E-Book, Englisch, 484 Seiten
Reihe: Health Informatics
Ball / DuLong / Skiba Nursing Informatics
4th Auflage 2011
ISBN: 978-1-84996-278-0
Verlag: Springer
Format: PDF
Kopierschutz: 1 - PDF Watermark
Where Technology and Caring Meet
E-Book, Englisch, 484 Seiten
Reihe: Health Informatics
ISBN: 978-1-84996-278-0
Verlag: Springer
Format: PDF
Kopierschutz: 1 - PDF Watermark
Like the three editions that preceded it, this new edition targets markets in health care practice and educational settings. It addresses practicing nurses and nursing students, together with nursing leadership and nursing faculty. It speaks to nursing informatics specialists and-in a departure from earlier editions of this title-to all nurses, regardless of their specialty, extending its usefulness as a text as noted below. In recognition of the evolving electronic health information environment and of interdisciplinary health care teams, the book is designed to be of interest to members of other health care professions (quality officers, administrators, etc.) as well as health information technology professionals (in health care facilities and in industry). The book will include numerous relevant case studies to illustrate the theories and principles discussed, making it an ideal candidate for use within nursing curricula (both undergraduate and graduate), as well as continuing education and staff development programs. This book honors the format established by the first three editions by including a content array and questions to guide the reader. This 4th edition also includes numerous brief case studies that help to illustrate the theories and practices described within the various chapters. Most of these 'mini-cases' are provided by members of professional nursing organizations that comprise the TIGER Initiative. These mini-cases are listed in the front matter and highlighted via formatting throughout the text.
Kathryn J. Hannah, PhD, RN, is President of Hannah Educational & Consulting Services, Inc. and Professor, Department of Community Health Sciences, Faculty of Medicine, at the University of Calgary, both in Calgary, Alberta, Canada. Dr. Hannah is the Senior Editor of Springer's Health Informatics Series.Marion J. Ball, Ed.D, is Vice President of Clinical Informatics Strategies at Healthlink, Inc. and Professor at Johns Hopkins University School of Nursing, both in Baltimore, Maryland, USA. Dr. Ball is the Co-Editor of Springer's Health Informatics Series.Bonnie Wesorick, RN, MSN, is the Founder and CEO of the Clinical Practice Model Resource Center (CPMRC) in Grand Rapids, MI. Bonnie is the Chairperson of the CPMRC Associate Consortium. Her innovative work around CPMRC's mission to co-create and sustain the best places to practice and the best places to receive care has brought healthcare providers from around the world together.
Autoren/Hrsg.
Weitere Infos & Material
1;Nursing Informatics;2
1.1;Copyright Page;3
1.2;Foreword I;4
1.2.1;References;5
1.3;Foreword II;7
1.3.1;Information Technology as a Tool;7
1.3.2;Factors;8
1.3.3;Collaboration;9
1.3.4;Context;9
1.4;Series Preface;11
1.5;Preface;12
1.6;Sections and Chapters;14
1.6.1;References;15
1.7;Acknowledgments;16
1.8;Contents;22
1.9;Contributors;25
1.10;Section I:Nursing Informatics: On the Move;28
1.10.1;Setting the Stage;28
1.10.2;Charting the Course for Change;29
1.10.3;Building and Using Social and Intellectual Capital;30
1.10.4;Networking for Advancement;30
1.10.5;References;30
1.10.6;1: Nursing Informatics: Transforming Nursing;32
1.10.6.1;Health Reform and HIT;32
1.10.6.2;The Institute of Medicine: Breaking the Ground;33
1.10.6.3;Outcomes;34
1.10.6.4;Costs;35
1.10.6.5;HIT and the TIGER Initiative;37
1.10.6.6;References;38
1.10.7;2: Strategies for Culture Change;40
1.10.7.1;Introduction;40
1.10.7.2;Culture, Caring, and Technology;42
1.10.7.2.1;Culture;42
1.10.7.2.2;Caring and Technology;44
1.10.7.3;Approaches to Culture Change;45
1.10.7.3.1;Culture Change Through TIGER Initiative;45
1.10.7.3.2;Culture Change Through Education;47
1.10.7.3.3;Culture Change in the Context of Organizational Change;49
1.10.7.3.4;Culture Change Framed by Theoretical Models;51
1.10.7.3.5;Social (Cultural) Change Through Innovation and Disruption;52
1.10.7.4;Conclusion;56
1.10.7.5;References;58
1.10.8;3: TIGER Collaboratives and Diffusion;62
1.10.8.1;Intellectual and Social Capital;62
1.10.8.2;Knowledge Management and Leadership;64
1.10.8.3;The TIGER Initiative;65
1.10.8.4;The TIGER Summit;66
1.10.8.5;Management and Leadership;66
1.10.8.6;Education;67
1.10.8.7;Communication and Collaboration;67
1.10.8.8;Informatics Design;68
1.10.8.9;Information Technology;68
1.10.8.10;Policy;68
1.10.8.11;The TIGER Summit Report;70
1.10.8.12;TIGER Phase II;70
1.10.8.13;Collaborative Team Results;71
1.10.8.14;TIGER Impact;72
1.10.8.14.1;Nursing Informatics Community;72
1.10.8.14.2;Practice Specialty Community;72
1.10.8.14.3;Nursing Leadership Community;73
1.10.8.14.4;Educational Community;73
1.10.8.14.5;Vendor Community;74
1.10.8.15;Lessons Learned;74
1.10.8.16;Conclusion;76
1.10.8.17;References;77
1.10.9;4: Networking Advancing Nursing Informatics;78
1.10.9.1;People Resources;78
1.10.9.2;Organizational Resources;78
1.10.9.2.1;Conferences;81
1.10.9.3;Electronic Resources;82
1.10.9.4;Nursing Informatics History Project;82
1.10.9.5;TIGER;82
1.10.9.5.1;Daily e-news Bulletins;82
1.10.9.5.2;Nursing Informatics Web Sites;83
1.10.9.5.3;Informatics Literature;83
1.10.9.6;Suggested Reading;83
1.11;Section II:Workforce Imperatives;85
1.11.1;Education and Faculty Development;86
1.11.2;Competencies;86
1.11.3;Academic Programs;87
1.11.4;Staff Development and Continuing Education;87
1.11.5;Leadership;87
1.11.6;Collaboration;88
1.11.7;References;89
1.11.8;5: Education and Faculty Development;90
1.11.8.1;Introduction;90
1.11.8.2;TIGER’s Education and Faculty Development Collaborative;92
1.11.8.2.1;Faculty Development and Education Collaborative Objectives;92
1.11.8.3;National League for Nursing;93
1.11.8.3.1;For Nurse Faculty;94
1.11.8.3.2;For Deans/Directors/Chairs;94
1.11.8.3.3;For the National League for Nursing;95
1.11.8.4;American Association of Colleges of Nursing;96
1.11.8.4.1;Baccalaureate Essential IV: Information Management and Applicationof Patient Care Technology;96
1.11.8.4.2;Essential IV: Information Systems/Technology and Patient Care Technology for the Improvement and Transformation of Health Care;97
1.11.8.5;Accreditation Bodies;97
1.11.8.6;Associate Degree Nursing Committee;98
1.11.8.7;State Boards of Nursing;99
1.11.8.8;State Initiatives;100
1.11.8.8.1;Minnesota TIGER;100
1.11.8.8.2;North Carolina;100
1.11.8.8.3;Massachusetts;101
1.11.8.8.4;California;101
1.11.8.9;Health Services Resources Administration (HRSA);101
1.11.8.9.1;Innovators in Nursing Education;103
1.11.8.10;Summary;104
1.11.8.11;References;104
1.11.9;6: Competencies: Nuts and Bolts;106
1.11.9.1;Approach and Strategy;107
1.11.9.2;Standards Set 1: Basic Computer Competencies;108
1.11.9.3;Standards Set 2: Information Literacy;110
1.11.9.4;Standards Set 3: Information Management;111
1.11.9.5;The Way Forward;114
1.11.9.6;Appendix;114
1.11.9.7;Clinical Information Management Competencies;114
1.11.9.8;References;116
1.11.10;7: Updated Academic Programs;118
1.11.10.1;Academic Preparation in Nursing Informatics;118
1.11.10.1.1;Evolving Definition of Nursing Informatics;119
1.11.10.1.2;Specialty Attributes of Nursing Informatics;119
1.11.10.1.3;Nursing Informatics Practice;121
1.11.10.1.4;Informatics Nurse Specialist Role;122
1.11.10.1.5;Nursing Informatics Competencies;122
1.11.10.1.6;Nursing Informatics Education;123
1.11.10.1.6.1;Continuing Education in Nursing Informatics;124
1.11.10.1.6.2;Courses in Nursing Informatics;125
1.11.10.1.6.3;Master’s Specialization in Nursing Informatics;125
1.11.10.1.6.4;Master’s Programs with Nursing Informatics Concentrations and Minors;128
1.11.10.1.6.5;Doctoral Specialization in Nursing Informatics;128
1.11.10.1.6.6;Postgraduate Fellowships;129
1.11.10.1.7;Nursing Informatics Education in the Future;130
1.11.10.1.8;Summary;130
1.11.10.2;Update on Academic Programs;130
1.11.10.2.1;Updated Definition of Nursing Informatics;131
1.11.10.2.2;Nursing Informatics as a Specialty;131
1.11.10.2.3;Nursing Informatics Practice;131
1.11.10.2.4;Nursing Informatics Competencies;132
1.11.10.2.5;Nursing Informatics Education;132
1.11.10.2.6;Continuing Education in Nursing Informatics;132
1.11.10.2.7;Courses in Nursing Informatics;133
1.11.10.2.8;Nursing Informatics Education in the Future;134
1.11.10.2.9;Summary;134
1.11.10.3;References;134
1.11.11;8: Continuing Education and Staff Development;137
1.11.11.1;Introduction;137
1.11.11.2;The Need;138
1.11.11.2.1;National Nursing Organization Viewpoints;138
1.11.11.2.2;The TIGER Survey;139
1.11.11.2.3;Other National Surveys;141
1.11.11.3;Case Studies: Who Is Doing What, Where, and How;142
1.11.11.3.1;Weekend Immersion in Nursing Informatics;142
1.11.11.3.2;An Academic Health Center;142
1.11.11.3.3;Cleveland Clinic;143
1.11.11.3.4;Lancaster General Hospital;144
1.11.11.3.5;Summa Health System;145
1.11.11.3.6;St. Vincent Mercy Medical Center;147
1.11.11.3.7;Tenet Healthcare: Creating a Training Team;149
1.11.11.3.8;Training Team;150
1.11.11.3.8.1;Learning Gap Analysis; Computer Skills Assessment150
1.11.11.3.8.2;Training Delivery Methods;151
1.11.11.3.8.3;Training Schedules;151
1.11.11.3.8.4;Super User Training;151
1.11.11.3.8.5;Success Criteria;152
1.11.11.4;Outcomes: Quality of Care, Patient Safety, and Operational Issues;152
1.11.11.4.1;Recommendations for Successful Clinical Systems Training Approaches;153
1.11.11.5;Conclusion;154
1.11.11.6;References;155
1.11.12;9: Leadership Collaborative;156
1.11.12.1;Overview;156
1.11.12.1.1;Industry and National Imperatives;157
1.11.12.1.2;Involvement of Nurse Leaders;158
1.11.12.1.3;Background: The Tiger Leadership Collaborative Vision;158
1.11.12.2;Nursing Leadership Development Programs;160
1.11.12.2.1;Academic Graduate Programs for Nursing Administration with Informatics Education;160
1.11.12.2.2;Organizational Fellowship Programs for Nurse Executive Education and Mentorship;161
1.11.12.2.3;Health Industry Network Programs for Nursing Management Education;161
1.11.12.2.4;Technology Vendor-Sponsored Programs for Nursing Leadership;161
1.11.12.2.5;Self-Education Opportunities for Nurse Executives and Managers;162
1.11.12.3;Informatics Competencies;162
1.11.12.3.1;Education Is Essential;162
1.11.12.3.2;Nursing Informatics Competencies Models;163
1.11.12.3.3;Basic Computer Skills;164
1.11.12.3.4;Virtual Communication Tools;165
1.11.12.3.5;Information Literacy;165
1.11.12.3.6;Information Management;166
1.11.12.3.7;Expanded Competencies for Nurse Leaders;167
1.11.12.4;Magnet Program Collaboration;170
1.11.12.5;Nursing Leadership Survey;171
1.11.12.5.1;Methodology;171
1.11.12.5.2;Results;171
1.11.12.5.3;Survey Recommendations;172
1.11.12.5.3.1;Charge Nurse Role;172
1.11.12.5.3.2;Director/Manager Role;172
1.11.12.5.3.3;Chief Nurse Executive and Dean Roles;173
1.11.12.6;Leadership Development Needs;175
1.11.12.6.1;AONE’s Technology Task Force;175
1.11.12.7;References;175
1.11.13;10: Challenging Leadership Status Quo;178
1.11.13.1;CNOs and Other Nursing Leaders Must Become Acutely Knowledgeable About IT Systems’ Ability to Support Patient Care;179
1.11.13.2;Nursing Must Embrace a Universal Approach to Nomenclature and Taxonomy;181
1.11.13.3;Nurse Executives Should Recast Their Strategic Vision to View Information Technology as a Tool to Help Nursing Do its Job Bett;181
1.11.13.4;Only Nursing Can Architect How the Comprehensive Process of Patient Care Should Flow;181
1.11.13.5;Nurse Executives’ Understanding of IT Should Span from System Development Through to Maintenance and Migration, Ending at Obso;182
1.11.13.6;Nurse Executives Need to Know How to Exploit the Power Inherentin Relational Databases;184
1.11.13.7;Nurse Executives Must Fully Understand and Appreciate the Differences Between Research Analysis and Operational Analysis;184
1.11.13.8;Engage in the Technology Acquisition and Utilization Process Early and Often to Balance the Organization’s Business Drivers wit;185
1.11.13.9;Know How Organizational Changes, Yours and Theirs, Can Impact IT Systems;185
1.11.13.10;Fully Understand Total Cost of Ownership (TCO) to Project with Accuracy;185
1.11.13.11;Understand the Entrepreneurial Mindset;186
1.11.13.12;Reference;188
1.11.14;11: Bridging Technology: Academe and Industry;189
1.11.14.1;Simulations;190
1.11.14.2;Healthcare Informatics;192
1.11.14.3;Informatics and Simulation in Nursing Education;194
1.11.14.4;Integrating Informatics and Simulation in a BSN Nursing Program;195
1.11.14.4.1;Assessment;195
1.11.14.5;Diagnosis;196
1.11.14.6;Implementation;197
1.11.14.6.1;Second Life;198
1.11.14.6.2;Micro Sim™;198
1.11.14.6.3;Evaluation;198
1.11.14.7;Incorporating a Clinical Information System (CIS) into Simulations;199
1.11.14.7.1;Case Study: Johns Hopkins University School of Nursing and Eclipsys Corporation;200
1.11.14.7.1.1;Semester One: Principles and Applications of Nursing;201
1.11.14.7.1.2;Semester One: Health Assessment;204
1.11.14.7.1.3;Other Technical Challenges;207
1.11.14.8;Nursing Implications and Conclusion;209
1.11.14.9;References;209
1.12;Section III:Infrastructure, Adoption, and Implementation;211
1.12.1;Nursing and ‘Meaningful Use’;211
1.12.2;The National Informatics Picture;212
1.12.3;Standards and Interoperability;213
1.12.4;Usability and Clinical Design;213
1.12.5;Evidence-Based Clinical Decision Support;213
1.12.6;Transformation;214
1.12.7;References;214
1.12.8;12: The Evolving National Informatics Landscape;215
1.12.8.1;Introduction;215
1.12.8.2;Statistics and Trends Driving Health Care Transformation;215
1.12.8.2.1;Unsustainable Spending;215
1.12.8.2.2;Nursing Shortage;216
1.12.8.2.3;Lack of Disaster Preparedness and Planning;216
1.12.8.2.4;Growing Health Care Consumerism;216
1.12.8.2.5;Emerging Telehealth;217
1.12.8.2.6;Transparency of Health Care Information and Cost;217
1.12.8.3;Health Information Technology Adoption: A National Priority;217
1.12.8.4;Federal Momentum and Activities;218
1.12.8.5;The Federal Government’s Role in HIT Adoption;219
1.12.8.5.1;Office of the National Coordinator;219
1.12.8.5.2;Governance: Federal, State, and Local Activities;220
1.12.8.5.3;Policy;220
1.12.8.5.4;Technology;221
1.12.8.5.4.1;The Nationwide Health Information Network (NHIN);221
1.12.8.5.4.2;Health Information Technology Committee (now that HITSP is no longer active) Standards Panel (HITSP);221
1.12.8.5.5;Adoption;222
1.12.8.5.5.1;Certification Commission for Health Information Technology (CCHIT);222
1.12.8.5.6;Other Federal Partners;223
1.12.8.6;Opportunities for Nurses to Engage;223
1.12.8.6.1;How to Get Involved;224
1.12.8.6.1.1;National eHealth Collaborative;224
1.12.8.6.1.2;Health Information Technology Policy and Standards Committee;224
1.12.8.6.1.3;Certification Commission for Health Information Technology;225
1.12.8.6.1.4;The Recovery Act of 2009 (Public Law 111-5);225
1.12.8.7;A Final Word;227
1.12.8.8;References;227
1.12.9;13: Standards and Interoperability;228
1.12.9.1;What Is a Health IT Standard?;229
1.12.9.2;What Does Interoperability Mean?;231
1.12.9.3;The National Health IT Agenda;231
1.12.9.4;The Standards Adoption Process;232
1.12.9.5;The Role of Nursing;234
1.12.9.6;Understanding the Benefits of Standards and Interoperability;235
1.12.9.7;Call to Action;236
1.12.9.8;Opportunities for Involvement;237
1.12.9.9;References;238
1.12.10;14: Usability and Clinical Application Design;239
1.12.10.1;What Is Usability?;240
1.12.10.1.1;Specific Definitions;241
1.12.10.1.2;The Significance of Usability for Products and Systems;242
1.12.10.1.3;Usability Goals;243
1.12.10.2;What Is Clinical Application Design?;243
1.12.10.3;Literature Review and Framework;245
1.12.10.3.1;Literature Review and Analysis Process;245
1.12.10.4;Recommendations;247
1.12.10.4.1;Recommendation 1: Determine Clinical Information Requirements;247
1.12.10.4.2;Recommendation 2: Design Safe and Usable Clinical Information Technology;249
1.12.10.4.3;Recommendation 3: Conduct Usability Evaluations;251
1.12.10.4.4;Recommendation 4: Construct the Foundations in Human Factors;254
1.12.10.5;Case Studies;256
1.12.10.5.1;Best Practice Exemplars;257
1.12.10.5.2;Challenging Case Studies;257
1.12.10.5.2.1;Case Study 1: A Usability and Clinical Application Design Challenge;258
1.12.10.5.2.2;Case Study 2: A Usability and Clinical Application Design Exemplar;259
1.12.10.6;References;260
1.12.11;15: Evidence-Based Clinical Decision Support;262
1.12.11.1;Evidence-Based Practice: More Than a Buzz Word?;262
1.12.11.2;Why is Evidence-Based Practice a Priority in Health care Today?;264
1.12.11.3;Current Reality: Understanding the Challenges;265
1.12.11.3.1;Individual Clinician Practice: Time Constraints;265
1.12.11.3.2;Individual Clinician Practice: Skill Level and Readiness;266
1.12.11.3.3;Individual Clinician Practice: Attitude Toward EBP;266
1.12.11.3.4;Organizational Culture and Infrastructures;266
1.12.11.4;Implementation Models for Evidence-Based Practice;267
1.12.11.5;Health Quality Initiatives and Supporting Organizations;267
1.12.11.6;Health Information Technology Advancement;269
1.12.11.7;Evidence-Based Practice Tools and the Use of Technology;270
1.12.11.7.1;Evidence Retrieval Systems;271
1.12.11.7.2;Website Searches;271
1.12.11.7.3;Clinical Practice Guidelines;271
1.12.11.7.4;Clinical Information Systems;273
1.12.11.8;The Role of Nursing: A Call to Action;275
1.12.11.9;References;276
1.13;Section IV:Future Perspectives;278
1.13.1;Personal Health Record and Management of Personal Health;278
1.13.2;Innovation at the Point of Care: Smart Systems;279
1.13.3;Innovation at the Point of Care: Extending Care;279
1.13.4;Nursing Leadership: Critical to Success;280
1.13.5;Personalized Medicine and Comparative Effectiveness Research;280
1.13.6;TIGER Virtual Learning Environment;281
1.13.7;TIGER Phase III;281
1.13.8;16: Personal Health Record: Managing Personal Health;283
1.13.8.1;Consumer Empowerment and Technology;283
1.13.8.1.1;Consumer Trends, Behaviors, and Expectations;284
1.13.8.2;Health Literacy in the U.S. Population;286
1.13.8.2.1;Major Literature Resources and Milestone Contributors;286
1.13.8.2.2;Health Literacy Defined;287
1.13.8.3;Health Policy to Promote Health Literacy;288
1.13.8.3.1;Business and Service Provider Collaborative Programs;290
1.13.8.4;Nurses’ Role in Health Literacy and Consumer Empowerment;290
1.13.8.5;Emergence of the PHR in Health Policy;292
1.13.8.6;PHR’s Historical Evolution;293
1.13.8.6.1;PHR Advocacy by Foundations and Consumer Groups;294
1.13.8.6.2;Why ePHRs Are an Empowering Technology;295
1.13.8.6.2.1;Patient Safety;295
1.13.8.6.2.2;Education and Decision Support;295
1.13.8.6.2.3;Assistive Reminders;296
1.13.8.6.2.4;Communication and Support Services;296
1.13.8.6.2.5;Integration with the Electronic Health Record;296
1.13.8.7;Currently Available ePHR Products;297
1.13.8.7.1;Costs to the Consumer;297
1.13.8.7.2;Use and Usage;298
1.13.8.7.3;Barriers to Use and Acceptance;298
1.13.8.7.4;Innovations;299
1.13.8.8;Standards and Usability Principles for ePHRs;300
1.13.8.8.1;Sources on ePHR Standards and Certification;300
1.13.8.9;Nurses’ Role in Promoting Use of ePHRs;301
1.13.8.9.1;Nursing Informatics and Consumer Health Informatics;302
1.13.8.10;Summary;302
1.13.8.11;References;303
1.13.9;17: Disruptive Innovation: Point of Care;308
1.13.9.1;Vision and Value of Clinician Support via a Smart POC System;309
1.13.9.2;The Future of Information Technology;312
1.13.9.3;A Model for Health Care Success;313
1.13.9.4;Roadmap to the Successful Medical Home;316
1.13.9.5;References;319
1.13.10;18: Extending Care: Voice Technology;320
1.13.10.1;Speech-Based Applications in Health Care;321
1.13.10.1.1;Front-End and Back-End Speech Recognition;321
1.13.10.1.2;Speech Recognition and Electronic Medical Records;321
1.13.10.1.3;Wireless Call Systems;321
1.13.10.1.4;Documentation, Information Retrieval, and Paging All in One;322
1.13.10.2;Benefits of Voice-Assisted Care;322
1.13.10.3;What’s Driving the Move Toward Voice Technology at the Point of Care?;323
1.13.10.3.1;Driver 1: The Trend to Electronic Records;323
1.13.10.3.1.1;The Role of Nurses and Nursing Informatics;324
1.13.10.3.1.2;The Needs of Nurses;324
1.13.10.3.1.3;Keys to Adoption of Innovations;326
1.13.10.3.2;Driver 2: Person-Centered Care and Associated Culture Change;326
1.13.10.3.3;Driver 3: Governmental and Regulatory Demands;327
1.13.10.3.3.1;Glycemic Control;328
1.13.10.3.3.2;Reduction in Falls/Trauma;329
1.13.10.3.3.3;Decrease in Catheter-Associated Urinary Tract Infections (UTIs);329
1.13.10.3.4;Driver 4: Patient/Consumer Perception of Health Care;329
1.13.10.3.4.1;Form Factor;330
1.13.10.3.4.2;Recognition Accuracy;330
1.13.10.3.4.3;Workflow;330
1.13.10.3.4.4;Connectivity;331
1.13.10.3.4.5;Privacy;331
1.13.10.3.4.6;Standards and Integration;331
1.13.10.4;Voice in Action: Case Studies;331
1.13.10.4.1;The Boston Home11;332
1.13.10.4.2;St. John Specialty Care Center28;332
1.13.10.4.3;Butler Memorial Hospital;333
1.13.10.5;Summary;333
1.13.10.6;References;334
1.13.11;19: Nursing’s Contribution: An External Viewpoint;337
1.13.11.1;At the Core of Performance Improvement;338
1.13.11.2;Broad Industry Trends Converging: Nursing Informatics at the Nexus;339
1.13.11.3;When EMR Use Facilitates Care Quality Improvement;340
1.13.11.4;Performance Improvement Methodologies and IT: Hand-in-Glove;342
1.13.11.5;Organizations with a Strong Clinical Leadership–IT Leadership Link;343
1.13.11.6;Into the Future;344
1.13.12;20: Transforming Care: Discovery Enabled by Health Information Technology;347
1.13.12.1;Background;347
1.13.12.2;What Is Personalized Medicine?;348
1.13.12.2.1;How is Genomic Science Translated to Practice?;350
1.13.12.2.2;Some Key Stakeholders in Personalized Medicine;351
1.13.12.3;What is Comparative Effectiveness?;352
1.13.12.4;What Is Comparative Effectiveness Research?;352
1.13.12.4.1;Some Key Stakeholders in Comparative Effectiveness;354
1.13.12.5;The Critical Importance of Health Information Technology;354
1.13.12.6;References;356
1.13.13;21: Local Global Access: Virtual Learning Environment;358
1.13.13.1;Introduction;358
1.13.13.1.1;Demonstration Exemplars;359
1.13.13.1.2;Observable Exemplars;360
1.13.13.1.3;Trialable Exemplars;360
1.13.13.1.4;Learn-While-Doing Exemplars: Academic Education Solutions;361
1.13.13.1.5;Simulation Exemplars;361
1.13.13.2;Current Trends in Technology Demonstration;362
1.13.13.2.1;The TIGER Virtual Demonstration Center Pilot;362
1.13.13.3;Using Technology in Nursing Education;363
1.13.13.3.1;Classroom Setting;363
1.13.13.3.2;Virtual Setting;364
1.13.13.3.3;Simulation Laboratory Setting;364
1.13.13.3.4;Clinical Setting;366
1.13.13.4;Future of Virtual Demonstrations;366
1.13.13.4.1;Scenario 1: Current Technology;366
1.13.13.4.2;Scenario 2: Short-Term Future Technology;367
1.13.13.4.3;Scenario 3: Future Technology;368
1.13.13.5;Conclusion;368
1.14;Section V:Global Initiatives;370
1.14.1;Terminology Development in Canada and Beyond;371
1.14.2;View of Europe from Germany;372
1.14.3;Nursing Informatics Evolution in Brazil;372
1.14.4;Training in Taiwan;372
1.14.5;References;373
1.14.6;22: Invisibility to Visibility: Capturing Essential Nursing Information;374
1.14.6.1;Introduction;374
1.14.6.2;Determining Nursing Data;375
1.14.6.3;Environmental Forces Impacting Health Information Development;377
1.14.6.4;Data Standards;378
1.14.6.5;Types of Controlled Languages;379
1.14.6.6;Determining Nursing Data Standards;381
1.14.6.7;Issues;384
1.14.6.8;Implications of Nursing Data;384
1.14.6.9;References;386
1.14.7;23: Health Telematics Europe;389
1.14.7.1;Diversity of European National Healthcare Systems;389
1.14.7.2;Informatics Supporting Patient Care;392
1.14.7.2.1;eHealth Initiatives in Europe;392
1.14.7.2.2;eHealth Standards;396
1.14.7.2.2.1;From eHealth to Nursing Documentation Systems;398
1.14.7.3;Informatics Supporting Nursing Management, Leadership, and Policy;400
1.14.7.4;Nursing Informatics in Education and Training;404
1.14.7.4.1;Nursing Informatics in the Pre- and Postregistration Phase of Nurses;404
1.14.7.4.1.1;eLearning/Blended Learning;405
1.14.7.5;Summary and Outlook;406
1.14.7.6;Appendix A: Some Nursing Informatics Workings Groups in European Countries;408
1.14.7.7;Appendix B: Major European Conferences in the Nursing Informatics Domain;408
1.14.7.8;References;408
1.14.8;24: Evolution: Nursing Informatics in Brazil;415
1.14.8.1;Evolution of Nursing Informatics in Brazil;416
1.14.8.2;Practice, Research, and Education in Nursing Informatics;418
1.14.8.3;Lessons Learned;422
1.14.8.4;Future Directions;423
1.14.8.5;References;423
1.14.9;25: Taiwan Model: Nursing Informatics Training;425
1.14.9.1;More than Computer Competency;425
1.14.9.2;Evolving NI Need and Acting with Leading Role;426
1.14.9.3;Guiding Learning Map;428
1.14.9.4;Great Solutions: Two Stories;435
1.14.9.4.1;New Design for the Touchscreen-Based Interface Future;435
1.14.9.4.2;New Tool for Meeting Unlimited Documentation Needs;436
1.14.9.5;Summary;436
1.14.9.6;References;442
1.15;Appendix;443
1.16;Index;482
