Informatics competencies pre-and post-implementation of a Palm-based student clinical log and informatics for evidence-based practice curriculum.
The purpose of this paper is to describe the implementation and evaluation of a two-part approach to achieving informatics competencies: 1) Palm-based student clinical log for documentation of patient encounters; and 2) informatics for evidence-based practice curriculum. Using a repeated-measures, non-equivalent control group design, self-reported informatics competencies were rated using a survey instrument based upon published informatics competencies for beginning nurses. For the class of 2002, scores increased significantly in all competencies from admission to graduation. Using a minimum score of 3 on a scale of 1=not competent and 5=expert to indicate competence, the only area in which it was not achieved was Computer Skills: Education. For 2001 graduates, Computer Skills: Decision Support was also below 3. There were no significant differences in competency scores between 2001 and 2002 graduates. Computer Skills: Decision Support neared significance. Subsequently, the approaches were refined for implementation in the class of 2003.
Bakken
Suzanne
S
School of Nursing, Columbia University, New York, NY, USA.
Sheets Cook
Sarah
S
Curtis
Lesly
L
Soupios
Michael
M
Curran
Christine
C
D003197:Computer Literacy; D003199:Computer Systems; D003200:Computer User Training; D034201:Computers, Handheld; D003219:Confidentiality; D003479:Curriculum; D003625:Data Collection; D020000:Decision Support Systems, Clinical; D004511:Education, Nursing, Graduate; D004521:Educational Measurement; D019317:Evidence-Based Medicine; D006801:Humans; D008490:Medical Informatics / Q000193:education*; D009519:New York City; D009737:Nursing Records; D011361:Professional Competence