Nursing informatics can be defined in a broad way as the use of computer technology and information with the aim of supporting all nursing practice aspects. Pedagogical theories that incorporate evolving technology for the advanced practice nurse are constructivism and cognitive psychology. The application of these theories allows educators to design higher-order learning activities enhanced with the help of information technology. The effects of technology on advanced practice nurse practice are as follows: improved quality of healthcare, reduced costs, decreased numbers of medication administration, less time spent on working with papers, increasing affordable access to care, and boosting the efficiency of management. The two types of information technology used within healthcare settings are Electronic Health Records and Computerized Provider (Physician) Order Entry. CPOE allows the physician to avoid prescription errors; EHR allows coordinating care through EHR dashboards. The use of computer technology is affected by generational issues in that senior medical workers are less enthusiastic about using computer-based tools and online social networking tools. Among social issues, privacy and security concerns may hamper communication among colleagues using online social networking tools. Key words: nursing informatics, technology, computer-based tools, cognitive psychology, constructivism, physician, prescription error, advanced nursing practice.
What is nursing informatics and where is it used ? Hebda & Czar (2013) explain that nursing informatics can be defined in a broad way as the use of computer technology and information with the aim of supporting all nursing practice aspects. Among these are the direct delivery of care, education, administration, as well as research. Hebda & Czar (2013) believe that the way we define nursing informatics changes along with the advances in nursing technology and nursing practice. In clinical practice, for instance, nursing informatics is utilized to track the outcomes of patients, assess interventions and workload, and find out data trends. Besides, it can help develop various technologies, for example, apps, which will help medical staff monitor and stay in touch with their clients, improve workflows, and assist patients with dealing with their problems. In nursing education, nurisng informatics is used to support virtual learning and teaching, analytics, and assessment, etc. As for nurse executives, they use it to improve workflows, cost containment, and with budgeting (McGonigle, Hunter, Sipes, & Hebda, 2014).
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Technology use in education is supported by pedagogical theory. Pedagogical theories that incorporate evolving technology for the advanced practice nurse are constructivism and cognitive psychology (Mastrian & Mahan, 2010; Perkins, 1991; Winn, 1990). Constructivism posits that learners interpret all information based on their personal reality and that people learn through information observation, processing, and interpretation and through customizing the information into their personal knowledge (Mastrian & Mahan, 2010, p. 80). Cognitive psychology asserts that learning incorporates motivation, memory, reflection, thinking, and abstraction. It is about applying content, synthesizing information, making decisions and thinking critically (Mastrian & Mahan, 2010, p. 78). The application of these theories allows educators to design higher-order learning activities enhanced with the help of information technology.
The effects of technology on advanced practice nurse practice are as follows: improved quality of healthcare, reduced costs, decreased numbers of medication administration errors, less time spent on working with papers, increasing affordable access to care, and boosting the efficiency of management. As a knowledge worker, a nurse combines the practice of caring with scientific knowledge. She/he finds knowledge, shares knowledge, and develops knowledge through continuous learning and gaining experience (Bonificio, 2015).
The two types of information technology used within healthcare settings are EHR or Electronic Health Records (improves health information exchange) and CPOE or Computerized Provider (Physician) Order Entry (prevents prescription errors). CPOE allows the physician to avoid prescription errors; EHR allows coordinating care through EHR dashboards, used by physicians to track patient’s goals and share data about a patient’s progress; EHR allows gathering data to track general trends or identify problems to be solved through evidence-based research; and EHR allows nurse educators to conduct classes online and use social media or other computer technologies for patient education (Cassano, 2014).
The use of computer technology is affected by generational and social issues. The former relate to the situations where senior medical workers (Baby Boomers and Traditionalists) are less enthusiastic about using computer-based tools and online social networking tools less than Generation Xs and Millennials. As for social issues, privacy and security concerns may hamper communication among colleagues using online social networking tools (Mohr et al., 2011).
In practice, applying the knowledge of nursing informatics brings many benefits. For example, the use of EHR helped an advanced practice nurse to track the history of drug prescription and choose a right dose and route for the drug to be prescribed, as well as see any contraindications; patients can save time by figuring out physician availability for further appointments through the electronic system. Overall, nursing informatics has a great potential to grow both in theory and in practice.
- Bonificio, B. (2015, May). Nurses as knowledge workers. Mjhnews. Retrieved from http://www.mjhnews.com/health-care-news-specialty-columns-88/special-reports/1248-nurses-as-knowledge-workers.
- Cassano, C. (2014). The right balance: Technology and patient care. HIMSS. Retrieved from http://www.himss.org/right-balance-technology-and-patient-care.
- Hebda, T. & Czar, P. (2013). Handbook of informatics for nurses and healthcare professionals. Pearson.
- Mastrian, K. & Mahan, W. (2010). Integrating technology in nursing education: Tools for the knowledge era. Jones & Bartlett Learning.
- McGonigle, D., Hunter, K., Sipes, C. & Hebda, T. (2014). Why nurses need to understandn informatics. AORN Journal, 100 (3), 324-327.
- Mohr, N., Moreno-Walton, L., Mills, A., Brunett, P., & Promes, S. (2011). Generational influences in academic emergency medicine: Teaching and learning, mentoring and technology (Part I). Academic Emergency Medicine, 18 (2), 190-199.
- Perkins, D.N. (1991). Technology meets constructivism: Do they make a marriage? Educational
Technology, 31(5), 18–23. - Winn, W. (1990). Some implications of cognitive theory for instructional design. Instructional
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