Technology Informatics Guiding Education Reform - TIGER

Journal article


Hübner, Ursula, Shaw, Toria, Thye, Johannes, Egbert, Nicole, Marin, Heimar de Fatima, Chang, Polun, O'Connor, Siobhán, Day, Karen, Honey, Michelle, Blake, Rachelle, Hovenga, Evelyn, Skiba, Diane and Ball, Marion J.. (2018). Technology Informatics Guiding Education Reform - TIGER. Methods of Information in Medicine. 57(5), pp. e30-e42. https://doi.org/10.3414/ME17-01-0155
AuthorsHübner, Ursula, Shaw, Toria, Thye, Johannes, Egbert, Nicole, Marin, Heimar de Fatima, Chang, Polun, O'Connor, Siobhán, Day, Karen, Honey, Michelle, Blake, Rachelle, Hovenga, Evelyn, Skiba, Diane and Ball, Marion J.
Abstract

Background: While health informatics recommendations on competencies and education serve as highly desirable corridors for designing curricula and courses, they cannot show how the content should be situated in a specific and local context. Therefore, global and local perspectives need to be reconciled in a common framework.

Objectives: The primary aim of this study is therefore to empirically define and validate a framework of globally accepted core competency areas in health informatics and to enrich this framework with exemplar information derived from local educational settings.

Methods: To this end, (i) a survey was deployed and yielded insights from 43 nursing experts from 21 countries worldwide to measure the relevance of the core competency areas, (ii) a workshop at the International Nursing Informatics Conference (NI2016) held in June 2016 to provide information about the validation and clustering of these areas and (iii) exemplar case studies were compiled to match these findings with the practice. The survey was designed based on a comprehensive compilation of competencies from the international literature in medical and health informatics.

Results: The resulting recommendation framework consists of 24 core competency areas in health informatics defined for five major nursing roles. These areas were clustered in the domains “data, information, knowledge”, “information exchange and information sharing”, “ethical and legal issues”, “systems life cycle management”, “management” and “biostatistics and medical technology”, all of which showed high reliability values. The core competency areas were ranked by relevance and validated by a different group of experts. Exemplar case studies from Brazil, Germany, New Zealand, Taiwan/China, United Kingdom (Scotland) and the United States of America expanded on the competencies described in the core competency areas.

Conclusions: This international recommendation framework for competencies in health informatics directed at nurses provides a grid of knowledge for teachers and learner alike that is instantiated with knowledge about informatics competencies, professional roles, priorities and practical, local experience. It also provides a methodology for developing frameworks for other professions/disciplines. Finally, this framework lays the foundation of cross-country learning in health informatics education for nurses and other health professionals.

Keywordshealth informatics competencies; nursing; inter-professional care; education; curriculum; workforce development; recommendations; methodology
Year2018
JournalMethods of Information in Medicine
Journal citation57 (5), pp. e30-e42
PublisherGeorg Thieme Verlag
ISSN0026-1270
Digital Object Identifier (DOI)https://doi.org/10.3414/ME17-01-0155
PubMed ID29956297
Scopus EID2-s2.0-85054859029
PubMed Central IDPMC6193400
Open accessOpen access
Page rangee30-e42
FunderEuropean Commission
Healthcare Information and Management Systems Society (HIMSS)
German Federal Ministry of Education and Research (BMBF)
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online2018
Publication process dates
Accepted15 Mar 2018
Deposited29 Nov 2023
Grant ID727552 EUUSEHEALTHWORK
16OH21026
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https://acuresearchbank.acu.edu.au/item/90026/technology-informatics-guiding-education-reform-tiger

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