EUREKA! AHA MOMENTS IN INFORMATICS EDUCATION FOR...

EUREKA! AHA MOMENTS IN INFORMATICS

EDUCATION FOR DNP STUDENTS AND FACULTY

The 8th National Doctors of Nursing Practice Conference Seattle, Washington September 17, 2015

Dr. Jan Tillman, DNP, RN, FNP-BC Clinical Assistant Professor, Graduate Nursing Studies

tillmanj@ecu.edu

I am grateful to the College of Nursing at East Carolina University for allowing me to travel and present for this conference.

I have no affiliations or conflicts of interest/practice disclosures.

Objective I: Critique educational methodologies for advancing the knowledge of informatics for nurses pursuing the DNP degree.

Objective II: Contrast & compare tools used with DNP students in informatics coursework for optimizing Essential IV of the AACN Essentials of Doctoral Education for Advanced Nursing Practice.

(American Association of Colleges of Nursing [AACN], 2006)

Objective III: Determine the effectiveness of educational assignments when considered alongside informatics tools & applications used in the lived-experience of the career nurse informatician.

My advisor is telling me I have to take

informatics to earn my DNP. WHY?!

Big  Ol’  Waste  of  Time  &  Money!  

My chair is telling me I have to teach

informatics. WHY?! I’d  really  rather  teach  

popula<on  health.  That’s  actually  what  students  

need  to  know.  

Considerations: §  Who are my university & community

partners? §  What does university IT support look like

for my students? §  How are other faculty members in schools

& colleges of nursing teaching informatics? §  What is going on in my state regarding

health care technology?

Considerations:

§ Who do I teach?

§ What is the platform for the course: Seated, Distance, or Hybrid?

§ What do my students think ‘nursing informatics’ is?

§ What is the average baseline technology skillset of my students?

Considerations: §  Who are my university & community

partners? §  What does university IT support look like

for my students? §  How are other faculty members in schools

& colleges of nursing teaching informatics? §  What is going on in the state I live in regarding

health care technology?

Considerations:

§ Who do I teach?

§ What is the platform for the course: Seated, Distance, or Hybrid?

§ What do my students think ‘nursing informatics’ is?

§ What is the average baseline technology skillset for my students?

What happens when those 2 questions collide?

That’s what we’re here for.

Planning: My Knowledge My Gaps in Knowledge Syllabus Course Objectives Assignments Textbooks & other resources

Will the assignments aid in the dissemination, diffusion, and adoption of technology as a resource toward improving health care systems and patient outcomes?

(Lewin, 1997; McGonigle & Mastrian, 2015; & Rogers, 2003)

BRAINSTORM

Will the knowledge and experience of the assignment stick? (Will there be a change in students’ perceptions, personal standards, or practice frameworks?)

(Lewin, 1997; McGonigle & Mastrian, 2015; & Rogers, 2003)

BRAINSTORM

How does the experience of the assignment

§  Accomplish the DNP Essentials; §  Reflect the Informatics Nurse Scope

and Standards of Practice; §  Contribute to the achievement of the Triple Aim; §  Coincide with the objectives of the CON/SON

and university?

(AACN, 2006; American Nurses Association [ANA], 2008; & Berwick, 2008)

BRAINSTORM

Can the assignments meet 100% of the expectations noted in DNP Essential IV?

(AACN, 2006)

BRAINSTORM

Can informatics assignments be beneficial in meeting other DNP Essentials?

(AACN, 2006)

BRAINSTORM

What will move students past individual current states toward improved technology and informatics skillsets?

BRAINSTORM

So What?

HURRICANE TIME !

References American Association of Colleges of Nursing. (2006). The essentials of doctoral education for

advanced practice nursing. Retrieved from

http://www.aacn.nche.edu/publications/position/DNPEssentials.pdf

American Nurses Association (2008). Nursing informatics: Scope and Standards of Practice.

Silver Spring, MD: Nursebooks.org.

Berwick, D.M., Nolan, T.W., & Whittington, J. (2008). The triple aim: Care, health, and cost.

Health Affairs, 27, 759-769. Retrieved from

http://content.healthaffairs.org/content/27/3/759.full

Lewin, K.Z. (1997). Resolving social conflicts and field theory in social science (1st ed).

Washington, DC: American Psychological Association.

McGonigle, D., & Mastrian, K.G. (2015). Nursing informatics and the foundation of

knowledge (3rd ed.). Burlington, MA: Jones & Bartlett Learning.

Rogers, E.M. (2003). Diffusion of innovations (5th ed.). New York, NY: Simon & Schuster, Inc.