had you heard of the Google Glass technology before this presentation?

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Advanced-level Nursing Informatics Competencies for Delivery of Safe, Quality, Efficient Healthcare Services

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Advanced-level Nursing Informatics Competencies for Delivery of Safe, Quality, Efficient Healthcare Services

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Advanced-level Nursing Informatics Competencies for Delivery of Safe, Quality, Efficient Healthcare Services