Healthcare Informatics Infographic: 2014 Nursing Informatics Workforce Survey HIT Consultant Today at HIMSS 2014, HIMSS released the results of the 2014 HIMSS Nursing Informatics Workforce Survey, which examines the roles, responsibilities and...
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Excellence in nursing education generates outstanding patient care StandardNet Our School of Nursing in the Dr. Ezekiel Dumke College of Health Professions at Weber State University commemorates its 60th anniversary this year.
Nowadays, social media is usually included in our hospital, clinic and/or physician marketing and public relations campaigns. I compiled a list of recent statistics that still validates why we all need to embrace social media technology and seek out opportunities to use it effectively.
Twenty-eight percent of people who use social media for personal reasons support a health-related cause using social media.Mayo Clinic’s podcast listeners jumped to 76,000 in one month after the clinic started using social media.Sixty percent of people who use social media trust posts by their doctors. 55% trust hospital posts.Eighty-seven percent of doctors use social media for personal reasons. 67% of those doctors use social media for professional use.Only 15% of hospitals hire a full time social media manager. 6% assign an intern.Patients are most likely to share information about their health using social media with doctors and hospitals more than other groups or people.Of more than 1,500 hospitals nationwide who have an online presence, Facebook is most popular.Eighty-eight percent of physicians use the Internet to research pharmaceutical, biotech and medical devices.California, Texas and New York hospitals use social media the most of any other state.Massachusetts General Hospital’s emergency department researchers worked to create iPhone app EMNet finder, directing users to the closest ER anywhere in the U.S.During the deadly 2009 shooting rampage at Fort Hood, Scott & White Healthcareemployees offered constant updates on ER access, hospital status, Red Cross news and more. S&W’s rank of Twitter followers increased by 78%.
New statistics fly across our desks and smartphones every day, what statistics catch your attention? Please share in the comments section below.
Nurses need only look at a few trends to see the promising future for nursing informatics, the specialty that combines nursing information and knowledge with management of data and information technology.
Electronic medical records. DNA sequencing. Big data. These technology trends are changing the way medicine is practiced today — but what’s coming next?
From artificial intelligence to natural language to processing to MEMS, here are some technologies that will change the future of healthcare.
Artificial intelligence/algorithm medicine
Predictive analytics tools that use data to help healthcare administrators identify high-risk patients and make efficient decisions are already in place in many hospitals. Now companies are developing decision support tools for clinicians that compare an individual patient’s data to large amounts of historical outcomes data.
Internet of things
This concept takes remote patient monitoring to the next level, involving multiple connected devices that can coordinate with each other through a wireless network without human intervention. Sharp, who’s in charge of clinical informatics research at Cleveland Clinic, says hospitals have just scratched the surface of this with smart infusion pumps and RFID tagging. “There’s potential for a lot of these things to talk to each other and raise alerts when something is out of whack, and potentially even detect infections,” he said.
Short for micro electro mechanical systems, MEMS involves the use of miniaturized sensors, actuators and electronics that are smaller than the thickness of a human hair. Such technology has already penetrated the research market, with speedier, more precise tools for biologists and chemists. Now companies like CardioMems and MicroCHIPS are working on commercial implantable devices that can transmit data outside of the body for clinical use. However, regulation remains a big question here.
Wearable medical devices
We’re not just talking about the fitness bands you wear around your wrist. We’re talking flexible electronics — lightweight, portable sensors that could be, for example, adhered to the skin to collect biometric data. Or swallowable (not technically wearable, but it’s the same idea) smart pills that let clinicians know when patients aren’t taking their medications. The hope is that these devices could help patients and clinicians manage chronic diseases.
Natural language processing
The medical scribe business is hot. But another way of easing the burden of collecting patient data – especially the kind that’s anecdotal – is also heating up. Some EHR vendors have embedded voice transcription technologies into their products, and more advanced products that give structure to unstructured data are on the way. Some say natural language processing could change the way we interact with healthcare data, the same way that Siri has changed the way people interact with their cellphones.
Nokia and XPRIZE are hunting for a medical tricorder, armed with $10 million as a reward, but this movement is much bigger than the contest. Sensors, mobile technology and at-home medicine meet in this concept, which calls for development of a portable screening device consumers could use to self-diagnose medical conditions a la Star Trek. Scanadu’s Scout is the most high-profile device under development, but there are dozens of teams across the world working toward this goal.
From targeted cancer drugs to molecular diagnostics, advances in genome sequencing are driving precision medicine. It’s defined by Pfizer as “an approach to discovering and developing medicines and vaccines that deliver superior outcomes for patients, by integrating clinical and molecular information to understand the basis of disease.”
Some use precision medicine synonymously with personalized medicine. Others say it’s a better term that captures the idea of personalized medicine more clearly: Not as medical care that’s tailored to an individual but rather the ability to classify individuals into smaller populations that might be more susceptible to certain diseases or respond to drugs differently. This term has been slowly gaining steam since 2011.
Time-consuming administrative tasks like medical billing, revenue cycle management and inventory management are prime targets for automating IT solutions. As more data becomes digital rather than paper-based, more opportunities open for innovation in this area to save time in hospitals and physician practices.
What is Nursing Informatics? A nurse informatics specialist has the responsibility to manage and communicate information regarding nursing information and data to improve the decision making process for nurses, consumers, healthcare providers, and...
By Joyce Sensmeier & Christel Anderson The HIMSS Nursing Informatics Community, representing more than 6000 nurse informaticists seized the opportunity to provide comments to the American Nurses Association (ANA) ...
Blogging, Twitter®, Facebook®, and LinkedIn® are common and logical places to begin social media integration into nursing curriculum. The NLN highlights three core content areas for nursing informatics courses: computer literacy, information literacy, and informatics (NLN, n.d.). Other key areas of curricular emphasis through the use of social media include professional communication; health policy; patient privacy and ethics; and writing competencies. Several varied examples of social media in nursing curricula follow to illustrate some typical applications.
The design of one undergraduate informatics course incorporated the three NLN nursing informatics core areas by using social media. To that end, students in this course were required to:
submit no paperwork in a Microsoft Word® document or physical paper format
create a blog in which they wrote professionally on certain topics; create a sound webliography on a healthcare topic; and keep a course journal
create a Twitter® account with a specified number of legitimate healthcare and nursing followers; a specific number of substantial interactions with others; and attendance and participation in at least one online nursing or healthcare chat within this platform
use and explore other social media and Web 2.0 tools (e.g., SlideShare®, Slide Rocket®, Glogster®, Prezi®) to engage in collaboration on group projects and presentations. (Schmitt and Lilly, 2011)
The purpose of using social media tools to facilitate such integration was to emphasize professional communication; better improve student comprehension and use of technology beyond electronic medical records (EMR) and personal computer word processing programs; and enhance student networking and collaboration with other nurses globally.
Prior to engaging in these social media platforms all students completed Health Insurance Portability and Accountability Act (HIPAA) educational training and required reading in regard to privacy, ethics, and professional communication. Students wrote about and presented through these mediums on course content issues including nursing informatics, meaningful use, the IOM report on the future of nursing, evaluation of electronic health record systems, privacy, security, and patient use of the Internet and technology as a health resource. This particular class was further revised during the 2011–2012 academic year by nurse informaticist Kezia Lilly to include student creation of electronic portfolios, podcasts, Vokis®, multimedia presentations, and LinkedIn® profiles to assist students with networking and applying for further education or future employment. The following descriptions of e-portfolio, Twitter®, and Wikipedia® assignments provide more specific details about how the undergraduate and/or graduate level informatics courses incorporated social media tools.
E-portfolios. One assignment often used to assist students in professional communication and networking is the e-portfolio, which is assigned to undergraduates in the informatics course and carried through to their capstone course in the RN-to-BSN program. Students are instructed on how to create an e-portfolio through Google, also known as a Googlio®. A tutorial for beginning Googlio accounts is provided (Googlios, n.d.) and several articles on e-portfolio reading are provided. Students are instructed to load specific assignments; a professional resume and photo; mission statement; and any other professional items that display involvement, community work, and knowledge. Private information is excluded, but students are encouraged to provide a contact e-mail for prospective viewers who may have interest in their work. Students add to this e-portfolio (e.g., major assignments, attendance at conferences) throughout each course. Students are free to explore other mediums for creation of their e-portfolio, such as Wordpress® and Blogger®. In our experience, the creation of e-portfolios through Google® has been particularly helpful and has allowed students to track evidence of their RN-to-BSN program learning in one centralized area. The e-portfolios are used by students after program completion as a way to easily display professional nursing and specialty knowledge to employers.
Twitter®. Another required activity in the undergraduate informatics course helps students to better understand why people engage in social media; how people seek health information there; and how social media can be used as a networking and information gathering tool. Undergraduate students participate in a "Twitter®" assignment and are required to do the following:
create a Twitter® account at the beginning of the course
learn how to use a secondary platform to manage the Twitter® account such as Tweetdeck® or Hootsuite®
begin following at least 60 legitimate nursing and health care Twitter® resources
have 40 legitimate followers in nursing and health care to their account by the end of the course
engage in a set number of substantial of microblog updates which must be related to current information in healthcare but follow all privacy guidelines
demonstrate the use and understanding of hashtags
engage in at least one health care related 'chat' during the duration of the course.
Assignments are graded based on a rubric and each student shares their account with faculty and others in the course. Faculty also use the course number as a hashtag and hold weekly class "chats" to discuss current topics in nursing and course information or issues.
Wikipedia® . An activity within graduate informatics courses required students to write Wikipedia® articles on topics related to health and/or informatics (Booth, Stern, & Tkac, 2012). Students were requested to search Wikipedia® for articles or subjects that were either poorly written or missing from the encyclopedia. Working in small groups, students presented and verbally defended the importance of their proposed Wikipedia® topic/article to the course instructor. Upon ratification by the instructor, students either generated a new article for Wikipedia® or updated an existing article into a scholarly, lay-language, encyclopedia entry. Very quickly, a number of students found their additions challenged by Wikipedia® editors or modified by other users of Wikipedia®, teaching them the importance of accuracy and the peer review process. In one case, students had to defend and justify the uniquenessof their article, as it had been flagged for merger with another topic of similar underpinning. The Wikipedia® criteria for a good article [Available:http://en.wikipedia.org/wiki/Wikipedia:Good_article_criteria] were operationalized into a rubric for the students, and their updates/revisions were graded accordingly. …students demonstrated comprehension of privacy, health care policy issues, ethics, and an improvement in both professional writing and engagement. Overall, students commented that they were impressed with the rapidity with which information was shared, critiqued, and modified on Wikipedia®. Similarly, most students reflected that they felt attached to their newly revised or created articles, leading a few to state they planned to follow and update their pages beyond the duration of the course.
Through these activities, students demonstrated comprehension of privacy, health care policy issues, ethics, and an improvement in both professional writing and engagement. Integration of technology throughout this course helped students demonstrate attainment of TIGER competencies along with achieving better understanding of computer science, library science, information management, and professional conduct in online environments. Qualitative and quantitative responses from students in course evaluations showed initial trepidation but ended with enthusiasm for the many new skills and understandings they had gained.
Graduate Nurse Educator Programs
To actively engage and prepare graduate nurse educator students, we developed a graduate course, Technology for Healthcare Education (Sims-Giddens, 2011). This course prepares future faculty to assess the variety of generations and learning styles in classrooms and to go beyond PowerPoint presentations. By exploring strategies to utilize technology and digitally enhance course content, nurse educator graduate students learn the significance and process of incorporating social media (e.g., class social media sites), YouTube productions, and podcasts.
Graduate students are encouraged to pilot social media strategies in practicum courses. One graduate student incorporated a private blog in place of a reflective journal so undergraduate nursing students could share successful clinical experiences or procedures with peers, as well as express any frustrations encountered. Another student incorporated a class wiki for undergraduates to complete a group assignment, providing them opportunity to learn the importance of teamwork and group dynamics.
Before learning to use technology for a classroom application, many graduate students used Facebook® to connect with friends and family but had not explored other social networking sites nor considered use of social media in graduate education. Brainstorming sessions allowed students to identify new applications to actively engage undergraduates in the classroom. Students became excited thinking of faculty research and collaborative opportunities within and across nursing programs, as well as across colleges and universities.
Using Social Media beyond Informatics Courses
A different approach was to embed the use of social media technologies alongside traditional teaching methods in a senior-level nursing theory course. The author screen-recorded and narrated animated Prezi® slideshows of both clinical and professional situations. The videos were then subsequently uploaded to the author's personal Vimeo® account and the link shared through the university's learning management system. Discussion of the video narrative and preparatory readings for the class were completed online and further extended during the face-to-face element of the class. Overall, students found the teaching approach to be engaging. This approach allowed for a more complex situation to be presented, given the audiovisual nature of the case scenarios.
Another collaborative application was piloted between nursing programs in America, Finland, and the Philippines. Faculty established a private wiki and students in community health classes were invited to participate in a global health perspectives assignment. Students introduced themselves by creating personal, narrated Power Point presentations; wrote and shared essays about health promotion and prevention and the relationship between health and the environment; and developed Power Point presentations about health care delivery systems and community health services in their countries. This exchange encountered challenges, such as faculty time to develop the collaborative group and how best to include and evaluate the assignments for a particular course. The logistics of university calendars and time zone delays presented scheduling problems. Benefits of the collaborative assignment included student exposure to international cultures and health care delivery systems, and trying new technology (Finnish students narrated using Power Point for the first time). Student comments from this exchange were very positive and encouraged faculty to continue the collaborative effort. Faculty learned about educational and curricular differences, and negotiated assignments and evaluation so the learning experience would benefit students. This virtual collaborative was an exciting adventure, one that will be discussed, refined, and repeated.
Many of us who work in health informatics sometimes struggle to articulate what it is we do. How many of you have parents, spouses, or older children who only have the vaguest notion about what you do and what it means? The breadth of the field means that it’s often difficult to enumerate and explain areas outside of our own area of emphasis.
I like infographics, because at their best they visually portray a concept in such a way as to make it easily understandable, even to those who are less familiar with the domain. At their worst they are biased, self-serving, misleading marketing pieces. Of course, an infographic can never convey the nuance and detail that can be communicated in an effective document or presentation, but is an overview.
From a visual standpoint, my problem with most infographics is that they usually have a very tall aspect ratio, and therefore better suited for blogs than for presentations.
This infographic from the University of Illinois at Chicago, does a reasonable job of explaining the field and it richness. It does not cover everything (and contains some glaring omissions, such as not even mentioning information science and not explaining fields like bioinformatics). But for what it does cover, which is an overview of the benefits of clinical informatics, EHRs, and consumer health informatics, it’s a reasonable overview: