Describe information dissemination and feedback. 9. Define information science.
Quality and Safety Education for Nurses 17
This text is designed to include the necessary content to prepare nurses for prac- tice in the ever-changing and technology-laden healthcare environments. Informatics competence has been recognized as necessary in order to enhance clinical decision making and improve patient care for many years. This is evidenced by Goossen (2000), who reflected on the need for research in this area and believed that the focus of nursing informatics research should be on the structuring and processing of patient information and the ways that these endeavors inform nursing decision mak- ing in clinical practice. The increased use of technology to enhance nursing practice, nursing education, and nursing research will open new avenues for acquiring, pro- cessing, generating, and disseminating knowledge.
In the future, nursing research will make significant contributions to the devel- opment of nursing science. Technologies and translational research will abound, and clinical practices will continue to be evidence based, thereby improving patient outcomes and decreasing safety concerns. Schools of nursing will embrace nursing science as they strive to meet the needs of changing student populations and the increasing complexity of healthcare environments.
summary Nursing science influences all areas of nursing practice. This chapter provided an overview of nursing science and considered how nursing science relates to typical nursing practice roles, nursing education, informatics, and nursing research. The Foundation of Knowledge model was introduced as the organizing conceptual framework for this text. Finally, the relationship of nursing science to nursing informatics was discussed. In subsequent chapters the reader will learn more about how nursing informatics supports nurses in their many and varied roles. In an ideal world, nurses would embrace nursing science as knowledge users, knowledge managers, knowledge developers, knowledge engineers, and knowl- edge workers.
tHoUGHt-PRoVoKING QUestIoNs
1. Imagine you are in a social situation and someone asks you, “What does a nurse do?” Think about how you will capture and convey the richness that is nursing science in your answer.
2. Choose a clinical scenario from your recent experience and analyze it using the Foundation of Knowledge model. How did you acquire knowledge? How did you process knowledge? How did you generate knowledge? How did you dis- seminate knowledge? How did you use feedback, and what was the effect of the feedback on the foundation of your knowledge?
18 CHAPteR 1 Nursing Science and the Foundation of Knowledge
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American Association of Colleges of Nursing (AACN). (2016). Background and overview: Nursing informatics Deep Dive. Retrieved from http://www.aacn.nche.edu/qsen-informatics /background-overview
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Bassendowski, S. (2007). NursingQuest: Supporting an analysis of nursing issues. Journal of Nursing Education, 46(2), 92–95. Retrieved from Education Module database [document ID: 1210832211].
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Girard, N. (2007). Science fiction comes to the OR. Association of Operating Room Nurses. AORN Journal, 86(3), 351–353. Retrieved from Health Module database [document ID: 1333149261].
Goossen, W. (2000). Nursing informatics research. Nurse Researcher, 8(2), 42. Retrieved from ProQuest Nursing & Allied Health Source database [document ID: 67258628].
Healthcare Information and Management Systems Society. (2016). The TIGER initiative. Retrieved from http://www.himss.org/professional-development/tiger-initiative
National League for Nursing (NLN). (2015). A vision for the changing faculty role: Preparing students for the technological world of health care. Retrieved from https://www.nln.org /docs/default-source/about/nln-vision-series-(position-statements)/a-vision-for-the-changing -faculty-role-preparing-students-for-the-technological-world-of-health-care.pdf?sfvrsn=0
Quality and Safety Information for Nurses (QSEN) Institute. (2014a). Courses: Learning modules. Retrieved from http://www.qsen.org/courses/learning-modules
QSEN Institute. (2014b). Graduate KSAs. Retrieved from http://www.qsen.org/competencies /graduate-ksas
QSEN Institute. (2014c). Pre-licensure KSAs. Retrieved from http://www.qsen.org/competencies /pre-licensure-ksas
Skiba, D. (2007). Faculty 2.0: Flipping the novice to expert continuum. Nursing Education Perspectives, 28(6), 342–344. Retrieved from ProQuest Nursing & Allied Health Source database [document ID: 1401240241].
Swan, B., Lang, N., & McGinley, A. (2004). Access to quality health care: Links between evidence, nursing language, and informatics. Nursing Economic$, 22(6), 325–332. Retrieved from Health Module database [document ID: 768191851].
Technology Informatics Guiding Education Reform. (2007). Evidence and informatics transforming nursing: 3-year action steps toward a 10-year vision. Retrieved from http:// www.aacn.nche.edu/education-resources/TIGER.pdf
Whitman-Price, R., Kennedy, L., & Godwin, C. (2012). Use of personal phones by senior nursing students to access health care information during clinical education: Staff nurses’ and students’ perceptions. Journal of Nursing Education, 51(11), 642–646.
References 19
Key Terms » Acquisition » Alert » Analysis » Chief information
officers » Chief technical
officers » Chief technology
officers » Cloud computing » Cognitive science » Communication
science » Computer-based
information systems » Computer science » Consolidated
Health Informatics » Data
» Dissemination » Document » Electronic health
records » Federal Health
Information Exchange
» Feedback » Health information
exchange » Health Level Seven » Indiana Health
Information Exchange
» Information » Information
science » Information
systems
» Information technology
» Input » Interfaces » Internet2 » Internet of
Things (IoT) » Knowledge » Knowledge worker » Library science » Massachusetts
Health Data Consortium
» National Health Information Infrastructure
» National Health Information Network
» New England Health EDI Network
» Next-Generation Internet
» Outcome » Output » Processing » Rapid
Syndromic Validation Project
» Report » Social sciences » Stakeholders » Summaries » Synthesis » Telecommunications
1. Reflect on the progression from data to informa- tion to knowledge.
2. Describe the term information. 3. Assess how information is acquired. 4. Explore the characteristics of quality information. 5. Describe an information system. 6. Explore data acquisition or input and processing
or retrieval, analysis, and synthesis of data.
7. Assess output or reports, documents, summaries, alerts, and outcomes.
8. Describe information dissemination and feedback. 9. Define information science.
10. Assess how information is processed. 11.