The healthcare system is founded on numerous principles and concepts and represents a unified and strict framework that ensures quality care and cohesiveness of the elements. In this situation, the healthcare field often implements various approaches to make the operations run faster, more smoothly, and more efficiently. For instance, many organizations employ information systems to facilitate nursing tasks. Still, it is well known that putting health information systems (HISs) into place is a demanding and complex procedure. Digital competence, employee general capabilities, appropriate training and education, and practice time are all key aspects for deploying HIS systems. In my organization, the training provided to nurses is based on continuous education, practical cases, and peer supervision, which is then complemented by employees evaluating the system’s quality.
First, when implementing the HIS, nurses must be provided with continuous learning. The personnel must be informed of any updates to the software and be able to utilize any newly added or modified functions. Concentrating on continuous training is additionally important because first training was more concerned with obtaining a foundational understanding of work requirements than with efficiency and competence (Bygholm, 2018). Therefore, continuous training may concentrate on material that has been identified as significant and problematic for users, as well as material that helps the staff utilize HIS in a fulfilling and professional manner.
Second, all employees undergoing training engage with actual cases, and practical settings, concentrate on clinical workflow and use an engaging, problem-oriented strategy. In other terms, instruction that is unrelated to clinical settings is usually perceived as insufficient training (Bygholm, 2018). The necessity of allowing personnel to practice at their own speed and creating a training environment where they may practice with certain clinical scenarios cannot be overstated (Crisan & Mihaila, 2021). Aside from promoting real-case training, computer skill assessments are often incorporated in order to evaluate nurses’ unique learning requirements.
Lastly, those undergoing training are supported by experts, including peer educators, advisors, and community leaders. These experts are usually professionals or nurses who operate on the unit, have the ability to train others, and have a high level of motivation (Bygholm, 2018). As a result, they serve as facilitators in each unit, assisting employees and onboarding new hires. Coworkers who undergo specialized training endorse the notion that education should be based on clinical practice.
As for the evaluation of the system, nurses participate in such a process in order to see the efficiency of the newly incorporated technology. A NIS is a tool that caregivers use to create treatment plans, carry out interventions, record patient outcomes, compile data, and evaluate the efficacy and standard of healthcare service (Moghaddasi et al., 2017). The suitable designs of such systems and how effectively they take into account the expectations and demands of nurses are key factors in their successful and efficient utilization (Moghaddasi et al., 2017). A badly designed NIS can make nurses’ everyday tasks more difficult and could cause issues with the adoption and usage of such systems. As a result, the opinions of the nurses are essential in this situation.
In sum, nurses get training based on ongoing education, real scenarios, and peer supervision, which is then supplemented by staff members rating the effectiveness of the system. First, nurses must get ongoing training while using the HIS, and staff members must be made aware of any software upgrades. Second, all trainees interact with real cases in realistic settings, focus on clinical processes, and use an innovative, problem-solving approach. Lastly, professionals such as peer educators, advisers, and community leaders offer assistance to people receiving training. As for the system evaluation, nurses take part in it to gauge the effectiveness of the recently added technology.
References
Bygholm A. (2018). Staff training on the use of health information systems: What do we know? Studies in Health Technology and Informatics, 247, 191–195.
Crisan, E. L., & Mihaila, A. (2021). Health-care information systems adoption–a review of management practices. Vilakshan-XIMB Journal of Management, 1, 1-10.
Moghaddasi, H., Rabiei, R., Asadi, F., & Ostvan, N. (2017). Evaluation of nursing information systems: Application of usability aspects in the development of systems. Healthcare Informatics Research, 23(2), 101–108.