Informatics Weeks 1-4 Midterm Study Guide
• General principles of Nursing Informatics
• Refers to the science and art of turning data into information
• Specialty that integrates nursing science, computer science, and information science to
manage and communicate data, information, knowledge, and wisdom in nursing practice.
• Used to describe the processes nurses use to manage data, information, and knowledge in
nursing practice.
• NI centers on the core concepts of data, information, knowledge, and wisdom (DIKW)
• Knowledge
• Collecting data, turning it into information, creating knowledge, and ultimately wisdom.
• The awareness and understanding of a set of information and ways that information can
be made useful to support a specific task or arrive at a decision; abounds with others’
thoughts and information.
• Information that is synthesized so that relationships are identified and formalized.
• Understanding that comes through a process of interaction or experience with the world
around us.
• Information that has judgment applied to it or meaning extracted from it.
• Processed information that helps to clarify or explain some portion of our environment
that we can use as a basis for action
• Internal process of thinking or cognition. External process of testing, senses, observation,
and interacting.
• Wisdom
• Knowledge applied in a practical way or translated into actions; the use of knowledge and
experience to heighten common sense and insight so as to exercise sound judgment in
practical matters.
• Sometimes thought of as the highest form of common sense, resulting from accumulated
knowledge or erudition or enlightenment
• Wisdom is the ability to apply valuable and viable knowledge, experience, understanding,
and insight while being prudent and sensible.
• It is knowing when and how to apply knowledge.
• Scientific Underpinning/DIKW
• The conceptual framework underpinning the science and practice of NI centers on the
core concepts of data, information, knowledge, and wisdom (DIKW paradigm)
• When we assess a patient to determine his or her nursing needs, we gather and then
analyze and interpret data to form a conclusion.
• Information is composed of data that were processed using knowledge.
• Knowledge is the awareness and understanding of a set of information and ways that
information can be made useful to support a specific task or arrive at a decision.
• When we apply previous knowledge to data, we convert those data into information, and
information into new knowledge—that is, an understanding of which interventions are
appropriate in practice.
• information is data made functional through the application of knowledge. Wisdom is the
appropriate application of knowledge to a specific situation.
, • Wisdom uses knowledge and experience to heighten common sense and insight to
exercise sound judgment in practical matters.
• The Foundation of Knowledge Model
• Model proposing that humans are organic information systems constantly acquiring,
processing, generating, and disseminating information or knowledge in both their
professional and personal lives.
• Computer science
• Studies the theory underpinning information and computation and their implementation
in computer systems.
• Cognitive science
• Looks at how the human mind works from an information processing perspective.
• Cognitive science can enhance the integration and implementation of the technologies
being designed
• Principles of cognitive informatics and an understanding of how humans interact with
computers can be used to build information technology (IT) systems that better meet the
needs of users
• Information science
• Deals with the retrieval and management of information as well as human-computer
interaction.
• Primarily concerned with the input, processing, output, and feedback of data and
information through technology integration with a focus on comprehending the
perspective of the stakeholders involved and then applying IT as needed.
• Extremely important in enabling the processing of data, information, and knowledge in
health care
• Informatics Competencies
• Computer competencies-opening email, word, using basic functions
• Information literacy- appropriate searches, valid, reliable info
• Clinical Information management- capture data and info/protect PHI
• Developed to encompass all levels of practice and ensure that entry-level nurses are ready
to enter the more technologically advanced field of nursing, as well as establish advanced
competencies for the INS.
• May be used to determine the educational needs of current staff members
• TIGER-based Nursing Informatics Competencies Model
• Technology Informatics Guiding Education Reform
• They also determined that many nurses lack information technology skills, which limits
their ability to access evidence-based information that could be incorporated into their
daily practice.
• Currently working on a plan to include informatics courses in all levels of nursing
education
• Many of the items identified by the TIGER team as lacking in both nursing students and
practicing nurses are items that are determined to be NI competencies.
• TANIC tool to assess competencies
• The TANIC self-assessment instrument has four parts, including questions about
demographics and the self-assessment, consisting of 85 items covering basic computer
literacy, clinical information management, and information literacy.
• Meaningful Use
• General principles of Nursing Informatics
• Refers to the science and art of turning data into information
• Specialty that integrates nursing science, computer science, and information science to
manage and communicate data, information, knowledge, and wisdom in nursing practice.
• Used to describe the processes nurses use to manage data, information, and knowledge in
nursing practice.
• NI centers on the core concepts of data, information, knowledge, and wisdom (DIKW)
• Knowledge
• Collecting data, turning it into information, creating knowledge, and ultimately wisdom.
• The awareness and understanding of a set of information and ways that information can
be made useful to support a specific task or arrive at a decision; abounds with others’
thoughts and information.
• Information that is synthesized so that relationships are identified and formalized.
• Understanding that comes through a process of interaction or experience with the world
around us.
• Information that has judgment applied to it or meaning extracted from it.
• Processed information that helps to clarify or explain some portion of our environment
that we can use as a basis for action
• Internal process of thinking or cognition. External process of testing, senses, observation,
and interacting.
• Wisdom
• Knowledge applied in a practical way or translated into actions; the use of knowledge and
experience to heighten common sense and insight so as to exercise sound judgment in
practical matters.
• Sometimes thought of as the highest form of common sense, resulting from accumulated
knowledge or erudition or enlightenment
• Wisdom is the ability to apply valuable and viable knowledge, experience, understanding,
and insight while being prudent and sensible.
• It is knowing when and how to apply knowledge.
• Scientific Underpinning/DIKW
• The conceptual framework underpinning the science and practice of NI centers on the
core concepts of data, information, knowledge, and wisdom (DIKW paradigm)
• When we assess a patient to determine his or her nursing needs, we gather and then
analyze and interpret data to form a conclusion.
• Information is composed of data that were processed using knowledge.
• Knowledge is the awareness and understanding of a set of information and ways that
information can be made useful to support a specific task or arrive at a decision.
• When we apply previous knowledge to data, we convert those data into information, and
information into new knowledge—that is, an understanding of which interventions are
appropriate in practice.
• information is data made functional through the application of knowledge. Wisdom is the
appropriate application of knowledge to a specific situation.
, • Wisdom uses knowledge and experience to heighten common sense and insight to
exercise sound judgment in practical matters.
• The Foundation of Knowledge Model
• Model proposing that humans are organic information systems constantly acquiring,
processing, generating, and disseminating information or knowledge in both their
professional and personal lives.
• Computer science
• Studies the theory underpinning information and computation and their implementation
in computer systems.
• Cognitive science
• Looks at how the human mind works from an information processing perspective.
• Cognitive science can enhance the integration and implementation of the technologies
being designed
• Principles of cognitive informatics and an understanding of how humans interact with
computers can be used to build information technology (IT) systems that better meet the
needs of users
• Information science
• Deals with the retrieval and management of information as well as human-computer
interaction.
• Primarily concerned with the input, processing, output, and feedback of data and
information through technology integration with a focus on comprehending the
perspective of the stakeholders involved and then applying IT as needed.
• Extremely important in enabling the processing of data, information, and knowledge in
health care
• Informatics Competencies
• Computer competencies-opening email, word, using basic functions
• Information literacy- appropriate searches, valid, reliable info
• Clinical Information management- capture data and info/protect PHI
• Developed to encompass all levels of practice and ensure that entry-level nurses are ready
to enter the more technologically advanced field of nursing, as well as establish advanced
competencies for the INS.
• May be used to determine the educational needs of current staff members
• TIGER-based Nursing Informatics Competencies Model
• Technology Informatics Guiding Education Reform
• They also determined that many nurses lack information technology skills, which limits
their ability to access evidence-based information that could be incorporated into their
daily practice.
• Currently working on a plan to include informatics courses in all levels of nursing
education
• Many of the items identified by the TIGER team as lacking in both nursing students and
practicing nurses are items that are determined to be NI competencies.
• TANIC tool to assess competencies
• The TANIC self-assessment instrument has four parts, including questions about
demographics and the self-assessment, consisting of 85 items covering basic computer
literacy, clinical information management, and information literacy.
• Meaningful Use
