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1. IvyPanda . "Ethics and Safety in Nursing Informatics." August 7, 2020. https://ivypanda.com/essays/ethics-and-safety-in-nursing-informatics/.

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Nursing informatics skills relevance and competence for final year nursing students

Jennifer chipps.

1 Faculty of Community and Health Sciences, School of Nursing, University of the Western Cape, Cape Town, South Africa

Loretta le Roux

Jakobina agabus, million bimerew, associated data.

Data are available on request from the corresponding author, J.C.

The increasing use of technology in nursing practice requires nursing students to be competent in nursing informatics with an attitude of acceptance of technology in the healthcare environment.

The objectives of the study were to determine final year nursing students’ perceptions and skills in nursing informatics and their attitudes towards computerisation in nursing practice.

The study population were 198 final year nursing students from a selected university in the Western Cape, South Africa. All-inclusive sampling was used. A descriptive survey was conducted using a self-administered questionnaire which included two validated scales, namely the validated Nursing Informatics Competency Assessment Tool (NICAT) and the Nurses’ Attitudes towards Computerisation scale. Means and 95% confidence intervals (CI) of the ratings of the perceived relevance of nursing informatics skills in nursing practice, perceived levels of competence in nursing informatics skills and attitudes towards computers were calculated.

A total of 91 undergraduate respondents completed the survey. Computer literacy skills were rated overall as most relevant (4.23, 95% confidence interval [95% CI]: 4.06–4.40) and the skills perceived most competent (4.16, 95% CI: 3.81–4.22). The respondents had an overall positive score for attitudes towards computerisation in healthcare (67.34, s.d. = 10.40, 95% CI: 65.18–69.51).

The study concluded that computer literacy skills, informatics literacy skills and information management skills were relevant to nursing practice, despite varying levels of competence in these skills among nurses.

Contribution

What key insights into the research results and its future function are revealed? How do these insights link to the focus and scope of the journal? It should be a concise statement of the primary contribution of the manuscript; and how it fits within the scope of the journal.

Introduction

The Fourth Industrial Revolution (4IR) has a major influence on the health sector, with innovative digital changes to treatment, diagnosis and monitoring of patients (Araújo 2020 ). Especially in this context, nursing informatics has been identified as an enabler to facilitate the delivery of nursing care, education and administration (Akpabio & Ella 2015 ; Green et al. 2016 ; Hussey & Kennedy 2016 ; Shin, Cummings & Ford 2018 ). Nursing Informatics Science is the management and processing of health and nursing data, and information through the application of computers and Information Communication Technology (ICT) (Hübner et al. 2018 ). The use of nursing informatics can contribute to patient safety, quality of healthcare, can reduce healthcare costs (Jouparinejad et al. 2020 ), fosters patient trust and leads to improved nursing outcomes.

Even though the relevance of nursing informatics in nursing practice has been widely documented through global research, the integration of nursing informatics in nursing education and the perceived relevance to nursing practice for nursing students have not been widely studied. Studies have shown that although newly graduated nurses are aware of the need to use information systems and skills in practice, they were not sufficiently computer-literate and had insufficient understanding of healthcare information technology to meet nursing practice requirements (Gürdaş Topkaya & Kaya 2015 ; Vasuki 2016 ). In addition, although nursing students learn to engage with technology during their educational programme, studies reported variable skills when it comes to technology use, and evidence that they may not necessarily regard it as relevant to clinical practice (Harerimana et al. 2020 ; Levett-Jones et al. 2009 ).

As nursing students are in the practice environment during clinical placements, there is an expectancy that they should be proficient in ICT (Lee & Clarke 2015 ). The digital era requires nurses who are competent to use data, information and technologies effectively for the improvement of nursing care (Hübner et al. 2018 ). However, nursing informatics incompetence of nurses can result in less than optimal patient care (Jouparinejad et al. 2020 ), which can result in sub-optimal healthcare outcomes, such as decreased patient safety and errors in clinical practice (Konttila et al. 2019 ; Rajalahti, Heinonen & Saranto 2014 ). Similarly, nurses’ attitude towards the use and acceptance of technology in nursing practice may affect their competency in nursing informatics and their adoption of healthcare technology (Heidarizadeh et al. 2017 ; Kaminski 2010 ; Mutula 2015 ). Studies have shown that older nurses, their educational level, the number of years worked in nursing, their computer experience (Kipturgo et al. 2014 ), and fear of technology, may lead to negative attitudes towards technology use (Fagerström et al. 2017 ; Gürdaş Topkaya & Kaya 2015 ; Heidarizadeh et al. 2017 ). However, these attitudes could be positively influenced with increased experience in computer use and understanding the importance of information technology in healthcare (Fagerström et al. 2017 ; Heidarizadeh et al. 2017 ).

To improve nursing informatics competence, it is important that nursing curricula link the use of information technologies for educational purposes and the use in clinical practice (Forman, Armor & Miller 2020 ). In the study setting, the formal inclusion of nursing informatics in nursing education was deemed to be inadequate, with a concomitant limited usage of informatics tools in the clinical settings (Willemse, Jooste & Bozalek 2019 ). It was hypothesised that a lack of formal nursing informatics training may result in students with negative attitudes towards informatics because of low informatics competency and a poor understanding of its relevance for nursing practice (Harerimana et al. 2020 ; Willemse et al. 2019 ). In addition, the lack of various health information technologies in practice, limits their exposure to informatics in practice (South African National Department of Health 2019 ). This study aimed to investigate undergraduate nursing students’ perceptions of the relevance and their competence of nursing informatics and their attitudes towards informatics use in nursing practice.

A descriptive survey, using a self-administered questionnaire, was conducted to investigate the perceived relevance, competence and attitudes towards nursing informatics skills of final year undergraduate nursing students. The study was conducted in a selected school of nursing at a university in the province of the Western Cape in South Africa. The school offers a 4-year undergraduate nursing degree and various postgraduate programmes. Although the nursing students are exposed to a variety of educational technologies such as online learning and high-fidelity simulation during their training, no formal informatics training for nursing practice is offered in the programme.

Study population and study sample

The targeted population for this study were the 198 final year undergraduate nursing students enrolled in a 4-year undergraduate nursing programme. All-inclusive sampling was used with questionnaires distributed to all 198 students. Final year students were chosen as these students were at the end of their student training and were entering formal nursing practice on graduation.

A self-administered questionnaire based on the validated Nursing Informatics Competency Assessment Tool (NICAT) (Rahman 2015 ) and the Nurses’ Attitudes towards Computerisation (NATC) (Stronge & Brodt 1985 ) was used with permission from the authors. The NICAT has 30 items reflecting nursing informatics skills in three domains (computer literacy, informatics literacy and informatics management) (Rahman 2015 ). Each item is rated for perceived relevance (relevant [1] to extremely relevant [5]) and perceived competence (competent [1] to expert [5]) (Rahman 2015 ). The NATC scale included 20 attitudinal statements (six positive and 14 negative statements) rated from strongly disagree (1) to strongly agree (2) (Stronge & Brodt 1985 ). The questionnaire was in English language, as English is the academic medium in the university, and except for minor contextual word changes, no changes were made to the scales. The questionnaire was pretested on five nursing students to identify the consistency, acceptability and ambiguity in the questions. No changes were made to the questions other than the minor language corrections made on some questions. The NICAT subscales of relevance (α = 0.973) and competence (α = 0.937) had good internal consistency, with moderate consistency for the NATC positive statements (α = 0.718) and negative statements (α = 0.851).

Data collection

Data collection was carried out by a trained research assistant during the months of October 2017 and November 2017. To ensure the availability of all students and enough time to complete the questionnaire, the research assistant met the fourth-year nursing students after a class session on a date and time provided by the class lecturers. The self-administered anonymous questionnaires, along with the information sheet and consent, were handed out to all students. An explanation of the study aim was provided, and it was reiterated that the completion of the questionnaires was voluntary and anonymous. The questionnaire took 20 min to complete and was submitted in a box as they exited the classroom.

Data analysis

Data analysis was conducted with SPSS ® version 27. Average scores with 95% confidence intervals (CI) for perceived relevance and perceived competence were calculated for all the informatics items in the NICAT and for the three domains of computer literacy, informatics literacy and informatics management. Pearson’s correlation analysis was done to assess correlation among the domains and attitudes. An average score with 95% CI was also calculated for the negative and positive attitudinal statements and an overall attitudes score (out of 100) was calculated after negative rated items were reversed.

Ethical considerations

Ethics approval was obtained from the University of the Western Cape Humanities and Social Sciences Research Ethics Committee with Ethics reference number: HS17/1/27, and permission to conduct the study was obtained from the university registrar, the head of the nursing school and the relevant lecturer.

A total of 91 (45.9%) of the final year nursing respondents completed the survey. Nearly three-quarters of the respondents were female (65, 71.4%). The ages of respondents ranged between 19 and 49 years with over three-quarters (72, 79.1%) aged between 21 and 30 years (average age 25.8 [±5.6] years). Out of the 91 respondents, only 26 (28.6%) respondents reported that they had attended formal computer training and only four (4.4%) reported that they had attended informatics training.

Overall nursing informatics skills

Nursing informatics skills were measured in terms of perceived relevance and perceived competence in three areas: Computer literacy skills, Informatics literacy skills and Informatics management skills ( Figure 1 ).

Average scores for nursing informatics skills.

Computer Literacy was rated as most relevant (4.2, 95% CI: 4.1–4.4), followed by Informatics Management (4.0, 95% CI: 3.8–4.2), with Informatics Literacy rated as least relevant (3.9, 95% CI: 3.7–4.1), though the ratings were not significantly different, Computer Literacy competence (4.2, 95% CI: 4.04.3) was rated significantly higher than Informatics Management (3.2, 95% CI: 3.0–3.4) and Informatics Literacy which was rated the lowest (3.0, 95% CI: 2.8–3.2). For both Informatics Management and Informatics Literacy, competence was significantly rated lower than relevance ( Figure 1 ). No significant differences were observed in any of these areas for either relevance or competence for gender or previous training.

Strong significant correlations were found between computer literacy and informatics literacy relevance ( r = 0.587, p < 0.001), computer literacy and informatics management relevance ( r = 0.587, p < 0.001) and informatics literacy and informatics management relevance ( r = 0.873, p < 0.001). Only one strong significant correlation was found for competence between informatics literacy and informatics management ( r = 0.742, p < 0.001). Weak correlations were found between relevance and competence among the three areas ( p < 0.05), with weak correlation between computer literacy relevance and informatics literacy competence being not significant (NS) (0.167).

Computer literacy skills

Computer literacy skills were rated overall as most relevant (4.23, 95% CI: 4.06–4.40) and the skills perceived most competent (4.16, 95% CI: 3.81–4.22) ( Figure 1 ). The highest rated computer literacy skills in terms of relevance and competence were related to using Microsoft office and word processing ( Table 1 ).

Computer literacy skills.

Source : Nursing Informatics Competency Assessment Tool, Rahman, A., 2015, Development of a nursing informatics competency assessment tool (NICAT) , Walden University

CI, confidence intervals.

Informatics literacy

Informatics literacy skills were rated overall as the least relevant (3.91, 95% CI: 4.06–4.40, NS) and the respondents perceived themselves to be significantly less competent in the informatics skills (2.97, 95% CI: 2.77–3.12) ( Figure 1 ). The highest rated informatics literacy skills in terms of relevance and competence were related to using the Internet ( Table 2 ). Using medication administration and dispensing systems were rated as least relevant and the skills in which they had the lowest perceived competence ( Table 2 ).

Informatics literacy skills.

Information management skills

Information management skills were rated overall as relevant (4.01, 95% CI: 3.8–4.21) and respondents perceived themselves to be less competent in information management skills than computer literacy skills, but more competent than informatics literacy skills (3.19, 95% CI: 3.00–3.39) ( Figure 1 ). The highest rated information management skills in terms of relevance and competence were related to confidential data management ( Table 3 ).

Information management skills.

Attitudes towards computerisation

The total attitude scores for respondents were 67.34 (s.d. = 10.40, 95% CI: 65.18–69.51) out of a maximum possible score of 100. The range of attitude scores for this sample was 40–94. Generally, the nurses had a positive attitude towards computerisation with the highest scores for reducing workload and increasing efficiency ( Table 4 ). No significant correlations were found between attitudes and any of the three areas for relevance or competence.

Attitudes towards computerisation.

Source : NATC Stronge, J.H. & Brodt, A., 1985, ‘Assessment of nurses’ attitudes toward computerization’, Computers in Nursing 3(4), 154–158

This study investigated the perceived relevance and competence of computer literacy, informatics literacy and informatics management in final year nursing students. In addition, attitudes to computerisation were also investigated.

Computer literacy

Overall, computer literacy skills were rated the highest for relevance and competence by the respondents with the highest rated computer literacy skill being using Microsoft Office and Word processing and the lowest relevance and competence ratings for skills to navigate computer operating systems. The high ratings for computer literacy skills, and specifically the high ratings for the use of Word processing, were likely because of the use of Word processing and computers for educational tasks during their training and the use of social media and email to communicate socially and educationally. This is also confirmed in other studies where students are reported to commonly make use of smart phone technologies and computers at home, communicate daily via email, the Internet and social media platforms, complete assignments through the use of computers, and many have received computer training as part of nurse training (Elewa & El Guindy 2017 ). Telecommunication tools such as email, facsimiles (fax), WhatsApp groups and Zoom meetings are also used commonly in hospitals, making it possible that exposure of respondents to these skills in the clinical environment may also have enhanced their perceived relevance of these skills (Vasuki 2016 ). The use of telecommunication tools in the clinical setting allows clinicians to communicate regarding patient care (Rincon & Henneman 2018 ), allows better patient monitoring for adverse events, and facilitates compliance with best practices (Koivunen & Saranto 2018 ). Although computer training and Word processing may be included in undergraduate training, the findings indicate that there may be a need for more in-depth education and support in the use of contemporary computer technologies, other than Word processing, within the healthcare environment (Mills et al. 2015 ).

Informatics literacy skills for use in nursing practice were rated overall as the least relevant and the respondents perceived themselves to be significantly less competent in informatics literacy skills. The modern healthcare environment requires nurses who are capable of successfully implementing clinical information systems, tools and devices (Khezri & Abdekhoda 2019 ), which further emphasises the importance of nurse education in keeping pace with informatics-related changes and the implications of this for students in practice (Kinnunen et al. 2017 ). The lowest ratings were for smart devices for medication management. These types of systems are not generally available in most clinical practice settings where the study participants were placed for clinical practice, thus explaining the low ratings of relevance and perceived competence. In the new 4IR, smart devices for medication are just one of many new innovations. The relevance and competence of learning to use new innovative devices, should be a specific focus for nursing educators as learning to use new devices should be integrated into the daily work of nurses to give them enough time, opportunities and resources to adapt to new technologies or to learn how to use new technologies competently (Konttila et al. 2019 ).

Although informatics literacy skills were rated the lowest, the highest rated informatics literacy skills were related to using the Internet. The respondents’ involvement in the accessing of research findings, both in the educational and the clinical environment, the documenting of searches as a curriculum requirement in their educational programme, and the exposure to a variety of virtual tools and online environments such as eLearning within their educational programme, could have yielded a greater familiarity with the use of the Internet and Internet-related software and could have been a potential reason why their perceived relevance ratings for this skill were higher. Even so, it is significant to note that previous studies have reported that even though nursing students were frequent Internet users and using the Internet for almost all their study purposes, they had poor literacy skills with regard to the finding of credible and reliable information and were unable to evaluate high-quality from low-quality health resources on the Internet (Rathnayake & Senevirathna 2019 ), thus highlighting the complexity of informatics literacy skills.

Information management skills in nursing practice were rated overall as relevant, although respondents perceived themselves to be less competent in information management than in computer literacy, but more than informatics literacy. The highest rated information management skill was the confidential data management and using nursing data for improved practice and decision-making in nursing practice. The high ratings in these two skills may relate to the dominance of these skills in nursing curricula. The teaching of confidentiality of patient data is integral in most nursing curricula and the use of data for improved practice and decision-making may be related to the focus on research skills in nurse training to access to evidence-based information. Sound decision-making for improved nursing practice is a prerequisite for evidence-based practice, and is dependent on the skill to retrieve information (Rajalahti et al. 2014 ) and accessing research findings, both in the education and workplace (Mills et al. 2015 ). This study highlights the importance for nurses to be able to access data to ensure that nursing practice is informed by best practices based on evidence from research (Mokhtar et al. 2012 )

A concern was that respondents rated using electronic health records as less relevant and reported lower ratings of perceived competence. In the current climate, the era of paper-based systems for documenting patient care is drawing to an end, and the use of the electronic health record for all documentation practice will become mandated (Bowling 2016 ). As early as in 2014, expertise in electronic documentation has been highlighted as an important challenge in healthcare (Rajalahti et al. 2014 ) and still remains so today in this study setting. This finding may also reflect the status of electronic record-keeping in South Africa, where most of the clinical facilities still use paper records and electronic record data are used for patient registration and only health facility level data routinely collected using District Information Systems (Maïga et al. 2019 ). A study on the use of electronic health information systems in South Africa showed that the most common role was the support of services such as radiology and pathology and evaluation and administrative purposes with few systems that support patient clinical care (Wright, O’Mahony & Cilliers 2017 ). In addition, within the healthcare facilities where the respondents were placed for clinical practice, uploading of patient information into the electronic health record systems is an administrative duty and patient medical records are still kept in filing cupboards (Modise, Jantjies & Mavetera 2019 ). Thus, even though South Africa has started to prioritise ICT to improve health services provision, the public health system lacks a functional health information system because of fragmentation and a lack of coordination, manual systems, complete or partial lack of automation and mixing of paper-based and computerised systems (South African National Department of Health 2019 ). In a similar setting it was suggested that a lack of availability of these clinical electronic systems, may have had an impact on perceived relevance and competence (Bhebe & De La Harpe 2014 ). This challenge may be addressed by providing nursing students with opportunities to practise and develop electronic documentation skills that they will use in practice using simulation and learning management systems (Bowling 2016 ). The respondents in this study have been exposed to both simulation experiences, as well as to teaching and learning opportunities via a learning management system, in their nursing programme; however, integrating clinical electronic documentation skills with classroom experiences should also be explored.

Informatics literacy and management skills are generally regarded as higher-level nursing informatics competence skills (Choi & De Martinis 2013 ) and nurses will not be able to effectively use health information technologies in nursing practice, if nursing informatics education is insufficient (Jouparinejad et al. 2020 ). Skills taught in classes can thus not be transferred well to the workplace, resulting in a lack of nursing informatics knowledge among graduating nurses if there are shortcomings in their education (Rajalahti et al. 2014 ).

Overall, the respondents had positive attitudes towards computerisation, especially positive attitudes around reduced paperwork for nurses and ensuring efficiency in nursing care. This finding was similar to other studies were nurses were reported to have positive attitudes towards computers (Gurdas, Topkaya and Kaya, 2015 ) and where computer education and experience were significant factors contributing to these positive attitudes (Vijayalakshmi & Math, 2013 ). This finding is also consistent with a study in Jordan which showed that oncology nurses’ attitudes toward computerisation, particularly electronic health records were positive reflecting their awareness of the benefits of computers, and its relevance in nursing practice (Banihani and Al Qadire 2021 ). The negative attitudes towards computerisation in healthcare could be related to the low exposure to health informatics with poor exposure in clinical settings and a lack of formal informatics education in the respondents’ curriculum.

Recommendations

Nursing education and practice.

The introduction of formal nursing informatics training and the integration of nursing informatics skills as strands in clinical training will help prepare nursing students for the 4IR and the application and use in practice (Kaur & Rawat 2015 ). Especially, specific attention needs to be given to issues such as electronic health records and the use of new innovative devices in nursing practice. Equipping nursing students with the required knowledge and skills to use new and emerging digital tools will support their nursing practice within the clinical environment as a student, and result in competent nurse graduates entering the workplace (Collins et al. 2017 ).

Nursing research

With the advent of the coronavirus disease 2019 (COVID-19) pandemic and the 4IR, this study should be repeated with a bigger sample of both nursing students and practising nurses. The data should be anchored in a set of nursing informatics competencies relevant to this context and time and further studies on the perceived relevance and competence of practicing nurses on the nursing informatics will help to identify core nursing informatics competencies for professional nursing practice (Collins et al. 2017 ).

Limitations

The study was limited to one school of nursing and thus cannot be generalised beyond the specific school. Some questions may have been difficult for respondents to complete and an adaptation of the questions to current practice may be beneficial.

This study investigated final year nursing students’ perceptions on the relevance of nursing informatics skills along with their perceived competence in these skills and their attitudes towards computerisation. Although the educational preparation of the respondents in this study appears to successfully develop computer literacy skills, such as using a computer and accessing and using data, the development of nursing informatics literacy and management skills is inadequate.

Acknowledgements

The authors would like to acknowledge the support of Ms Rita Abiodun.

Competing interests

The authors declare that they have no financial or personal relationships that may have inappropriately influenced them in writing this article.

Authors’ contributions

J.C., L.l.R., J.A. and M.B. contributed to the manuscript. J.C. and L.l.R. supervised the student J.A. J.A. and J.C. conceptualised the study. All authors participated in the drafting of the original manuscript. J.A. did the data analysis. J.C., M.B., and L.l.R. contributed to the reviewing and editing of the document.

Funding information

This research received no specific grant from any funding agency in the public, commercial or not-for-profit sectors.

Data availability

The views and opinions expressed in this article are those of the authors and do not necessarily reflect the official policy or position of any affiliated agency of the authors.

How to cite this article: Chipps, J., Le Roux, L., Agabus, J. & Bimerew, M., 2022, ‘Nursing informatics skills relevance and competence for final year nursing students’, Curationis 45(1), a2277. https://doi.org/10.4102/curationis.v45i1.2277

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• Knowledge Base
• General Essays

Nursing Informatics Essay

• Author Kimberly Ball
• Category General Essays

Disclaimer: This paper has been submitted by a student. This is not a sample of the work written by professional academic writers.

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Introduction

Nurses, like other healthcare experts, need a range of information to undertake their duty professionally as expected. It is necessary for them to have information about the specific patient, assemblies of patients, the setting in which nurses operate, and the existing circumstances (Sewell & Thede, 2015). Nurses apply this information for various purposes such as communicating with others, making informed decisions, forming novel concepts through combination, and discovering other relevant data. A more significant percentage of the data conventionally produced and applied by nursing professionals assumes the form of an ordinary semantic such as handwriting and speech. Natural language is essential for nurses. Despite the fact that natural semantic allows clinical data to be obtainable by medical professionals, it remains vastly challenging to access through applications of the computer that influence scientific data figuratively, for instance, numerical data or programmed resolution aid (Nibbelink, Young, Carrington, & Brewer, 2018). Such kind of applications requires data that are encrypted in keeping with ‘standardized’ terminology systems and structures of the information.

The nursing profession has established various terminological approaches that support diversity and complexity of the data requirements. The distinctions in the framework and subject of the terminology approaches inhibit effective communication, sharing of information, a combination of recording techniques, and comparing elements of healthcare statistics at a worldwide level (Nibbelink, Young, Carrington & Brewer, 2018). There are two main types of terminology systems: the enumerative approach and the combinatorial system. These systems have been developed due to the need of ensuring that the systems are established to promote the nursing activities within a multidisciplinary service. Besides, the terminology systems were created to make sure that the influence of the task is denoted in an accumulated healthcare statistics.

The Enumerative and Combinatorial Systems

Enumerative phrase approaches are either presented as or are given indices through, a constrained set of pre-organized terminologies, whereby philosophies and conceptual ideas are modified to allow the formation of relevant clinical phrases (Hardiker, Bakken, Casey, & Hoy, 2002). Furthermore, they are systematized in a list and possibly prearranged in alphabetical order or a hierarchical manner. Therefore, all probable phrases are overtly itemized. Parenthetically, the North American Nursing Diagnosis Association Taxonomy I (NANDA-I) is one of the examples of enumerative terminology systems.

Various clinical phrase techniques use combinatorial approaches to develop complicated terminological phrases from basic concepts. For instance, the NANDA phrase previously described can be exemplified as a combined idea involving three components: ineffectual, from a group of judging ideas; single, (patient ideas); and managing (human reaction philosophies) (Hardiker, Bakken, Casey, & Hoy, 2002). The Omaha System is one of the models of combinatorial terminology methods.

NANDA Terminology System

NANDA is an enumerative terminology that focuses primarily on nursing diagnoses. Under NANDA, nursing diagnoses represent clinical judgments about how clients or client groups respond to health matters (Hardiker, Bakken, Casey, & Hoy, 2002). The modern version of NANDA symbolizes 155 clinical analyses, and every single diagnosis has a pre-synchronized expression like Ineffectual Single Handling as a label, a brief definition, describing characteristics, and risk factors. The concise description is inscribed in an ordinary semantic instead of an elaborate prescribed illustration of nursing conceptual ideas and interactions. Besides, a single clinical diagnosis is situated in an uncomplicated unifying system comprising of nine patterns of human response (Hardiker, Bakken, Casey, & Hoy, 2002).

NANDA was created in 1982 primarily to allow identification and classification of health issues within the domain of nursing. Currently, it consists of more than 216 published clinical diagnoses. One of the missions of NANDA-I system is to enhance the required terminological development, modification, distribution, and usage of standardized clinical analytic language. It also offers the top fact-based clinical analyses for usage in the nursing profession, and it determines interventions and results. Moreover, NANDA system is typically used with Nursing Outcomes Classification (NOC) and Nursing Interventions Classification (NIC), commonly known as NANDA/NIC/NOC (NNN). This scenario allows NANDA system to give more detailed, research-oriented, uniformly categorized for clinical analyses, medical interventions and curative- sensitive client’s results.

The Omaha Terminology System

Omaha System is a standard terminology that offers interoperability and enables communication across the continuum of community health (Hardiker, Bakken, Casey, & Hoy, 2002). It is one of the initial clinical taxonomies to be established, and it is highly regarded since it was developed objectively to describe community healthcare, and it can be used for scientific research. Besides, it is highly regarded since it was designed to be used in electronic documentation systems and has been extensively tested for reliability and validity.

The Omaha approach gives a structure for documenting materials both in home-based and public-based health management practices. The Omaha intervention approach is structured into intellection categories: 4 main interventions classes, 62 objectives or goals of the clinical activity, and patient-focused data which are produced by a professional in the field of healthcare (Hardiker, Bakken, Casey, & Hoy, 2002). Besides, each category of the intervention has a label and a definition inscribed in an ordinary semantic, and they look for means of providing a consolidating framework for defining nursing activities. These classes include Case management, Guidance and counseling, Treatments and Procedures, surveillance, and Health Teaching.

In comparison, both the NANDA and Omaha approaches are considered equally significant since they provide a framework for the retrieval and usage of nursing information from a computer-based data system (Whittenburg, 2015). Similarly, they are both essential, especially NANDA system, when evaluating statistical data. They are both globally used and are research-based systems. However, there are some drawbacks associated with both systems. As stated earlier, nursing practice generates numerous and comprehensive information hence a vast amount of distinct terminologies used in nursing would be required to embody the entire potential data. Nevertheless, NANDA system limits the number of clinical phrases due to the constraints imposed in its development and usage. In an attempt of addressing this challenging scenario, NANDA-I has been compelled to combine effort with NOC and NIC systems hence forming another system referred to as NNN. On the contrary, even though Omaha system addresses this challenge by allowing a more substantial amount of complicated concepts to be represented, it also suffers a problem of not adhering to the rules. According to Whittenburg (2015), the lack of regulations for identifying relevant combinations makes Omaha system challenging to use since this situation increases the burden of searching for elements from different lists.

The Codification of Nursing Data in EHRs

The primary of objective of Electronic Health Record systems (EHRs) is to enhance efficiency, promote the high-quality integration of healthcare, support independence of the place, and time of healthcare delivery. A larger number of expected benefits from the codification of nursing data depend mainly on the systematization of the information. It is predictable that the implementation of information and communication technology (ICT) in managing nursing data can lead to safer healthcare, more responsive to the needs of the patients, and increased efficiency (O’Malley, Draper, Gourevitch, Cross, & Scholle, 2015). The range of plausible codification of nursing data in the sector of healthcare has increased exponentially, with remarkable progressions from the local level to national level health information exchange. The codification of nursing data is observed to support clinical care activities, facilitates new technologies for improving patient’s safety and quality of the healthcare. Besides, it enables quality checking of the health service procedures and locally or nationally managing evidence-based nursing issues by augmenting statistical data collection. Similarly, the codification of nursing data is considered to allow easier participation of people in their healthcare activities.

Moreover, ICT is beneficial to the nursing profession since it enables codification of data in real time for easy retrieval. Besides, coding of the nursing information makes the ordering course more efficient since nurses do not require to inquire for more explanation or to ask for the lost data from incomprehensible or partial clarifications (O’Malley, Draper, Gourevitch, Cross, & Scholle, 2015). Therefore, some of the grave medical mistakes can be minimized through the implementation of data codification. The computerized physician order entry (CPOE) techniques enable the suppliers to order medical things such as medicines, research laboratory experiments, physical treatment, and radiology, using a computer instead of using papers. This kind of computerization eradicates possible precarious medical errors instigated by poor penmanship.

Similarly, the codification of nursing data in clinical decision support (CDS) tools assists the provider to make well-informed decisions concerning patient care. The CDS system provides the most recent information about medication. It also cross-references a client’s reaction to certain drugs, as well as gives warnings for medicine relations (O’Malley, Draper, Gourevitch, Cross, & Scholle, 2015). Moreover, the coding of nursing data in health information exchange (HIE) enables the information about a patient to share. Through protected and actual dissemination of health details of a patient, HIE minimizes costly redundant health checks which are recommended since it is not possible to obtain the required medical details put in safekeeping by other providers. Parenthetically, HIE enables sharing of patient health records through EHRs, which ultimately give rise to a relatively economical and high-quality health care. Consequently, there is a great need for codification of nursing data in the electronic health record system since this is the future of nursing informatics.

The two terminology systems described above are considered to the formal clinical-language approaches that symbolize new bullets against the challenges facing the current terminological approaches. They strive for supplementing the existing systems, improve their efficacy and make them have the initiative of becoming a more principled organization. In general, the formal terminological approaches embody an innovative model for developing languages used by nurses. These formal approaches do not attempt to standardize clinical phrases rather they try to formalize the phrases used in the nursing profession. Moreover, with recognized systems of terminology, it will allow the data that the nurses record to be fully utilized and to create practiced-based clinical information. Considerably, it will enable progression of nursing informatics to a level where innovative submissions, for instance, a completely computer-oriented client record can be developed. Therefore, these systems are means of fulfilling conceivable prospects for nursing informatics and the nursing activities in general.

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Nursing Informatics Essays

Proposal for implementation of artificial intelligence in nursing informatics with the aim of improvement and care efficiencies, nursing informatics in health care, how nursing informatics facilitates both qualitative and quantitative research, a proposed computerized provider order entry (cpoe) project in nursing care, nurses as knowledge workers, the impact of nursing informatics on patient outcomes and patient care efficiencies, healthcare delivery challenges, the importance of nursing informatics in clinical practice and beyond, nursing informatics self-assessment, popular essay topics.

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100+ excellent nursing informatics essay topics [+outline], bob cardens.

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Nursing Informatics essay ideas

There are a lot of good Nursing Informatics essay topics that you can choose from. Here are good Nursing Informatics essay Topics to write about:

Good Nursing Informatics essay Topics

How nursing informatics can help improve patient care

The impact of nursing informatics on the future of health care

The role of nursing informatics in improving patient safety

The importance of nursing informatics in the modern era

Nursing informatics and the globalization of health care

The Effects of Nursing Informatics on Patient Care

The Role of Nursing Informatics in the Future of Healthcare

How Nursing Informatics will Impact the Profession in the Future

The Impact of Nursing Informatics on Patient Safety and Quality of Care

The impact of technology on nursing informatics

The Role of Nursing Informatics in the Health Care System

The Impact of Nursing Informatics on Patient Care

Advanced Nursing Informatics Tools and Techniques

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Nursing Informatics Essay Ideas

The Future of Nursing Informatics

How nursing informatics is changing the way nurses care for patients

The impact of informatics on nursing practice

Advances in nursing informatics

Challenges faced by nurses in implementing informatics

The importance of informistics in healthcare delivery

Nursing informatics and patient safety

The role of informatics in research and development

Impact of nursing informistics on nursing education

Benefits of using information technology in the nursing setting

Nursing informastics and patient outcomes

The role of informatics in nurse staffing

Nursing informatics and clinical decision support

Applications of big data in nursing

Advances in sensor technology in nursing

Clinical decision support systems in nursing

Advancements in virtual reality and simulation tools for nurses

The impact of mobile technology on nurses’ work lives

Nursing informatics and patient care quality

Emerging trends in data mining and analytics for nursing

What are the main implications of nursing informatics?

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Current Topics in nursing informatics

There are many different nursing informatics essay ideas to write about. Here are twenty of the most popular topics:

• How electronic health records (EHRs) are changing patient care.
• How big data is impacting nursing informatics.
• The role of artificial intelligence (AI) in nursing informatics.
• The impact of mobile technology on nursing informatics.
• The future of nursing informatics education .
• The impact of social media on nursing informatics .
• The importance of digital health literacy in nursing informtics.
• Nursing informatics and the opioid epidemic.
• Building a successful nursing informatics team .
• The challenges confronting nursing informatics today and in the future.
• The impact of global healthcare reform on nursing information technology (NIT).
• Nursing informatics and the aging population: implications for patient care and clinical practice .
• Using big data to improve patient safety in nursing homes and hospitals
• The use of virtual reality in nurse education and training
• The impact of electronic health records on nurses’ work hours
• The use of analytics in decision making by nurses
• How nursing informatics is helping to improve patient care.
• The impact of artificial intelligence on nursing informatics.
• The future of nursing informatics research .
• The increasing use of big data in nursing informatics.
• How advanced technology is revolutionizing the way nurses work.
• The importance of professional development for nurses working with nursing informatics.
• The challenges and opportunities posed by digital health in nursing informistics.
• What the future holds for nurse-led electronic health records (EHRs).
• How technology is changing the way nurses work with patients in their homes .
• The impact of social media on nursing informistics and patient care.
• The growing trend of nurse-led “crowdsourcing” in nursing informatics research projects.
• How virtual reality is being used to enhance patient care in nursing settings

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Informatics topics for presentation

Nursing Informatics is a rapidly growing field that provides healthcare professionals with the information and tools they need to care for their patients more effectively. Here are Informatics topics for presentation to get you started:

• The Effect of Nursing Informatics on Patient Care.
• The Role of Nursing Informatics in Keeping Patients Healthy.
• The Impact of Nursing Informatics on Clinical Practice.
• The Importance of Nursing Informatics in the Future of Healthcare .
• The Growing Role of Nursing Informatics in the World of Medicine.
• The Impact of Nursing Informatics on Quality of Life for Patients and Families .
• How Nursing Informatics is Helping to Revolutionize Healthcare Delivery .
• The Advantages and Disadvantages of Using Technology in Nursing Settings.
• Increasing Efficiency through the Use of nursing informatics Tools and Applications .
• Advances in Electronic Health Records: Implications for Nurses .
• The Evolution and Development of Computerized Medical Records Systems 

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Health Informatics Research Paper Topics

Nursing Informatics is a rapidly growing field that is constantly evolving. As new technologies are developed, nurses need to be able to keep up with the latest changes and trends. Here are twenty nursing informatics essay ideas to help you get started:

• How electronic records are changing the way nurses work.
• The role of big data in nursing informatics.
• The future of healthcare information systems and how nurses will benefit from them.
• How mobile technology is aiding nurses in their daily duties.
• The importance of computer-aided diagnosis (CAD) in nursing care .
• The use of blockchain technology in the health industry.
• The impact of social media on nursing professionals.
• Issues facing chronic care patients and how nurses can address them effectively.
• How virtual reality is being used to train nurses in new techniques and procedures.
• Nursing informatics research – what is being done currently and where do we believe it will go in the future?
• Emerging trends in nursing informatics

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