Research and Evaluation as Functional Area of Nursing Informatics
Research and evaluation area is probably underestimated in the nowadays nursing since specialists might concentrate on direct care and administrative responsibilities and ignore theoretical issues. These duties are significant for nursing students, but those who have already graduated should not forget about the principle of lifelong learning.
Apart from additional courses and formal training, the implementation of one’s knowledge and skills, and their assessment is a must for a good specialist. As I understand research and evaluation in nursing, it is the process of investigation within one’s workplace that results not only in nurses’ experience and expertise advance but also patient outcomes improvement and more effective organization.
In the present stage of development, tradition, intuition, and reflective practice cannot fully satisfy professionals: a systematic way of knowing and research findings become more and more important (Parahoo, 2014).
One can hardly imagine this process without acquiring information and interpreting it. The modern world is characterized by the abundance of information, and information technologies are of great significance in this context. Research and evaluation are probably the most affected because data, numerous facts, and details are involved. To achieve their goal, a nurse needs to orientate themselves in the world of information and select only relevant and reputable sources.
The example of nurses’ research and evaluation activity is the extensive use of the Internet as the source: many nurses and other specialists tend to take advantage of the possibilities that Google Scholar and Google Patents offer to everybody (Thelwall & Kousha, 2015). When a researcher finds some material, it is necessary to assess it and understand whether it contains trustworthy and adequate information. Thus, present-day research and evaluation spheres are intertwined with informatics and the use of technologies.
Expectations for Informatics Competencies at Different Levels
As may be expected, the requirements for new graduates, those at the master’s level, and doctoral level differ. The informatics preparation is not similar in these cases. As a rule, researchers compare new bachelor’s and master’s degree holders’ knowledge and skills and single out the doctoral level.
According to Choi & De Martinis (2013), the comparison of graduate students indicates similarities in informatics competencies in terms of areas where students were competent: basic computer knowledge and skills, clinical informatics attitude, and wireless device skills are among them. While both groups should be aware of these spheres, there are differences in the depth of knowledge: Masters are expected to be more advanced, and they demonstrate slightly higher average scores.
As for the informatics competencies of doctors of nursing students, they are reportedly good in computer skills in communication while their informatics knowledge about systems, documentation, and impact of information management is not perfect (Choi & Zucker, 2013). However, advanced knowledge of these four areas is expected.
Judging by what I learned about the requirements on different levels, I dare say that my skills are not bad. I understand most of the material, and I can apply my knowledge to practice. During my studies, I often need to use informatics competencies and manage to achieve my goals. However, I realize that there is always room for improvement. In the future, I plan to focus on my informatics studies. I will follow the news in the sphere of technologies, especially if they pertain to medicine and nursing. I will probably enroll in some courses to enhance my knowledge and do my best to succeed.
References
Choi, J., & De Martinis, J. E. (2013). Nursing informatics competencies: Assessment of undergraduate and graduate nursing students. The Journal of Clinical Nursing, 22(13-14), 1970-1976.
Choi, J., & Zucker, D. M. (2013). Self-assessment of nursing informatics competencies for doctor of nursing practice students. The Journal of Professional Nursing, 29(6), 381-387.
Parahoo, K. (2014). Nursing research: principles, process and issues. New York, NY: Palgrave Macmillan.
Thelwall, M., & Kousha, K. (2015). Web indicators for research evaluation. Part 1: Citations and links to academic articles from the Web. El Profesional de la Información, 24(5), 587-606.