COLLEGE OF SCIENCE, TECHNOLOGY AND APPLIED ARTS OF TRINIDAD AND TOBAGO

School of Nursing, Health and Environmental Sciences DEPARTMENT OF NATURAL & LIFE SCIENCES
Transforming Lives, Transforming Communities, Transforming the Nation One Student at a Time NURSING INFORMATICS

PHILOSOPHY: VISION:

To be a student-centered, dynamic and innovative, world-class and multi-campus college, promoting excellence in teaching and learning, serving diverse communities and producing lifelong learners who can compete globally.
MISSION:

To be the premier educational institution in: providing high quality, affordable and accessible education programmes serving the needs of business, industry and the diverse campus communities and facilitation the personal and professional development of its students, faculty and staff.
The Institutions motto Transforming Lives, Transforming Communities, Transforming the Nation One Student at a Time. is embodied in our Core Curriculum as well as Programme Curriculum through ten competencies which students will understand, practice and demonstrate upon successful completion of their programmes of study at the College. These competencies are as follows:
Programme Curriculum Competencies KNOWLEDGE A clear understanding of the principles and concepts of related theories and models of the particular discipline and the relationship to other disciplines through study, education and experience. EFFECTIVE COMMUNICATION The ability to accurately transfer thoughts and meaning through interpersonal skills using appropriate registers. ANALYTICAL ABILITY The ability to systematically gather relevant data and make appropriate deductions, inferences and connections with a view to judiciously solve problems. TECHNOLOGICAL EXPERTISE Utilization of current tools and techniques with the view to achieving efficiency and improving functionality. COLLABORATION Proficiency in working cohesively with other stakeholders with the view to achieving common goals. CREATIVITY The ability to explore issues and generate solutions from an innovative perspective. PROFESSIONALISM A life-long engagement in reflective, moral, ethical and best practices in all spheres. DIVERSITY The ability to recognize and respect uniqueness, worth and dignity of others whilst developing ones own belief system. SOCIAL AND GLOBAL RESPONSIBILITY A conscientious approach that reflects social and global accountability, commitment, caring and integrity. ENTREPRENEURSHIP The ability to recognize and take advantage of legitimate opportunities for innovation and social improvement, whilst accepting the related risks.

1 Nursing Informatics

Course Code: Course Title: Number of Credits: Semester: Track: Co-requisites: Prerequisite: Prerequisite for: Number of Contact Hours: Delivery: Instructor: Office: Office Hours: Telephone: Email:

NURS 337 Nursing Informatics 3

45 Learning is accomplished through practical experiences with an emphasis on group work, planning and design, manipulation and reporting skills

COURSE DESCRIPTION AND GOAL: Nursing Informatics focuses on the use and management of information and information technologies to improve the health of individual, families, populations and communities. Nurses function in an environment where information is crucial for effective and efficient healthcare. In this course we will examine how Nursing informatics has impacted on other areas of nursing such as administration, education and research. We will investigate how driving forces in healthcare have accelerated the efforts to implement systems such as the Electronic health Record, Telehealth and E-Health. The evolution in technology has shown many benefits, however, we must discuss how the use of technology has raised many concerns in the area of data protection, privacy, liability and confidentiality. As we explore the contents of this course, we will evaluate the application of Nursing Informatics to the Profession of Nursing locally and regionally. The competencies addressed in this course are Knowledge at Immersion, Intermediate and Advanced levels, Analytical Ability at the Intermediate level, Technological Expertise at Intermediate and Advanced levels and Collaboration at a the Immersion and Intermediate levels. The specific objectives for this course are listed by Competency: Specific Objectives for Nursing Informatics KNOWLEDGE

Immersion level: Demonstrates comprehension of the relevant and significant ideas across disciplines and can make comparisons and draw conclusions about them.
Student should be able to: Student should be able to: 1. Develop an understanding of the historical developments of nursing informatics 2. Discuss the historical development of nursing informatics.

Intermediate level: Makes connections between disciplinary and professional expectations.

Student should be able to: 1. Discuss the importance for nurses to become proficient users of information and information technology, e-health and e-nursing.
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ANALYTICAL ABILITY

Immersion Level: Student analyses structures and organizations and perceives and makes relationships.
Student should be able to: 2. Describe the ways in which information and communication technology is transforming healthcare.

Intermediate level: Articulates problem solving processes and practices using disciplinary problem solving processes to approach problems.
Student should be able to: 3. Identify issues related to the application of informatics in nursing. 4. Strategize solutions to address security and ethical issues related to nursing informatics 5. Discuss, critically assess and describe applications of informatics in the clinical setting TECHNOLOGICAL EXPERTISE

Intermediate level: Student displays positive attitudes towards technology uses and independently selects appropriate tools that support productivity, collaboration, learning and personal pursuits.
Student should be able to: 6. Demonstrate various applications of computer mediated communications 7. Demonstrate the impact of computers in nursing practice, nursing administration, nursing education and nursing research.

Advanced level: Student demonstrates practical applications of simulated and virtual technological devices and instruments.
Student should be able to: 8. Utilize lab equipment and computer simulations to use of nursing informatics in nursing practice, nursing administration, nursing education and nursing research COLLABORATION

Immersion Level: Student initiates cooperative learning activities by seeking out others for assistance and for building projects together and acts as an active facilitator.
Student should be able to: 9. Work in a group to discuss system implementation of health information systems in your healthcare environment.

Intermediate level: Student values and incorporates others ideas and other points of view and recognizes there is power in combining ideas.
Student should be able to: 10. Work in group to identify possible benefits of the use and relevance of nursing informatics in the clinical setting.

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TEACHING OBJECTIVES: UNIT 1 COMPUTERS, INFORMATION AND INFORMATICS

Content:
Data Information, Knowledge, The Nurse as Knowledge Worker The Significance of Good Information and Knowledge Management The Definition and Evolution of Informatics, Medical Informatics, Nursing Informatics, and Consumer Informatics Computer and Information Literacy Informatics Competencies for Nurses The Nursing Shortage Work Flow Changes Evidence-based Practice Pressures to Implement Information Technology

1. Define the terms data, information, knowledge, informatics, medical informatics, nursing informatics and consumer informatics. 2. Distinguish between the computer and informatics. 3. Discuss the evolution of nursing informatics 4. Describe some of the forces inside and outside healthcare that are driving a move towards a greater use of informatics 5. Explain the need for all nurses to have basic skills in informatics 6. Analyze the effects of informatics on healthcare 7. Provide specific examples of how nursing informatics impact the health care consumer as well as professional practice, administration, education, and research.

Objectives:
Students should be able to: UNIT 2 ELECTRONIC COMMUNICATION

Content: Internet services

E-mail and Instant Messaging Components of an E-mail Message Suggested Use and Etiquette Managing E-mail Instant Messaging Database Searches Newsgroups Bulletin Board Services Remote Access

The World Wide Web

Browsers Search Tools Portals, Intranets, and Extranets Healthcare Informatics and Services Consumer Informatics Online Publications and Journals Marketing Services E-health

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Concerns Related to the Use of the Internet and World Wide Web

Quality of Online Information Evaluating Online Information Organizations Overload Security Contamination by Viruses, Worms, and Other Malware Firewalls Institutional Policies Future Directions

Objectives:
Students should be able to: 1. Define electronic communication and compare and contrast e-mail, instant messaging and text messaging. 2. Differentiate between the Internet and the World Wide Web. 3. Identify the process required to access both the Internet and the World Wide Web.

4. Discuss services available on the Internet and the World Wide Web. 5. Relate the advantages and disadvantages that the Internet and the World Wide Web have over traditional means of communicating information. 6. Identify examples of Internet and World Wide Web resources that may be useful to nurses and other health care professionals and consumers. 7. Compare and contrast a Web page, a Web portal, a blog, and a wiki. 8. Evaluate the quality of a health information Web site. Recognize the role that consumer informatics plays in the health care delivery system. 9. Compare and contrast the purpose and use of intranets and extranets to the purpose and use of the Internet. 10. Discuss the advantages and disadvantages of the Internet as a platform for health care applications. 11. Understand the concepts of e-health, ebusiness and e-commerce and their role in the health care arena.

UNIT 3 HEALTHCARE INFORMATION SYSTEMS

Content:
Clinical Information Systems Nursing Information Systems Standardized Nursing Languages Clinical Information Systems Monitoring Systems Order Entry Systems Laboratory Systems Radiology Systems

Pharmacy Applications and Systems

Other Clinical Systems Administrative Systems Registration Systems Scheduling Systems Contract Management Systems Decision Support and Expert Systems Future Directions

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Objectives:
Students should be able to: 1. Identify the various types of information systems used within health care institutions. 2. Define the terms health care information system, hospital information system, clinical information system, nursing information system, physician practice management system, and administrative information system. 3. Explain the functions of a nursing information system. 4. Differentiate between the nursing process and critical pathways/protocol approaches to the design of a nursing system.

5. Review the key features and impacts on nursing and other health care professionals associated with order entry, laboratory, radiology, and pharmacy information systems. 6. Describe the functions of client registration and scheduling, and coding systems. 7. Explain the purpose of decision support and expert systems. 8. Identify ways that mobile devices such as personal digital assistants, tablet computers and IPODs can improve the utility of health care information systems.

UNIT 4 ELECTRONIC PATIENTS RECORDS & SECURING THE INFORMATION

Content:

Objectives:
Students should be able to: 1. Define the term electronic health record

Definitions Historical Developments Benefits of the EHR General Benefits Nursing Benefits Benefits for Healthcare Providers Healthcare Enterprise Benefits Consumer Benefits

(EHR).
2. Discuss the benefits associated with the EHR. 3. List several concerns that must be resolved before implementation of the EHR. 4. Discuss the risk and opportunity for sharing clinical data. 5. Differentiate between privacy, confidentiality, information privacy, and information security. 6. Discuss how information systems affect privacy, confidentiality, and security. 7. Relate the significance of security for information integrity. 8. Recognize threats to system security and information. 9. Discuss how privacy and confidentiality of patient electronic information is currently being addressed in healthcare. 10. Distinguish between appropriate and inappropriate password selection and handling. 11. Discuss the implications of the HIPAA privacy and security rules for the protection of information security.
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Considerations When Implementing the EHR Electronic Infrastructure Cost Vocabulary Standardization Security and Confidentiality Caregiver Resistance Data Integrity Incorrect Data Entry Data Correction Master File Maintenance System Failure Ownership of the Patients Record Privacy and Confidentiality Electronic Signature Smart Cards

Nursing Informatics

UNIT 5 TELEHEALTH

Content:
Terms Related to Telehealth Teleconferencing Videoconferencing Desktop Videoconferencing Historical Background Driving Forces Applications Online Databases and Tools Education Continuing Education Home Health Care Disease Management Legal and Privacy Issues HIPAA, Support Personnel Liability Licensure Issues

Confidentiality/Privacy Other Telehealth Issues

Objectives:
Students should be able to: 1. Define the term Telehealth 2. Discuss the terms related to the classification of technology used in Telehealth 3. Discuss some of the ways that telehealth can deliver healthcare 4. Illustrate the opportunities for autonomous nursing practice in health 5. Discuss the main issues in implementing telehealth 6. Identify the ways that telehealth could impact present healthcare system. 7. Discuss some issues pertaining to the practice of tele-nursing 8. Describe legal and practice issues that affect telehealth.

UNIT 6 THE FUTURE OF NURSING INFORMATICS IN TRINIDAD & TOBAGO

Content: Educational
Instructional Applications of Computer Technology Virtual Learning Environment Competency-Based Training Multimedia Video-teleconferencing Distance Education Web-Based Instruction E-Learning Formal Healthcare Education Hospital Information Systems (HIS) Continuing Education

Administration Tools Process Improvements Human resource management Business Intelligence Employee Scheduling Patient Classification system Patient Care management systems

Research Using Computers to Support Evidence-Based Practice and Research

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Identification of Searchable Questions and Research Topics Literature Searches Digital Libraries Data Collection Tools Quantitative versus Qualitative Research Direct Data Input Data Analysis Quantitative Analysis Computer Models Qualitative Analysis Data Presentation: Graphics Online Access to Databases Collaborative Research

Objectives:
Students should be able to: 1. Identify specific ways that computer technology may be used to support and enhance education. 2. Identify the strengths and weaknesses of elearning 3. List benefits associated with Virtual Learning Environments (VLE), distance learning, and Web-based instruction (WBI).

4. Compare and contrast e-learning with other educational uses of computers. 5. Provide examples of how computer technology may support education in each of the following settings: Formal nursing programs, continuing education 6. Identify the tools necessary to manage business processes in nursing services. 7. Discuss data management to improve outcomes using quality improvement, benchmarking, and patient care 8. Explore the use of specialized applications in nursing administration, including scheduling systems and patient classification systems 9. Describe ways that computers and informatics support evidence-based practice and the research process. 10. Discuss advantages of computerized literature searches over manual methods. 11. Identify selected statistical analysis software programs. 12. Discuss impediments to health care research related to health information technology

UNIT 7 COURSE WRAP-UP & REFLECTION- FUTURE DIRECTIONS FOR RESOURCES

Content:
1. Cost- benefit analysis for implementation in Trinidad & Tobago 2. Implementation methods 3. Informatics organizations and networks

Objectives:
Students should be able to: 1. Discuss the associated cost and benefits related to implementation of Health Information systems in Trinidad and Tobago 2. Apply the Nursing process and a change theory towards the implementation of a health Information system 3. Explore the organizations and networks available for building future bridges in nursing informatics

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SCHEME OF WORK WK/ Date 1 1 Class ACTIVITY/TOPICS TO BE COVERED UNIT 1 COMPUTERS, INFORMATION AND INFORMATICS Content: Data Information, Knowledge, The Nurse as Knowledge Worker The Significance of Good Information and Knowledge Management The Definition and Evolution of Informatics, Medical Informatics, Nursing Informatics, and Consumer Informatics Computer and Information Literacy Informatics Competencies for Nurses The Nursing Shortage Work Flow Changes Evidence-based Practice Pressures to Implement Information Technology

Content:

Internet services
E-mail and Instant Messaging Components of an E-mail Message Suggested Use and Etiquette Managing E-mail Instant Messaging Database Searches Newsgroups Bulletin Board Services Remote Access

The World Wide Web

Browsers Search Tools Portals, Intranets, and Extranets Healthcare Informatics and Services Consumer Informatics Online Publications and Journals Marketing Services E-health

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Activities Practical exercise 2: DUE DATE: 3 3 Content: UNIT 2 ELECTRONIC COMMUNICATION

Concerns Related to the Use of the Internet and World Wide Web

Quality of Online Information Evaluating Online Information Organizations Overload Security Contamination by Viruses, Worms, and Other Malware Firewalls Institutional Policies Future Directions

Activities: Practical exercise 3: DUE DATE: 4 4 TEST 1 Topics: Units 1, 2

: ASSIGNMENT OF GROUP PROJECTS

DUE DATE: 14th Week 5 5 Content:

UNIT 3 HEALTHCARE INFORMATION SYSTEMS

Clinical Information Systems

Nursing Informatics

Nursing Information Systems Standardized Nursing Languages Clinical Information Systems Monitoring Systems Order Entry Systems Laboratory Systems
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Radiology Systems Pharmacy Applications and Systems

Other Clinical Systems Administrative Systems Registration Systems Scheduling Systems Contract Management Systems Decision Support and Expert Systems Future Directions

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UNIT 4 ELECTRONIC PATIENTS RECORDS & SECURING THE INFORMATION Content:

Definitions Historical Developments Benefits of the EHR General Benefits Nursing Benefits Benefits for Healthcare Providers Healthcare Enterprise Benefits Consumer Benefits

Activities: Group exercise: Explore the operations of the e-card or smart card in Trinidad Discussion: A nurse has access to all patient records in her department. Do you think she should be able to freely access her own health record?

8 Considerations When Implementing the EHR Electronic Infrastructure Cost Vocabulary Standardization Security and Confidentiality Caregiver Resistance Data Integrity Incorrect Data Entry Data Correction Master File Maintenance
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Nursing Informatics

System Failure Ownership of the Patients Record Privacy and Confidentiality Electronic Signature Smart Cards

9 9 Content: Terms Related to Telehealth Teleconferencing Videoconferencing Desktop Videoconferencing Historical Background Driving Forces Applications Online Databases and Tools Education Continuing Education Home Health Care Disease Management

UNIT 5 TELEHEALTH

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Activities: Practical exercise : Locate 5 web sites dedicated to Telehealth. How has this information impacted contemporary healthcare DUE DATE: Content: Legal and Privacy Issues HIPAA, Support Personnel Liability Licensure Issues Confidentiality/Privacy Other Telehealth Issues Activities: Activity: Visit the UWI Telehealth Unit at The EWMSC Practical exercise 10: Simulation and data analysis:
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Nursing Informatics

11

11

DUE DATE: TEST 2 Topics: Units

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Practical exercise 11: DUE DATE: UNIT 6 THE FUTURE OF NURSING INFORMATICS IN TRINIDAD & TOBAGO Content: Administration Tools Process Improvements Human resource management Business Intelligence Employee Scheduling Patient Classification system Patient Care management systems

Research Using Computers to Support Evidence-Based Practice and Research Identification of Searchable Questions and Research Topics Literature Searches Digital Libraries Data Collection Tools Quantitative versus Qualitative Research Direct Data Input Data Analysis Quantitative Analysis Computer Models Qualitative Analysis Data Presentation: Graphics Online Access to Databases Collaborative Research

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Activities: Group exercise: Compare and contrast face-to-face setting with online education Introduction to SPSS Practical exercise 12: DUE DATE: UNIT 7 COURSE WRAP UP AND REFLECTION FUTURE DIRECTIONS FOR RESOURCES
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Nursing Informatics

13 Activities: Group exercise: Discussion: Practical exercise 13: DUE DATE: Project Presentation Final meetings Final Project Presentation Review of selected topics ( not limited to) Group attempts of exam questions

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For this course, the following grading scheme will be used: Grading system used in Nursing Informatics Mark Range 90 100 85 - 89 80 - 84 75 79 70 - 74 65 - 69 60 - 64 0 - 59 Definitions Excellent Very good Good Satisfactory Average Below average Minimum passing grade Fail Grade A B+ B C+ C D+ D F GPA 4.0 3.5 3.0 2.5 2.0 1.5 1.0 0.0

The mark allocation for this course will be broken down as follows: Mark Allocation system used for Nursing Informatics 2 In-course exams at 10% each 20 % These two examinations will consist of multiple choice and/ or structured short- answer questions. You will be informed by your lecturer about the topics to be covered in each test before the exam Team assignments 40% The project mark will be a composite of the following: Written Report based on the depth of investigation, organizational skills and the effectiveness and accuracy of expression. Please note that projects typewritten using x12 font; double spaced; and printed on standard A4 or

8.5x 11 paper. The pages should be numbered and included in the table of contents. Marks will be deducted for inappropriate bibliography. Reports that have been heavily plagiarized will not be marked.
Oral Presentation based on Organization: (Establishment of importance of topic; Development of theme ; Relevance of research to the topic; Adherence to time limit) Presentation: (Sensitivity to audience; Personal composure and style; Verbal and non-verbal expression; Use of humor) Effectiveness: (Use of visuals; Use of handouts; Discussion skills)

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Final Examination A 3 hour examination of the entirety of the course in the following sections: Section A Multiple Choice 30 questions Section B Structured type 5 questions Section C Essay type 1 question.

40 %

Please note: Any late assignments that are not delivered directly to the lecturer must be deposited with the Programme Assistant and signed for in the register. Assignments that are not submitted in the format designated by the lecturer will not be graded.
STATEMENT ON ACADEMIC DISHONESTY Academic dishonesty is unacceptable and will not be tolerated. Cheating, forgery, plagiarism and collusion in dishonest acts undermine the Colleges educational mission and the students personal and intellectual growth. COSTATT students are expected to bear individual responsibility for their work and to uphold the ideal of academic Integrity. Anu Student who attempts to compromise the academic process will be sanctioned. COSTAATT Academic, Integrity and Honesty Policies and Procedures Handbook. A QUICK NOTE ON CITATION

Plagiarism is the representation of someone elses

ideas or words as ones own. It is a serious academic offence that includes: - Presenting another persons paper or ideas as original, submitting borrowed, purchased, ghost-written papers and documents downloaded from internet sites. - Extensive paraphrasing - Flagrant failure to properly cite sources. This includes uncited ideas, quotations and/ or words. Students are expected to implement the methods taught in COMM117, COMM118 and LIBS130and should be cognizant of the fact that credit will not be given for work found to be plagiarized. Repeated incidents of plagiarism will result in a failing grade and/or academic sanction. COSTAATT requires students to adhere to the APA (American Psychology Association) citation standards that require in text citation and a reference list. Details of these requirements are as follows: In text citation (Quotes/Paraphrasing) o Direct quotation Use quotation marks and include page numbers (when quoting books, journals and

periodicals) or paragraph number (para. when quoting online sources. A quotation of 40 or more words should be formatted as a freestanding, indented block of text without quotation marks. o Indirect quotation/paraphrasing o Citations from a secondary source References list At the end of an assignment, the full bibliographic information for each source cited in text should be provided. Do not use

footnotes
References must be listed in alphabetical order by author and should use the hanging indent format. o Books / Reports / DVDs Each reference should include four elements: Author/Editor/Produ cer Date Title
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Nursing Informatics

Publication Information Periodicals -Serials or periodicals are resources published on a regular basis, such as journals, magazines and newspapers. The elements to be included are: Author(s) Date Title of article Title of Periodical THE TEACHING TEAM FOR THIS COURSE:

Volume, Issue and Page numbers Webpages (unpublished and informally published work) Reference to web page should include the following elements : Author Date Title Retrieval statement (URL)

In addition to the lecturer, several people are responsible for the smooth and efficient running of this course. From time to time, a student will interact with one of the following people: The Programme Assistant: Students may leave messages for their lecturer with the Programme Assistant, including late lab submissions. The Programme Assistant also sets up appointments should a student wish to see the Department Chair. Lab Lecturer In some courses, team teaching is performed where one lecturer is in charge of the theory component of the course and another, highly qualified lecturer teaches the laboratory component. This lecturer is additionally responsible for collecting and grading lab reports. Lab Technicians: The Lab Technicians are highly capable individuals who are responsible for setting up labs, assisting with handling samples and equipment during labs and responsible for lab safety procedures and protocols. In case of an emergency, the Lab Technician and Lab Lecturer are responsible for your safety in the lab. ESSENTIAL SUPPLIES Text books students should walk with their text books to class and to labs. Lab manual to be provided at the start of the lab component of each course. Appropriate Lab wear slippers, flip-flops and open toed footwear are strictly prohibited in the Labs. Students are also expected to wear protective clothing in labs, for example a lab coat. For the safety of all concerned, the Lab Technician has the responsibility to deny a student access to the lab if they are improperly attired. Appropriate Field equipment Students should keep a separate, hardbound notebook for making field notes in potentially uncomfortable circumstances e.g. pouring rain. Depending on the nature of the field trip, students are expected to dress for safety and comfort by wearing sneakers or hiking boots and walking with a change of clothing.

TEXTBOOKS: Recommended Texts: Hebda, T (2005) or latest ed. Handbook of Informatics for Nurses and Health Care Professionals. New Jersey: Prentice hall Thede, L. Q. (2010) Informatics and Nursing : Competencies and Applications (3rd Ed) Lippincott. Philadelphia Englebardt, S. (2002) Health Care Informatics. St Louis: Mosby
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Benoit, L., K., & Tiessen, B. (2001). Electronic documentation on a psychiatric unit. Canadian Nurse, 97 (10), 27-29 AUDIO-VISUAL RESOURCES: Multimedia Projector, Laptop with Microsoft Office Word, PowerPoint, Excel, Multimedia Player DVD drive, USB ports and Speakers. BIBLIOGRAPHY IN PREPARING SYLLABUS: Hebda, T (2005) or latest ed. Handbook of Informatics for Nurses and Health Care Professionals. New Jersey: Prentice hall Thede, L. Q. (2010) Informatics and Nursing : Competencies and Applications (3rd Ed) Lippincott. Philadelphia Englebardt, S. (2002) Health Care Informatics. St Louis: Mosby

COURSE COORDINATOR: Rita Jarvis-Isaac COSTAATT Email:

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